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A Feasible Operational Approach to Differentiated Instruction
Hendel, Russell Jay (United States)
ABSTRACT:
Differentiated instruction (DI) improves student performance and student satisfaction especially when preliminary instructor training is provided. However, the DI literature is overwhelming; many instructors find it excessively challenging to create a DI for multiple learning styles. This paper seeks to address this gap between theory and challenging operational implementation by using the four pedagogic pillars of Hendel who introduced these pillars to unify the wide diversity of hierarchies. The use of the pedagogic pillars, besides yielding many current best DI practices, also suggests avenues of future research. Key ideas of this paper are as follows: i) Emphasis should be given to initial universal instruction addressing several modalities rather than a continual monitoring and evaluation of individual student learning styles. The multiple modality approach is consistent with Hendel’s Executive Function educational pillar, as well as with numerous standards including the rule of four of Hughes-Hallet, the models of Fleming and Mills (VARK) and Tomlinson (VAK), the Common Core State Standards (CCSS), National Council of Teachers of Mathematics (NCTM), the Council for Educational Children (CED), and Interstate Teacher assessment and Support Consortium (InTASC) standards. ii) DI accommodation can be greatly facilitated using software technology with numerically differentiated difficulty levels. The use of the educational pillars also encourages iii) students sharing DI with the instructor and iv) an emphasis on self-efficacy.
A Formal Model for the Business Innovation Case Description
Kunigami, Masaaki; Kikuchi, Takamasa; Terano, Takao (Japan)
ABSTRACT:
This paper introduces a formal, descriptive model of organizational decision-making called as Managerial Decision- Making Description Model (MDDM). This model describes visually representations of managerial decisions as redefining process of relationships between business objectives and resources. The MDDM provide not only a way to comparison different business cases, but comparison different understandings on a same business case in a case learning classroom.
A STEM Literacy Program for Students in Secondary-Tertiary Transition to Reduce the Gender Gap: a Focus on the Students' Perception
Alessio, Francesca; de Fabritiis, Chiara; Telloni, Agnese Ilaria (Italy)
ABSTRACT:
This study concerns the design and implementation of a STEM literacy program for 11th to 13th grade high achieving students, mainly female. The program, funded by the Italian Ministry of Equal Opportunities, aims at reducing the gender gap in the STEM disciplines and at orienting students towards university studies. We carried out a qualitative analysis of the students’ perception in terms of (1) a-priori expectations about the STEM literacy program and (2) a-posteriori thoughts and reflections about the attended course. Our analysis shows that students aspiring to participate had strong motivations with respect to the program; moreover, most students who participated in the program displayed satisfaction and increase of awareness about their learning. We put a specific focus on the mathematical sessions of the curriculum, involving students as designers of educational resources. Some differences between male and female students arose for what concern the perception of the program and the awareness of the impact of the STEM literacy program on their own learning.
Articulating Methodology: A Potentiator Device on Permanent Health Education
Moura-Vieira, Maria Edna *; Alves-Hopf, Simone **; Callado, José Tomas Real *; Hoefel, Maria das Graça Luderitz *** (* Spain, ** Germany, *** Brazil)
ABSTRACT:
Even prior to the SARS-CoV-2 pandemic, education had faced some of the gaps and challenges that now arise as of the hour. Due to the constant reinvention of didactic-pedagogical practices it is of paramount importance to integrate active methodologies in educational spaces in a process of action-reflection-action-reflection. We present the Articulating Methodology (AM), as a potentiator device, for intersectoral workmanship between the fields of health and education. The goals are to systematize the concepts of the AM with both PHE principles and the results of an integrative review, and we also mean to encourage the development of PHE mechanisms. Method: This is an exploratory/participatory study carried out in three steps: describing the authors' experiences; bibliographic research; and integrative review for a discussion about the contextualization of the methodologies and methods. Results: we identified important elements in the integrative review that can be added to the AM using technology information and activity planning. Conclusion: It is essential to reaffirm the importance of the role of teacher’s role in educating furthermore one needs to develop a sensitive reason for a more humanized practice. We highlight that AM stands out in this process, through the creation of Proactive Agendas, which reinforce social participation and use of technological information, allowing for the tone of the narratives/propositions to emerge from the participants' experiences/voices/listening.
Converged Learning: The Spectrum of Technology-Mediated Learning
Lipuma, James; Leon, Cristo (United States)
ABSTRACT:
New Jersey Institute of Technology (NJIT), a four year polytechnic research university in the United States utilized a participatory strategic planning process to implement an innovative approach to the modes of delivery for instruction that exist between face to face and online instruction. NJIT defines the spectrum of integration of online and on-ground instruction as Converged Education. This spectrum allows students to either participate face to face, join remotely through real-time video conferencing technology (synchronously), or watch classroom instruction asynchronously. The article opens with a general background of NJIT's approach to the new idea of converged instructional delivery. Then the process for defining and clarifying the terms and conceptions of the various modes to be adopted is presented. Finally, the resulting implementation of the new policy and its reflection in course offerings is shown and discussed.
Development of CNN Architectures Using Transfer Learning Methods for Medical Image Classification
Basyal, Ganga Prasad; Zeng, David; Rimal, Bhaskar P. (United States)
ABSTRACT:
The application of deep learning-based architecture has seen a tremendous rise in recent years. For example, medical image classification using deep Learning achieved breakthrough results. Convolutional Neural Networks (CNNs) are implemented predominantly in medical image classification and segmentation. On the other hand, transfer learning has emerged as a prominent supporting tool for enhancing the efficiency and accuracy of deep learning models. This paper investigates the development of CNN architectures using transfer learning techniques in the field of medical image classification using a timeline mapping model for key image classification challenges. Our findings help make an informed decision while selecting the optimum and state of the art CNN architectures.
Digital Meta-Skills Development for Interdisciplinary Competence in Foreign Languages Education
Makhachashvili, Rusudan; Semenist, Ivan (Ukraine)
ABSTRACT:
The development of digital economy in the XXI century, elaboration of the networked society and communities of knowledge, digitization of education due to pandemic measures have led to revisions of the interdisciplinary and cross-sectorial job market demands of Liberal Arts university graduates' skillsets, upon entering the workforce. This, in turn, stipulates reevaluation of the interdisciplinary approaches to comprehensive professional competences in foreign languages acquisition, education, and application.
The study is focused on the diagnostics of the development of meta-learning status, interdisciplinary interoperability of digital competence for students of European (English, Spanish, French, Italian, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to April 2021. The inquiry derives a model of digital meta-skills for interdisciplinary competence in foreign languages education and professional application. The survey study is implemented to evaluate the digital meta-literacy of foreign languages majors through dimensions of interdiciplinarity of educational content, domains of professional application, soft skills, professional linguistic and communication skills, and customized digital skills for Foreign Languages Education.
Education and Globalization: Artificial Intelligence, Augmented Reality Digital Technologies, and Distributed Ledger Technology Networks
Cowin, Jasmin (United States)
ABSTRACT:
The convergence of data, computation, and globalization in education has far-reaching consequences for educational stakeholders, institutions, and learners. Terms such as the Fourth Industrial Revolution, artificial intelligence (AI), exponential technology, deep learning, personalized competency-based learning, and distributed ledger technology networks (DLTNs) are indicators of the changing dialogue between education stakeholders, businesses, and government aspirations on a global scale. Location-independent virtual environments promise an exponential expansion that goes beyond brick-and-mortar schools, colleges, and universities. AI and intelligent systems are poised to become global change agents in education, ushering in profound changes in administrative functions, strategic planning, data aggregation, student acquisition and retention, and alternative currencies, as well as curriculum design, assessment, personal learning networks, and global competitiveness generally of both institutions and their graduates. The quality of the education a nation’s schools, educational institutions, and teachers provide, along with investments in science, technology engineering, and mathematics education, directly impact economic prosperity and global competitiveness.
This paper explores some of the interdependencies that arise from supercharged technological advances such as AI augmented reality digital technologies (ARDTs) and DLTNs and their possible impact on education, educators, learners, and society. In addition, it unbundles the meaning and use cases of AI, ARDTs, and DLTNs in education.
Ideal Preferences for Thinking Styles in Engineering Graduates: Educational Proposals to Assurance Graduation Profiles Through Mathematics Courses
Gaete-Peralta, Claudio (Chile)
ABSTRACT:
Framed in Sternberg's theory of Mental Self-Government, this research had two objectives. The first one was to describe the competencies and abilities declared in a cross-cutting perspective in graduation profiles of engineering programs of a specific Chilean university. The second objective was to categorize the previous description using ideal preferences for thinking styles. To achieve the objectives, the methodology used was qualitative and it consisted of a thematic analysis, combined with documentary analysis techniques, to the data obtained from the graduate profiles of six engineering programs taught at the already stated university. The results of this research were two; the first one was the construction of a thematic map that described competencies and abilities encompassed in the graduation profiles of engineering programs; while the second result was the categorization of that description employing ideal preferences for the Legislative, Executive, Judicial, Global, Hierarchical and Liberal thinking styles. Based on the foregoing, a discussion about teaching and evaluation methods in Mathematics subjects, which allow promoting preferences for the thinking styles already mentioned, was held.
Improvement for Facial Gestures Classification to Control a Drone
Acevedo, Elena; Acevedo, Antonio; Chavez, Alexa (Mexico)
ABSTRACT:
Over the years, unmanned aerial vehicles have had significant development and impact on different activities of the human being, such as mining, agriculture, health, military, entertainment, among others. Therefore, researchers have sought to merge this technology with others that allow it to improve its performance, make it accessible, and solve specific problems that currently cannot. One of these technologies is brain-computer interfaces, which can manipulate devices through brain signals.
In this work, an Artificial Neural Network is proposed together with data preprocessing to improve the recognition of the gestures used to control an unmanned aerial vehicle. Two test algorithms, 10-fold Cross Validation and Hold Out, were applied and the efficiency results obtained were 94.14% and 98.95%, respectively.
Interoperable Digital Skills for Foreign Languages Education in the COVID-19 Paradigm
Makhachashvili, Rusudan; Semenist, Ivan (Ukraine)
ABSTRACT:
Transformative potential of the knowledge economy of the XXI century, establishment of networked society, emergency digitization due to the COVID-19 pandemic measures have imposed elaborate interdisciplinary and interoperable demands on the marketability of Liberal Arts university graduates’ skills and competences, upon entering the workforce. The study is focused on the in-depth diagnostics of the development of interoperable orientation, universality and interdisciplinarity of digital skillsets for students of European (English, Spanish, French, Italian, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to April 2021. The study introduces a model of interoperable digital skills for foreign languages education and professional application in different social spheres. The survey analysis is used to evaluate the dimensions of interdisciplinarity, informed by the interoperability of soft skills, professional linguistic and communication skills, and digital skills for Foreign Languages Education across contrasting frameworks of e-competence for foreign languages acquisition, professional digital communication and pre-service teacher training.
Introduction of the IVR in the Initial Phases of the Ephemeral Space Design by Students of the First Year of Architecture
Gómez-Tone, Hugo C. *; Alpaca Chávez, Marizela *; Martin-Gutierrez, Jorge ** (* Peru, ** Spain)
ABSTRACT:
The Immersive Virtual Reality (IVR) introduces a new paradigm in the design of spaces and experiences offering possibilities to explore and express ideas in the design process compared to traditional methods. Also, it allows to perceive and analyze the space in real scale through virtual simulation. From this point of view, IVR technology leads us to rethink the teaching methods on design in architecture. This research exposes a pilot study that aims to analyze the advantages and disadvantages of using IVR with Head Mounted Displays (HMD) in the initial stages of architectural design. The design case was an ephemeral recreational space created by first-year architecture students from the National University of San Agustin from Arequipa - Peru. A mixed methodology was applied, considering participatory observations and surveys for participants and evaluators to measure results. It is concluded that the introduction of the IVR in the initial stage of design is a valuable pedagogical tool that allows a better understanding and design of the architectural space, as well as better representing it since the drawing becomes the three-dimensional construction of the space.
Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society
Adarlo, Genejane; Favis, Abigail Marie; Gotangco-Gonzales, Charlotte Kendra; Guidote, Armando Victor Jr. (Philippines)
ABSTRACT:
This case study aims to assess whether the course, Science, Technology, and Society, as part of the recent science education reforms in Philippine higher education, can foster science literacy and bring about lifelong learning in science, technology, and society. Five students, who were enrolled in Science, Technology, and Society during the first semester of the academic year 2018 to 2019 in an institution of Jesuit higher education in the Philippines, participated in a focus group discussion about their class experiences. Thematic analysis of verbatim transcript revealed that students were not confident in considering themselves literate about science after a semester of classes because of several concerns in the content and delivery of the course. Specifically, topics covered were not interdisciplinary as they should be, lacked depth, and were not relatable to students. Some teachers were inclined towards knowledge transmission and required more support for teaching that espouses student-centered learning. Teachers’ lack of motivation to teach the course was also noticeable among students and might have left a negative impression about the course. These findings can provide valuable insights into how efforts in reforming science education towards lifelong learning in science, technology, and society can be made better and effective using a constructive alignment of intended learning outcomes, teaching-learning activities, and assessment tasks.
Mathematics and Blindness: The Legacy of Abraham Nemeth
Mele, Michele; Sicignano, Gennaro (Italy)
ABSTRACT:
In this paper, we present the life and the achievements of American blind mathematician Abraham Nemeth (1918- 2013), with the main focus on his extraordinary contribution to mathematical culture. His inventions opened the doors of mathematics to blind and heavily visually impaired people and are still the starting point for many advanced assistive technologies. The paper is structured as follows: after a brief introduction on mathematics and blindness in Section 1, Section 2 explores the biography of Abraham Nemeth, highlighting some points of interest for the development of his scientific career. In Sections 3 and 4 we present his two most remarkable achievements; the inventions of the Nemeth Braille Code and of MathSpeak respectively. Finally, we draw some conclusions in Section 5.
Perceived Ease of Use, Perceived Usefulness, and Behavioral Intention to Use Multimedia Teaching Methods for SAP ERP: Application of the Technology Acceptance Model
Laosethakul, Kittipong; Leingpibul, Thaweephan (United States)
ABSTRACT:
ERP systems have a reputation for their complexity, making it challenging for students to learn to use them. This study uses two multimedia teaching methods, including the video-based tutorial and the paper-based tutorial, to deliver hands-on SAP ERP exercises to students. Studies showed that multimedia learning helped learners process complex information and fostered deeper learning. This study aims to understand how students perceive both multimedia teaching methods for learning the SAP ERP system. By understanding how their perceptions influence their intention to use them for learning SAP ERP systems in the future, instructors could improve the multimedia teaching methods to be more effective and/or use them more effectively. Technology Acceptance Model (TAM) is used to capture students’ perceptions and intention to use each teaching method. The study found that the perceived ease of use (PEOU) played a stronger influence on intention to use than perceived usefulness (PU) on both teaching methods. However, the video-based tutorial’s PU showed a stronger influence on intention to use than the paper-based tutorial’s.
Process Proposal and Acceptance Survey by Work Teams for the Adoption of the Agile Approach Using Machine Learning
Orantes-Jiménez, Sandra-Dinora; Pérez-Castillo, Yadira-Jazmín; Cruz-Cortés, Nareli; Aguilar-Jaúregui, María-Elena (Mexico)
ABSTRACT:
At present, the use of agile methodologies is more and more frequent and companies are increasingly interested in adopting one, particularly SCRUM, although it is not difficult to find, public or private entities that apply only some practices of these methodologies propose and thus, it can be said that they are already on the way to establish a roadmap, to adopt an agile approach. In a previous research, a tool that supports the choice of agile practices used by work teams, to help them precisely in managing the roadmap manually and help them adopt a framework such as the agile methodologies that they proposed was developed. Based on this, with the current research, we seek to analyze the possibility of establishing a theoretical process using Machine Learning, which may be the basis to propose a model that makes a prediction automatically of the better roadmap, for the adoption of an agile approach within a work team in a particular company, only knowing the priorities of the currently identified practices for the adoption of an agile approach within a work team in a particular company.
Strategic Use of Low Code Platforms
Cuthbert, Carol; Pearse, Noel (South Africa)
ABSTRACT:
Increasing development capability and decreasing developer skill-set requirements enable enterprises to dynamically address business capability. In the trillion-dollar global legal industry, the combination of big data analytics (BDA) and robotic process automation (RPA) is emerging as a tool for management to achieve a competitive advantage, unlocking firm value, and increasing revenue. By 2021 more than 50% of large enterprises will have adopted a Low Code Application Platform (LCAP) as a strategic platform. Contingent resource-based theory addresses the context insensitivity of Resource Based theory, highlighting capabilities emerging from the interrelationship between primary and secondary resources. We therefore focus on Low Code Systems as the primary resource and their ability to execute (capabilities) and their completeness of vision (strategy and innovation) as the complementary resources increasing profitability. Intelligent automation is a combination of artificial intelligence, machine learning, and easy-to-use interfaces, enabling more efficient processes. Firms employ BDA and RPA to predict and conclude any unusual activity, through pipelines for the deployment and management of tasks, supporting their strategy. Management, technology, and talent capability are crucial to improving firm performance. In a recent Gartner Report, LCPs are categorized as Leaders (good execution and vision), Challengers (good execution but less vision), Visionaries (good vision but less execution), or Niche Players (neither vision nor execution but good process automation). Building on this classification the Top 50 from the Insider Top 200 legal firms are assessed for their LCP’s and this classification is compared to their average revenue from 2015 to 2018 to determine whether there is a significant difference in the revenue of these firms based on their strategic use of an LCP. The Top 50 firms that have implemented a LCP earned more revenue than firms without a LCP, in the UK.
Student Choices and Perceptions of Distance-Learning Courses During the COVID-19 Pandemic
Thomas Coffman, Jana (United States)
ABSTRACT:
Online learning is a growing phenomenon in institutions of higher education. This study explored whether the COVID-19 pandemic influenced student choices between taking in-person and online-only courses. The results of this study indicate that students take online-only classes for many reasons, including needing a flexible schedule, ability to work at their own pace, physical distance from the university, and, in 2020, concerns about health and safety during the COVID-19 pandemic.
Teaching Statistics in the Time of the Covid-19 Pandemic
Tsami, Eleni (Greece)
ABSTRACT:
The aim of this study is to examine how has the teaching of statistics changed during the COVID 19 pandemic and how do the students of the Department of Statistics and Insurance Science of the University of Piraeus experience these changes. For this survey a questionnaire was prepared and administered online. A total of 88 responds were collected from students aged between 18 and 23. The key questions referred to the online structure of the lifelong statistics courses, the psychological adjustment to the regular course contents and obligations, the internet communication within the scope of the statistics course and its role in advancing skills on statistical programs (i.e., SPSS), and the level of active participation in the online course. Based on the statistical data of this questionnaire, we conclude that between the online and the lifelong courses, the students do not seem to notice any significant difference as regards their interest on the courses and the overall transfer of knowledge. Furthermore, teaching aided by games and computers, has been shown to be more effective learning-wise, albeit more costly than conventional pedagogy. Finally, online learning seems to discourage the active participation of the students, which allows for substantial room for improvement on the side of the educators.
The Architectural Space Perception Through Different Visualization Media
Gómez-Tone, Hugo C.; Manchego-Huaquipaco, Edith Gabriela; Butron-Revilla, Cinthya; Zeballos-Velarde, Carlos (Peru)
ABSTRACT:
In the university education of architects, acquiring the competence of the architectural space perception and understanding requires is fundamental. The traditional teaching, allows real experimentation of the space, that stimulates the senses. In an online learning due to the Covid-19 pandemic, the visualization media turn out to be tools that can help to achieve such competencies. This research sought to compare the perception of the Barcelona pavilion designed by the architects Ludwing Mies Van der Rohe and Lilly Reich through four different visualization media: 360° video, video, color photographs and freehand drawings. The experimental design was applied to 74 students of the first year of the Architecture degree at the National University of San Agustin de Arequipa in Peru. An ad-hoc questionnaire was used to assess five components of spatial perception: measurements and proportions, spatial relationships and orientation, forms and materials, lighting and shadows and experienced sensations of space. It is concluded that each visualization media has strengths and weaknesses in each component, but it is the 360° video which stands out in the integral perception of space, allowing students to have an almost real spatial experience, as an alternative to the physical experimentation of the built spaces.
The Role of the Common Digital Space of Scientific Knowledge in the Educational Technology Development
Kalenov, Nikolay; Sobolevskaya, Irina; Sotnikov, Alexander (Russian Federation)
ABSTRACT:
The role of the common digital space of scientific knowledge (CDSSK) in the development of educational technologies is considered. CDSSK is being implemented by a number of Russian organizations as an information and technological environment, support for scientific research, education, popularization of science and preservation of scientific heritage. The framework provides general principles for the construction and structure of the CDSSK, individual components associated with school and university education. One of the elements related to education, dedicated to outstanding scientists or scientific events. Such exhibitions will bring together diverse resources related to the resource issue (scientists biographies, associated museum and archival materials, publications, copies of films, interactive multimedia resources). The work provides examples of implemented virtual exhibitions used in educational processes. The exhibitions were created on the platform of the Scientific Heritage of Russia digital library.
Toward an Integrative Professional and Personal Competency-Based Learning Model for Inclusive Workforce Development
Arnold, Amy J.; Keyel, Jared; Soysal, Alkan; Kretser, Michael; Sagheb, Shahabedin; Rikakis, Thanassis (United States)
ABSTRACT:
Recent workforce disruptions highlight the need for just-in-time competency acquisition. Developing cyber-human tools that incorporate both human guidance and artificial intelligence may shorten learning and provide better career-upskilling pathways. Deconstructing degree programs to provide adaptive pathways of multi-modal micro-experiences offers greater flexibility. To implement such learning programming, the Calhoun Discovery Program (CDP) at Virginia Tech and its industry and non-profit partners are developing an adaptive education model based on Integrative Professional and Personal Competencies (IPPCs) for Industry 4.0. We argue that implementing whole-person-development- focused curricula that uses heterogeneous analytics and adaptive pathways can increase learners’ mobility within current and future economies. With our partners, we have developed real-world applied problem solving experiences to prepare transdisciplinary learners to work collaboratively on Industry 4.0 applications promoting sustainable and equitable development. This paper defines IPPCs and elaborates how they are integrated in the CDP through Problem-Based Learning Experiences (PBLE), research and just-in-time modules. We note program outcomes over the first two years or operations and the generalizable takeaways of IPPC-based learning. Next, we describe computer-assisted tools we will develop to help us standardize and scale this learning model and summarize what the learning cycle looks like in our model. We conclude by sketching prospects for scaling this approach to K-12, industry and other settings.
Transitioning from Training to the Classroom: An Evaluation of the Effectiveness of Training in Using Tablets in Schools: Teachers' Perspectives
Chan Mow, Ioana; Patu, Tara; Temese, Edna; Lafaele, Fiafaitupe (Samoa)
ABSTRACT:
This paper describes a study which evaluated the effectiveness of training sessions on tablets which accompanied a rollout of 1389 tablets and Aptus devices to selected primary schools in Samoa. The study evaluated adequacy of the training, level of usage of tablets, Aptus and programs and applications, as well as ease of use and usefulness to teachers. Findings of the study showed that the level of usage of both tablets and the Aptus needed to be improved, there was a need for more training, technical and pedagogical support as well as a community of practice of both teachers and learners.
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