International Institute of
A Graphical Approach to Solving Math Word Problems
Cwiakala, Martin (United States)
ABSTRACT:
The work presented is targeted at teaching high school seniors and college freshman engineering students. This work builds on solving mathematics-related word problems by establishing a technique to construct a problem’s solution path. It provides an approach that shows how solving a math problem solves a puzzle, and does so by identifying the puzzle pieces. By scaffolding, students gain confidence in their ability to solve word problems. Students compete in solving traditional jigsaw puzzles to build confidence. Then, they are introduced to flow puzzles. After mastering these puzzles, it is revealed to the students that they have set-up the solution paths for problems they will solve in their engineering aerospace class. The puzzle pieces represent functions related to physics, connections are variables. These puzzle pieces are then implemented in a spreadsheet. The use of spreadsheets decouples the algebra from the problem allowing students who are weak in math to achieve results because the calculations have been provided. Perceiving a math word problem as an interconnection of physics-based equations residing in a library of equations provides a perspective on the word problem’s complexity. Best practices are also presented.
A University's Developmental Framework: Creating, Implementing, and Evaluating a K-12 Teacher Cybersecurity Micro-Credential Course
Mugayitoglu, Bekir; Borowczak, Mike; Burrows, Andrea; Carson, Amanda; Person, Caitlin; Finch, Alexander; Kennedy, Caitlin (United States)
ABSTRACT:
At present, there is a gap in research surrounding cybersecurity micro-credentials and their impact on K-12 teachers. This work evaluates a university’s development of a computing-based learning and teaching environment for K-12 teachers, focusing on a cybersecurity micro-credential course. This ongoing work consists of pre-pilot and pilot research over an academic year (2020–2021). The primary research question explores the extent to which the cybersecurity micro-credential was considered helpful to K-12 teachers. The authors developed two modules: Introduction to cybersecurity and CIA Triad. Nine K-12 teachers enrolled in the course, with five participating in all aspects of the pilot study. The authors utilized quantitative and qualitative data collection via four methods: 1) Assessment scores (quantitative); 2) five semi-structured interviews (qualitative); 3) two bi-weekly progress reports (qualitative) and 4) one focus group (qualitative). They assessed teachers' knowledge gains in specific cybersecurity and computing. Interview questions, focus group and bi-weekly progress reports were coded and grouped into major themes by searching descriptive words. The work showcases innovative tools for teaching cybersecurity. Lastly, the authors describe a method to deliver cybersecurity content through a micro-credential based virtual professional development for K–12 teachers. The main limitation in this work is the small sample size.
An Innovative Education Program's Response to COVID-19 Utilizing ICT in Six African Countries
Langness, Teresa H. (United States)
ABSTRACT:
This paper describes the response of a highly innovative program carried out in six African countries to the challenges presented by the COVID-19 pandemic. The program, Full-Circle Learning, integrates an empathetic service-learning approach with the holistic development of social-emotional and cognitive capacities aligned with Sustainable Development Goal 4.7. The COVID-19 pandemic, necessitating social distancing, challenges the Full-Circle Learning program’s emphasis on building social cohesion through developing capacities of empathy, personal efficacy, conflict resolution, and collective social action while enhancing the acquisition of literacy and numeracy. The challenge of the pandemic raises the question, “Can such a program be effectively carried out using communication technologies rather than face to face learning in relatively resource-poor contexts?” In response, the program initiated an ICT-based training program, and assessed its impact using pre- and follow-on surveys in six African countries. The findings of this initial evaluation provide encouraging indicators that trainers, teachers and learners were able to stay engaged and point to the continued development of ICT to support the Full-Circle Learning approach.
Capturing Music Engagement Among Women with ALZ/Dementia Using iMovie Technology
Thompson, Laura (United States)
ABSTRACT:
Medical Ethnomusicology and Ethno Arts are emerging subdisciplines used to decrease trauma. In this study, the researcher examined 16 cases where participants engaged in music from similar cultural backgrounds. The conceptual framework informing this study arose out of Total Immersion [2], engagement in dementia through an ethnographic lens [9], and the assessment of people with ALZ Dementia using video capture [6] through the use of mobile video technology like iMovie.
Developing Visualized e-Learning Tool to Enhance the Learning of Tones by Learners of Cantonese as a Second or Additional Language
Cheng, Ken S.K. (Hong Kong)
ABSTRACT:
This paper proposes to develop an e-learning tool for foreign learners of Cantonese to master its sound system with special reference to the tone. The most special feature of the tool is that we try to make the complicated tone system of Cantonese ease to learn by visualizing it, for we assume that visualization is the key to the learning of tone, which would be applicable to Cantonese as well as other tone languages. The outcomes and deliverables would have important impact on the learning of Cantonese as a second or additional language, and the findings will shed light on the academic area of language acquisition.
Digital Visual Channels as Transmedia Educational Tools – Instagram as a Tool for an Augmented Classroom
Linfante, Vittorio (Italy)
ABSTRACT:
Fashion, as manufacturing, cultural and creative industry, represents a complex system where the interaction between product, communication and services intercepts the new trajectories of social, digital and sustainability transformation. Factors, the latter that are radically redefining business models and creative, communicative and representation methods. Digital transformation guides the new processes of visualisation, promotion and narration of the fashion system.
The emergence of information and communication technologies represents the push to rethink new communication strategies and innovative ways of educational activities. In this scenario, the Schools and Universities' role became crucial to define new strategies, methodologies, and tools to stimulate the development of new landscapes of material, technological, and cultural skills linked to Creative Cultural Industries.
In this context, the educational system can increasingly be understood as a field of experimentation for multi-channel information transfer modes. The article intends to investigate the potentialities offered by new digital channels (and in particular Instagram) to implement new transmedia educational processes. In this context, the classroom becomes an “increased space”, enabling new ways of learning and relationship between the different knowledge needed and social media became one of the interfaces to create and augmented learning experience.
Engaging Students in Teaching and Learning Research Methods
Mary, Daw (Myanmar)
ABSTRACT:
This research outlines ways to teach research-methods so that students gain a practical knowledge of how research is done. Research Methods modules are normally a compulsory component of undergraduate and postgraduate modules, often designed with the intention of underpinning dissertations or research projects (Harrington & Booth, 2003). In Myanmar, university teachers often teach subjects based on individual expertise, gained through graduate training or professional experience. However, most of the teachers of research methods did not acquire formal degrees in the field. In addition, Research Methods modules are taught in the fourth year of every specialization in Myanmar university context. This research was produced in response to investigate good practice for teaching research methods and to provide recommendations. Findings show the active, experiential learning of the participants alongside salient themes of difficulty and struggle. These recommendations include: (i) Making research visible by connecting learners to research (active learning) (ii) Immersing students in actual research (authentic learning) (iii) Encouraging students and educators to reflect upon the research process to enable them to position themselves in the bigger picture (reflexive learning) (iv) Encouraging a ‘pedagogic culture’ through discourse and debate between academics and sharing of successes and challenges around teaching research methods.
Engineering Graduation Profiles and Thinking Styles: Educational Proposals to Strengthen the Training of Engineers
Gaete-Peralta, Claudio; Huincahue, Jaime (Chile)
ABSTRACT:
This research was framed in Sternberg's theory of Mental Self-Government and aimed to identify ideal preferences for thinking styles that graduates of Mining Civil Engineering career from different Chilean universities must possess to develop their professional work tasks. In order to fulfill this objective, the methodology used was qualitative and consisted of a semantic thematic analysis of the information obtained from the graduate profiles of Mining Civil Engineering from eight Chilean universities. As a result of the research, it was identified that the graduates of this career should ideally prefer the Legislative, Judicial, Global, Hierarchical, Liberal and External thinking styles. Based on the above, some teaching and evaluation methods that can be carried out in the professional training processes of this career were proposed, to promote those thinking styles.
How to Promote Innovative Management of Schools? The Influences of Principals' Leadership and Teachers' Organizational Citizenship Behavior
Hsieh, Chuan-Chung; Li, Hui-Chieh; Fan, Ju-Fang (Taiwan)
ABSTRACT:
This study explores relationships between principals’ leadership, teachers’ organizational citizenship behavior (OCB) and innovative management of schools. The respondents of the questionnaire survey comprised 725 elementary teachers in Taipei City and Nanjing City. The mediation effect of teachers’ OCB was analyzed using Sobel test. The results show that principals’ leadership significantly and directly influences innovative management of schools. However, principals’ leadership can enhance innovative management of schools through mediating effect of teachers’ OCB. The differences of direct, indirect and total effects in Taipei City and Nanjing City are further discussed. In light of these findings, educational institutions should actively reinforce principal’s leadership and principal should make teachers feel that they are the part of the organization and in their working more efficiently.
Is Software Property? – The Missing Half of the Property Metaphor and Other Better Alternatives
Hung, Chao-Kuei *; Fernandes, Hilaire ** (* Taiwan, ** Switzerland)
ABSTRACT:
The “property” metaphor of software creations demands Internet censorship laws and other laws harming physical property rights, restricts our understanding, and works against attention economy. Other metaphors of software such as fire, public transportation, mathematics, artistic creation, law, wiretapping devices, speech/propaganda, and extension of human nervous system recognize the fact that the duplication or repeated uses of a piece of software incurs practically zero extra cost once it is created. They also provide insights into more efficient possibilities of creating and making use of software for the society as a whole and the dangers of possible abuses of software whose creators are not motivated by money but by some other malicious intentions.
Issues of Form
Follesa, Stefano; Cesaretti, Sabrina; Armato, Francesco (Italy)
ABSTRACT:
In a scene radically varied by the effects of the pandemic, a reflection opens on which guidelines and methods should turn today educational research, an area no less spared, which also manifests the fragility of a system made of static habits. The knowledge of how design originates from the ability to adapt to the changes of a society in continuous evolution, in which modernity has however unquestionably marked the loss of forms built over the centuries, implementing a radical break with the past.
Investigating the variations of teaching through the comparison between historical models and new tools and processes of the digital age, the paper questions the concept of form, proper to the design project but also immaterial tool of culture, a means of coexistence and a place of mutual exchange, to define the changeability we are witnessing in the transition from classrooms to home desks. In fact, it is increasingly necessary to re-establish relations between the parties involved, to restore a communicative capacity that knows how to overcome difficulties and fears in the awareness that, as in the most famous physical law, nothing is created or destroyed, but it only changes in its form.
Mobile-Based Assessment and College Students' Motivation, Self-Efficacy, and Academic Performance
Mokhtari, Abrisham; Ciancio, Julie; Consten, Jodi (United States)
ABSTRACT:
Mobile learning can increase students’ access to more affordable and quality college education for those living in remote and less privileged areas. Even though the instructional aspect of mobile learning has received much attention, there has been limited consideration of the assessment aspect. The purpose of this qualitative study was to explore the perceptions of college students on the utilization of mobile devices as assessment tools and the influence this has on motivation, self-efficacy, and academic performance in their learning process. Data were collected from 8 Iranian learners studying at Tehran’s universities through semi-structured, face-to-face interviews. The results of this study revealed that the participants had a positive attitude toward the utilization of mobile devices as assessment tools. The participants claimed that mobile devices made assessment convenient, accessible, and less stressful; however, they stated concerns with technical issues and lack of support networks. Most of the participants also indicated that positively influenced their motivation, self-efficacy, and academic performance. This research provides knowledge that educators, curriculum designers, and administrators can utilize to create equal learning opportunities for college students to receive accessible and affordable education.
Peace Education in Societies Involved in Intractable Conflicts: Intervention Among the Arab Group as a Case Study
Masri, Sehrab; Zubeidat, Ihab; Dallasheh, Waleed (Israel)
ABSTRACT:
The Israeli society and the relations between Israeli Jews and Arabs have been thoroughly researched as an example of a majority and minority groups who are at a deep-rooted conflict between them that effects mutual attitudes and behaviors and the possibility of peaceful coexistence. Israeli Arabs are at particularly difficult situation where on the one hand they identify themselves as Arabs and Palestinians as such their values and aspirations contradict at least to some level those of the Israeli society (Pettigrew & Tropp, 2006).
The current study attempted to overcome these limitations by conducting a uni-national intervention separately with Arab and Jewish adolescents. The current article will only present the results pertaining to the Arab participants only. In addition, the program focused mostly on fostering emotional skills. The research accompanying the implementation of the program was quasi experimental. The sample include 172 Arab adolescents studying in 10th and 11th grades in northern Israel. Research main hypotheses: 1) The participants' emotional intelligence and empathy towards Arabs will be higher at the end of the program than at its beginning. 2) The participants' Empathy towards Jews will be higher at the end of the program than at its beginning.
Quest for Quality Teachers as an Indispensable Factor for Student Success: Case Study United Arab Emirates
Kyriakidis, Kleanthis; Koikas, Evgenia (United Arab Emirates)
ABSTRACT:
The United Arab Emirates (UAE) aspire to transition to a knowledge-based economy well before the post-oil era and thus have invested heavily in the education sector. The UAE National Agenda, stemming from the UAE Vision 2021, sets as goals the development of an impeccable education system and elevating UAE's rank to be among the uppermost 20 countries on the triennial Program for International Student Assessment (PISA) by the Organization for Economic Cooperation and Development (OECD). We argue that a cornerstone of student success is quality teaching. Thus the UAE is on the right track regarding educational reforms aiming at enhancing teacher quality, with the introduction of a Teacher Licensing System (T.L.S.). However, more attention should be given to teacher recruitment, teacher training, and induction, professional development, as well as to the cultural aspects pertaining to teaching, drawing inspiration from PISA top-performing countries' policies and mentality. Moreover, it is argued that such a colossal undertaking requires a deadline extension as cultural changes and educational reforms take time, particularly if the UAE seeks to create its own model and not borrow indiscriminately from PISA top-performing countries.
Reforming GCC Mathematics and Science Curricula
Madani, Rehaf (United Arab Emirates)
ABSTRACT:
The present chapter sheds light on the reformation of education curriculum followed in most of the educational institutions of the GCC countries. The newly formed education curriculum is mainly focused on science and mathematics education with an aim to enable students to attain high scores in international assessment tests such as; TIMSS and PISA. It further emphasizes on the importance of implementing STEM education in the education curriculum of GCC countries while intervening significant changes in the existing curricula. Several barriers were discussed along with way forward recommendations such as; the need to conduct more research on effective implementation of mathematics and science towards greater STEM, standardized curriculum reformation.
Resignification of the Concept of Linear Inequality Through Graphic Argumentation – The Case of the Noise Emission Norm
Lemus-Cortez, Neemias; Gaete-Peralta, Claudio; Huincahue, Jaime (Chile)
ABSTRACT:
The objective of this research was to analyze the construction of mathematical knowledge associated with the linear inequalities that Chilean students carried out through graphic argumentation, in a modeling process framed in the Socioepistemological Theory of Educational Mathematics. To fulfill this objective, the methodology was qualitative and consisted of a case study in which 28 Chilean 12th grade students participated in a classroom situation where a modeling process was applied through the use of a mobile phone application called Sound Analyzer that designs graphs of a sound in decibels according to time. The students described the number of decibels of a certain song and identified the time intervals in which that song exceeded the number of decibels established by regulation by the Ministry of the Environment of Chile. As a result of the investigation, it was found that the students were able to generate, in a modeling process and through graphic argumentation, a resignification of mathematical knowledge associated with linear inequalities.
STEAM Education Implementation Roadmap
Assaf, Noura (United Arab Emirates)
ABSTRACT:
The purpose of this chapter is to present a brief overview of the implementation of STEAM education in schools in developed countries such as China, Australia, United Kingdom and United States of America and to provide a roadmap of its implementation in the context of the United Arab Emirates. The research study in this chapter adopts a qualitative approach whereby purpose sampling of secondary data is collected, compiled and analyzed. Themes are generated after coding the content: implementation of STEAM, challenges related to STEAM application and implementation and requirements for success implementation. For the purpose of ensuring proper integration of STEAM in UAE educational system, a roadmap is proposed with policy drafting recommendations, such as curriculum reform, technology integration, teacher professional development and financial funds.
STEM Education Policy Development
Al Quraan, Elaine (United Arab Emirates)
ABSTRACT:
The goal of this chapter is to benchmark the already established and successful K-12 STEM programs and propose a related policy to the United Arab Emirates. Countries that are currently using the STEM education have high economic growth rate compared to those with other education systems. Hence, the chapter explains the role of policymaker in promoting STEM education. It also focuses on the reforms introduced by federal government in an attempt to create a more unified vision of STEM education to promote the awareness of the importance of incorporating the four main disciplines in the national education system. Additionally, the study discusses how the STEM education offers the students an opportunity to become more innovative and flexible to survive in the highly competitive business environment in the contemporary world.
Student Response System Liking and Performance in Kinesiology Active Learning Classroom Environments
Harper, Sara A.; Kleinoeder, John; Ingalls, Victoria (United States)
ABSTRACT:
Although student response systems (SRS) are widely used in higher education to implement an active learning environment, little is understood about how students’ liking of an assessment tool impacts performance. Therefore, the purpose was to compare students’ preference for SRS versus a traditional paper quiz (TQ) in active learning environments and determine if liking was associated with lecture question performance evaluations. Two sections of two courses were taught in the same semester by the same professor. The first section of each course was assigned SRS while the second section of each course used TQ. Qualitative survey and quantitative data were collected. Although both sections found SRS and TQ enjoyable and easy to use, there was no difference between SRS or TQ liking and performance. These results suggest that inclinations toward SRS or TQ had no impact on classroom performance.
Sudden Introduction of a Flipped Classroom Framework Involving Face-to-Face and Synchronous Active Learning Strategies to Undergraduate Dental Students: A Quasi Experimental Study
Fadel, Hani T.; Khalifah, Ayman M.; Abu Znadah, Wesam (Saudi Arabia)
ABSTRACT:
Objectives: To assess the effect of suddenly implementing a flipped classroom on undergraduate dental students’ perception and performance in regular quizzes. Methods: Seventy-six 4th and 5th year Periodontology students answered a pre-test 6 weeks into courses conducted via traditional lecturing. A post-test was then given during a flipped classroom. Pre-recorded videos were viewed before class time, while in-class activities were interactive. A self-administered questionnaire was distributed afterwards. Data from closed-ended questions were statistically analyzed, and responses to open-ended questions were summarized into main themes. Results: The mean pre- and posttest scores were 3.98±1 and 3.61±1, respectively (p<0.05). No differences were observed within 4th or 5th year classes. Students were neutral or disagreed with the posed statements regardless of the method. Traditional lectures were good but delivered large amounts of information, were less helpful and boring. The flipped classroom was interesting and highly interactive but with little attainable information. There was no time for self-study in either method. Conclusion: Student perception following both methods was generally negative. Despite the significant difference in pre- and post-test scores in the sample as a whole, no such differences were observed within each year between traditional lecturing and suddenly implemented flipped learning.
Teaching and Assessing Creativity in STEAM Education
ElSayary, Areej (United Arab Emirates)
ABSTRACT:
Science, Technology, Engineering, and Mathematics STEM has become an international focus of paramount significance. Through educational reform, the United Arab Emirates UAE government has stated national strategic measures in the Vision 2021 to raise students’ attainment in TIMSS & PISA standardized assessments as well as promotes STEM education. Furthermore, developing STEM talents within Emirati students is one of the main purposes of the Science, Technology, and Innovation STI Policy. Adding art to STEM has a positive impact on students’ attitudes, motivations and interests that leads to developing creativity skills. The purpose of this chapter is investigating the factors that affect teaching and assessing students’ creativity. A mixed method design is used to answer the research questions. The study was conducted in a private school in the UAE. The participants are science, technology, language art, and mathematics teachers (n=30). The results of the study emphasized that motivation, cognition and metacognition set as factors affecting students’ creativity in STEAM classes. A balance between formative and summative assessment should be considered to shift the focus from raising students’ attainment in standardized assessment to developing their creativity skills.
The Degree of Implementing Total Quality Management Standards in Arab Minority Higher Education Institutions in Israel
Dallasheh, Waleed; Zubeidat, Ihab; Masri, Sehrab (Israel)
ABSTRACT:
The purpose of this article is to identify the degree of implementing TQM standards in the Arab Minority Higher education institutions in Israel as perceived by lecturers and administrators. The article also aimed at identifying the impact of gender, education, job title, job position, years of experience, and in which faculty members and administrators applying TQM standards.
The Impact of e-Learning on Students: Measuring the Acceptance of the Technology between Undergraduates' Students in Business Studies
Shaaban, Safaa (Egypt)
ABSTRACT:
Recently, technology and the social distancing during Covid-19 pandemic that have affected all member of society, babies, kids, youth, families and academic institutes all around the world, academic institutes are one of those affected be the pandemic and facing challenges to keep the education process in place. In order to keep education system running with its capacity, academic institutions have had to quickly solution to adapt to the situation and overcome the delay in many approaches and system can be delay. Advancements in web technologies and the increased influence of the World Wide Web are leading to new and innovative ways of learning. New e-learning system technologies and services enable activities that allow users to be active learners, actively participating in the on-line learning process. The objective of this paper is to examine the acceptance of technology in education from the perspective of students and to raise points on students’ level. the methodology used is a self-reported survey and PLA approach to confirm the findings. the main finding was gender is not affecting the acceptance of eLearning technology in higher education, and students in higher education are aware of usefulness for them, using eLearning ease of us for them, their attitude is welcoming the eLearning and technology and their behavior supported this.
Theoretical and Practical Frameworks of Effective STEM Education: The UAE Context
Forawi, Sufian A. (United Arab Emirates)
ABSTRACT:
There has been a grown pressing need of improving students with a variety of required skills related to STEM education This research paper aims to descriptively and critically provide discourse of theoretical and practical STEM education frameworks and their connections to the United Arab Emirates (UAE) experience. Several key models are presented with discussion including Dewey’s work, problem-based learning, project-based learning, the STEM translation Model, Caprraor’s STEM PBL approaches, Lesseig’s Engineering Design Process, and the T- STEM and D-STEM models. Additionally, benefits and challenges of envisioning STEM frameworks and UAE needs are provided through two examples of D-STEM and the state affairs of STEM education study in the UAE context.
Transforming Preservice Teachers' Learning in Online Courses: A Framework of Instructional Design
ElSayary, Areej (United Arab Emirates)
ABSTRACT:
Due to the COVID-19 lockdown, schools and universities worldwide shifted from face-to-face to online learning. Preservice student teachers were placed in an uncomfortable situation that led them to question the way they act and think. Educational plans were then modified to suit the online learning model. The purpose of this study is to investigate the transformation of preservice teachers’ learning in online courses, using an instructional design framework. The participants are preservice teachers in a university in the United Arab Emirates (UAE). A concurrent mixed-method approach using quantitative and qualitative data was used. An online survey was adopted to collect quantitative data, and focus group discussions were conducted to collect the qualitative data. The study results showed a positive impact of transforming students’ learning in online courses, using an instructional design framework. The study introduced the barriers and challenges preservice teachers faced and how they overcame these challenges.
User-Friendly Interfaces for Vygotskian Computer-Based Learning Activities
Dello Iacono, Umberto; Amorese, Terry; Cuciniello, Marialucia; Mannillo, Chiara Vitina (Italy)
ABSTRACT:
In this paper, we present the Learning Interface for Mathematics Education (LIME) project. Its main goal is to create User-Friendly Interfaces (UFI) for Vygotskian computer-based learning activities (VCBLAs) in order to promote their dissemination in the school context. A VCBLA is based on collaborative scripts, according to the Vygotskian perspective, and is implemented on e-learning platforms (such as Moodle). It is aimed at the development of argumentative and problem-solving skills in mathematics, and in other educational contexts or for vocational training. Based on VCBLAs testing and studies in the literature, we have identified the requirements for UFI in order to increase users’ (i.e., students and teachers) acceptance to enable large-scale testing and use of VCBLAs.
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