To see the other types of publications on this topic, follow the link: Didactic environments.
Journal articles on the topic 'Didactic environments'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Didactic environments.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Artigue, Michèle, and Luc Trouche. "Revisiting the French Didactic Tradition through Technological Lenses." Mathematics 9, no. 6 (March 16, 2021): 629. http://dx.doi.org/10.3390/math9060629.
Full textAbstract:
There is, in France, a long-term tradition of research in the didactics of mathematics. In this paper, we revisit this tradition using, as a specific lens, the research carried out on the educational use of digital tools and resources for teaching and learning mathematics. We first briefly introduce this tradition and the three main theories at the base of it: the theory of didactical situations, the theory of conceptual fields, and the anthropological theory of the didactic. Then, considering three different technological lenses, i.e., dynamic geometry environments, computer algebra systems, and digital resources, we show how these theories and the long-term connection established in this tradition with the fields of cognitive ergonomics and computer sciences have influenced technological research and its outcomes. We also show that, conversely, didactic technological research has led to original and influential theoretical constructions, such as the instrumental approach and the documentational approach to didactics, and that it has contributed in a substantial way to the opening of this didactic tradition to other didactic cultures and other communities, beyond the didactic one.
2
VASILYEVA, Valentina D., Raisa M. PETRUNEVA, and Elena D. BERISHEVA. "CLASSICAL DIDACTIC PRINCIPLES AND ELECTRONIC LEARNING ENVIRONMENTS." PRIMO ASPECTU, no. 1(45) (March 24, 2021): 72–80. http://dx.doi.org/10.35211/2500-2635-2021-1-45-72-80.
Full textAbstract:
The article discusses the didactic aspects of the use of distance learning tools on the example of the electronic information and educational environment (EIEE) of the Volgograd State Technical University (VolgSTU). It is shown that classical didactic principles are also applicable when using information and communication technologies.
3
Maresova, Hana, and Lukas Hejsek. "Didactic Limits of Teaching in Virtual Environments." Anthropologist 24, no. 1 (April 2016): 231–36. http://dx.doi.org/10.1080/09720073.2016.11892010.
Full text
4
Hron, Aemilian. "Metaphors as Didactic Means for Multimedia Learning Environments." Innovations in Education and Training International 35, no. 1 (February 1998): 21–28. http://dx.doi.org/10.1080/1355800980350104.
Full text
5
Marcelo, Carlos, and Victor H. Perera. "Didactic interaction in e-learning: new styles for new environments." International Journal of Continuing Engineering Education and Life-Long Learning 17, no. 6 (2007): 461. http://dx.doi.org/10.1504/ijceell.2007.015594.
Full text
6
Ramos de Melo, Francisco, Edna Lucia Flôres, Sirlon Diniz de Carvalho, Ricardo Antonio Gonçalves de Teixeira, Luis Fernando Batista Loja, and Renato de Sousa Gomide. "Computational organization of didactic contents for personalized virtual learning environments." Computers & Education 79 (October 2014): 126–37. http://dx.doi.org/10.1016/j.compedu.2014.07.012.
Full text
7
Medeiros, Margarete Farias, Debora Valletta, Elizete Maria Possamai Ribeiro, Katelyn Luzia Dos Santos Daboit, and Evandro Bitencourt Magagnin. "A Atenção Voluntária na Construção de Conceitos Trigonométricos em Ambientes de Geometria Dinâmica." Revista Brasileira de Informática na Educação 25, no. 01 (April 30, 2017): 77. http://dx.doi.org/10.5753/rbie.2017.25.01.77.
Full textAbstract:
This article presents the results of the project, obtained through didactic sequences applications. The objective was to investigate the voluntary attention span of students when subjected to Dynamic Geometry Environment (GDE) in the exploration of trigonometric concepts. To carry out the didactic sequences was used GeoGebra software, a free Dynamic Geometry Environment software that allows the identification of algebraic and geometric concepts simultaneously in an interactive interface and simples. The methodology used, regarding the approach of the problem, was defined as qualitative, regarding the objectives of exploratory form and as for the research technique, case study Para support the research used the Socio-Historical theory of Vygotsky, and to address the semiotic issues was based on the theory of Duval. From the implementation of the project highlighted the importance of using these environments to obtain the voluntary attention of students in the trigonometric concepts construction process.This article presents the results of the project, obtained through didactic sequences applications. The objective was to investigate the voluntary attention span of students when subjected to Dynamic Geometry Environment (GDE) in the exploration of trigonometric concepts. To carry out the didactic sequences was used GeoGebra software, a free Dynamic Geometry Environment software that allows the identification of algebraic and geometric concepts simultaneously in an interactive interface and simples. The methodology used, regarding the approach of the problem, was defined as qualitative, regarding the objectives of exploratory form and as for the research technique, case study Para support the research used the Socio-Historical theory of Vygotsky, and to address the semiotic issues was based on the theory of Duval. From the implementation of the project highlighted the importance of using these environments to obtain the voluntary attention of students in the trigonometric concepts construction process.
8
Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "DIDACTIC POSSIBILITIES OF REALISATION OF INTERDISCIPLINARY RELATIONS: SUBJECT FRUIT JUICE PROPERTY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 3 (December 25, 2015): 127–37. http://dx.doi.org/10.48127/gu-nse/15.12.127.
Full textAbstract:
Natural Science Education improvement remains one of the most important current challenges in education system. In general, 21st century raises new challenges for Natural science, Mathematics, Technology teachers. Young generation interest in Natural Sciences and Technology is poor. It is predicted that in not so far future, a shortage of qualified specialists will be felt in this sphere. It is obvious, that Natural science and Technology education basics is being formed in general education school. How to strengthen the pupils’ Natural science and Technology learning motivation, to increase their interest? This is one of the most important questions of today’s education. On the other hand, improvement has to be carried out in different directions. Not only motivation strengthening is important, but also creating proper educational environments (spoken here about green environment, so-called outdoor didactics, teacher competence and so on). Extra didactic material preparation for teachers becomes an urgent question. It is very important to help teachers prepare for practical work lessons and to give them, using ordinary and digital devices for the performance of practical-experimental works. In this analysis, a didactic scenario is presented realising an interdisciplinary – integral teaching/learning. The investigated topic is “Juice properties”. Natural sciences and Mathematics teachers’ collaboration possibilities are revealed. Key words: interdisciplinary relations, natural science education, titration, vitamin C.
9
Anyaehie, U. S. B., E. Nwobodo, G. Oze, U. I. Nwagha, I. Orizu, T. Okeke, and G. E. Anyanwu. "Medical students' evaluation of physiology learning environments in two Nigerian medical schools." Advances in Physiology Education 35, no. 2 (June 2011): 146–48. http://dx.doi.org/10.1152/advan.00106.2010.
Full textAbstract:
The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.
10
Turczyk, Małgorzata. "Kategoria praw dziecka w refleksji dydaktyki akademickiej." Kultura-Społeczeństwo-Edukacja 14, no. 2 (June 15, 2018): 119–26. http://dx.doi.org/10.14746/kse.2018.14.10.
Full textAbstract:
Turczyk Małgorzata, Kategoria praw dziecka w refleksji dydaktyki akademickiej [The category of children’s rights in the reflection of academic didactics]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 119–126, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.10.
This paper concerns the place and meaning of a new category of children’s rights, which also finds its place in the area of interest of academic didactics. The current approach to human rights in schooling is basically normative, thus, the present academic didactics is challenged to prepare students of education – and teaching – related faculties to confront the issues in the field of children’s rights at work in a professional manner. The paper illustrates an author’s concept of didactics in terms of education to children’s rights at higher schools which was elaborated based of the research on the didactic aspects of children’s rights education for teachers and educationists on the academic level. The following issues were put in question and served as a basis for specific approaches to academic didactics in terms of education on children’s rights: an essence and need for inclusion of content related to children’s rights in academic learning practice, didactic tools at teacher’s disposal and their role in education for children’s rights. On the one hand, the paper presents a discussion on theprofessional preparation of teachers and educationists to face challenges related to protection and promotion of children’s rights within educational environments. On the other hand, it includes an attempt to merge the discrepancy between theory and practice in this field.
11
Hollett, Mike. "Didactic workshop for English teachers working in technical and scientific university environments." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 5, no. 2 (1985): 120–21. http://dx.doi.org/10.3406/apliu.1985.2490.
Full text
12
Lima, Daniela Da Costa Britto Pereira, Emanoela Celestino Almeida Ramos, and Mônica Desiderio. "Distance Education and Teacher Formation: by a Possible Didactics." Educativa 20, no. 2 (December 20, 2017): 469. http://dx.doi.org/10.18224/educ.v20i2.6250.
Full textAbstract:
Abstract: this article aims to present the results of the research carried out with the objective of analyzing distance education (DE) and the need for a new didactic in virtual learning environments. In bibliographical and documentary research, the focus was on theorists as Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), among others, and on the legislation governing this modality of teaching. The text concludes with considerations about didactics in DE and the importance of teacher mediation in virtual learning environments and that in teacher formation digital technologies are understood as a mediated action in a didactic perspective that surpasses the instrumental model.
Educação a distância e formação do professor: por uma didática possível
Resumo: este artigo tem como objetivo apresentar resultados da pesquisa realizada com o objetivo de analisar a educação a distância (EaD) e a necessidade de uma nova didática nos ambientes virtuais de aprendizagem (AVA). Na pesquisa bibliográfica e documental, o foco recaiu sobre teóricos como Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), entre outros, e sobre a legislação que rege essa modalidade de ensino. Conclui-se o texto com considerações acerca da didática na EaD e da importância da mediação docente nos AVA e de que na formação de professores as tecnologias digitais sejam compreendidas como uma ação mediatizada numa perspectiva didática que supera o modelo instrumental.
13
Vergara, D., M. Lorenzo, and M. P. Rubio. "On the Use of Virtual Environments in Engineering Education." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 2 (April 2016): 30–41. http://dx.doi.org/10.4018/ijqaete.2016040103.
Full textAbstract:
Virtual resources (VR) in the form of interactive media applications (IMA), didactic videos (DV), interactive virtual platforms (IVP) or Small Virtual Resources (SVR), etc. are becoming powerful didactic tools in university teaching. This is particularly important in the case of engineering studies where these VR allow overcoming spatial visualization problems, learning mechanisms operation, etc., and increasing the student motivation in learning process. Thus, the understanding of complex concepts in engineering can be solved. In this paper, a review of the student opinion with regard to the use of diverse VR is presented. To achieve this goal, during the last years (2013-2015) different VR in diverse forms (IMA, DV, IVP and SVR) were used in teaching of engineering degrees at three different engineering schools. The opinion of students was collected in the form of surveys applied at the end of the course. According to obtained results, students considered very useful the use of VR in teaching/learning. However, they do consider them necessary as a complement of the teacher master class. In addition, from students' surveys, an estimation of the time distribution for each teaching activity can be draft which provides useful information for adapting the teaching of engineering studies.
14
Gök, Mustafa, and Mevlüt İnan. "Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 2 (April 1, 2021): 142–57. http://dx.doi.org/10.23917/jramathedu.v6i2.13687.
Full textAbstract:
Students' conceptual understanding and mathematical process skills can be improved through digital games in mathematics education. The starting point of this study is the idea of having students encounter this kind of environment. The study didactically describes the process of 6th-grade students’ experiences of a digital game-based learning environment. A combination of the Theory of Didactical Situations (TDS) and Digital Game-Based Learning (DGBL) was used in the design of the digital game. The research focused on knowledge-based interactions (teacher-student-game) during the implementation of the game called Race with Numbers, designed in line with this synthesis. The case study, one of the qualitative research methods, was used in the study. Research participants consist of 16 middle secondary school students studying in the 6th grade in a public school. The research data were collected with a video camera and two voice recorders. The research application lasted 75 minutes. The data analysis related to the application was carried out by describing the interaction between the students and the game at stages of TDS. The study findings indicated that TDS has significant potential in designing DGBL environments. However, strong evidence is presented that such environments enable students to realize their own learning and encourage them to use mathematical process skills (such as problem-solving, reasoning, proving, and transfer). Finally, the study highlights the importance of the digital game-based learning approach in mathematics teaching for students.
15
Dos Santos Pereira Alves, Eliana Maria, and Ovídio Felippe Pereira da Silva Junior. "Aplicação da Criatividade para Gerar Projetos de Inovacao: O Caso Prático de uma Estrategia Didática." Future Studies Research Journal: Trends and Strategies 7, no. 1 (June 6, 2015): 129. http://dx.doi.org/10.24023/futurejournal/2175-5825/2015.v7i1.187.
Full textAbstract:
A current challenge in teaching practice is to transform classrooms into laboratories to exchange experiences in courses whose goal is to enhance the professional skills in a practical and meaningful way. The search for improvement demonstrates that, increasingly, professionals become aware that organizations coexist in highly competitive environments, seeking to conquer more markets based on sustainable competitive advantages demanding fast responses of its employees. Considering that the process of creativity can be stimulated through the establishment of a suitable environment, this study aims to discuss the application of a didactic strategy developed for this purpose. Using the single case study methodology, it was used the technique of unstructured observation (informal or single) to carry out the collection and the recording of events that occurred during the strategy application. It discusses elements such as identifying opportunities, creativity, innovation and entrepreneurship, seeking their relationships to understand how it is possible to motivate the generation of proposals for innovative projects in educational environments. As a result, it is presented the perceptions of teachers on the didactic strategy applied, emphasizing that a suitable environment for the development of ideas encourages the student to propose solutions for the improbabilities, creating innovative alternatives to the identified needs.
16
Anagnostou, Kostas. "Research Note." International Journal of Gaming and Computer-Mediated Simulations 3, no. 2 (April 2011): 67–77. http://dx.doi.org/10.4018/jgcms.2011040105.
Full textAbstract:
In this paper, the author outlines a framework for videogames in History education. The author analyzes the genre’s features and investigates potential mappings to specific didactic approaches in the context of History education. To guide the analysis, the author briefly reviews didactic approaches for History and identifies qualities that can be projected into game features and systems. Based on the characteristics of those didactic approaches and their requirements for narration and interaction, the author evaluates each videogame genre’s potential for narration and simulation as well as the reflection and assessment opportunities supported. The paper concludes by discussing the implications on serious game design and the integration of games for History education in school environments.
17
Garcias, Adolfina Pérez, and Victoria I. Marín. "Enhancement Process of Didactic Strategies in a Degree Course for Pre-Service Teachers." International Journal of Web-Based Learning and Teaching Technologies 12, no. 4 (October 2017): 14–24. http://dx.doi.org/10.4018/ijwltt.2017100102.
Full textAbstract:
This paper presents a study on the enhancement of didactic strategies based on the idea of personal learning environments (PLE). It was conducted through three iterative cycles during three consecutive academic years according to the phases of design-based research applied to teaching in a university course for pre-service teachers in the University of the Balearic Islands (Spain). Four teachers, one researcher and over 600 students took part in the study. The results show that both teachers and students were satisfied with the didactic strategy based on PLE management (Personal Learning Environment). There were also resulting signs showing that the students transferred what they had learnt to other contexts, and the strategy designed by the lecturers showed continuity. All this leads to the conclusion that the foundations have been set for a change in methodology.
18
Anagnostou, Kostas, and Anastasia Pappa. "Video Game Genre Affordances for Physics Education." International Journal of Game-Based Learning 1, no. 1 (January 2011): 59–74. http://dx.doi.org/10.4018/ijgbl.2011010105.
Full textAbstract:
In this work, the authors analyze the video game genres’ features and investigate potential mappings to specific didactic approaches in the context of Physics education. To guide the analysis, the authors briefly review the main didactic approaches for Physics and identify qualities that can be projected into game features. Based on the characteristics of the didactic approaches each video game genre’s potential for narration and simulation and affordances for reflection and assessment are evaluated, providing examples of specific games that adhere to those requirements and ways they can be utilized in educational contexts. The paper concludes by discussing the implications on serious game design and integration of games for Physics education in school environments and suggests topics for future research.
19
da Silva Medola, Larissa, Celina de Oliveira Barbosa Gomes, and Eduardo Alberto Felippsen. "Select Teaching: authoring tool for building Learning Objects for language teachers´ training and teaching support." Revista Liberato 21, no. 36 (December 18, 2020): 107–20. http://dx.doi.org/10.31514/rliberato.2020v21n36.p107.
Full textAbstract:
The use of technological instruments in educational environments and contexts was facilitated by the popularization of technology in general, which significantly supported the teaching-learning process. This fact highlights the importance of teachers´ training to use these tools, as well as the presence of softwares and other appropriate tools for specific educational approaches. Thus, the present paper presents the creation of a didactic tool, the "Select Teaching", to be applied in the production of didactic material in the format of electronic handouts with foreign language content. The research is mainly characterized by the feasibility of considering these handouts as Learning Objects to be used by the language teachers of the Federal Institute of Paraná (IFPR) - Campus Assis Chateaubriand. Palavras-chave: Modern foreign language teaching. Digital didactic material. Learning Objects.
20
Silva, Ricardo, Benjamim Fonseca, Cecília Costa, and Fernando Martins. "Fostering Computational Thinking Skills: A Didactic Proposal for Elementary School Grades." Education Sciences 11, no. 9 (September 8, 2021): 518. http://dx.doi.org/10.3390/educsci11090518.
Full textAbstract:
There is a growing presence of technology in the daily lives of elementary school students, with a recent exponential rise due to the constraints of remote teaching during the COVID-19 pandemic. It is important to understand how the education system can contribute to helping students develop the required skills for technological careers, without neglecting its obligation to create conditions that allow them to acquire transversal skills and to enable them to exercise full citizenship. The integration of Educational Robotics and block programming activities in collaborative learning environments promotes the development of computational thinking and other ICT skills, as well as critical thinking, social skills, and problem solving. This paper presents a theoretical proposal of a didactic sequence for the introduction to educational robotics and programming with Scratch Jr. It is composed of three learning scenarios, designed for elementary school teaching. Its main goal is to create conditions that favour the development of computational thinking in a collaborative learning environment. With increasing complexity and degree of difficulty, all the tasks root from a common problem: How can we create an algorithm that programs the robot/sprite to reach a predetermined position?
21
Bliss, James P., Beth M. Hartzler, Jennifer Winner, and Douglas Hodge. "Assessment and Comparative Evaluation of Self-Efficacy as a Function of Training Style." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 9, no. 1 (September 2020): 188–92. http://dx.doi.org/10.1177/2327857920091005.
Full textAbstract:
As with civilian medicine, the Military Health System relies on medical manikins to supplement didactic training. Analyses of transfer-of-training and the calibration between self-efficacy (SE) and competence offer a robust look at training effectiveness; however, the logistics of collecting these data are complex. Self-reported SE is commonly used as a starting point to look at training effectiveness, and prior research has used it to compare didactic against simulation-based training options. Military medical training courses, however, often combine didactic and experiential (simulation-based) training. Little or no work has documented how SE is differentially affected in courses using both training approaches. Results reported here represent SE data from enlisted medical technicians completing pre-deployment readiness training. These data illustrate that SE gained through didactic training was maintained throughout the simulation training. We discuss possible reasons why this sample did not demonstrate further significant gains following simulation and we identify challenges associated with the study of individual constructs such as SE in the context of team-based training environments.
22
Kühn, Ida Kristina. "Enhancing Social Competence for Disadvantaged Youth in Pre-Vocational Education: Model Development Through Design-Based Research." International Journal for Research in Vocational Education and Training 4, no. 4 (December 21, 2017): 346–68. http://dx.doi.org/10.13152/ijrvet.4.4.3.
Full textAbstract:
This study investigates the enhancement of social competence for disadvantaged young people based on the example of the "Werkschule Bremen" educational course. Theoretical approaches to social competence as a learning outcome are mainly based on the model of social information processing, although the meaning of both practical and experience-oriented approaches is constantly evolving. Taking the specific contextual conditions into account, this study combines qualitative and quantitative methods within the design-based research methodology in order to determine how a location-independent didactical concept to enhance social competence could be created as well as which comparable impacts on the participants' social competence can be verified. The results show that a basic didactical concept is feasible, while the teaching and learning environment has a huge impact on the comparability. It is also clear that the students' motivation to participate depends on both their own and their teachers' interest as well as the teachers' capacity to facilitate safe relationships. As a core result, this study delivers a didactic model that is based on target-controlled experience-oriented learning environments on the practical side and the social information processing approach on the theoretical side.
23
Solovov, A. V., and A. A. Menshikova. "Models for the Design and Operation of Digital Educational Environments." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 1 (January 28, 2021): 144–55. http://dx.doi.org/10.31992/0869-3617-2021-30-1-144-155.
Full textAbstract:
Many educational institutions, assessing their prospects, plan to develop distance educational services using their own electronic and information educational environments (EIEE). During creating and operating EIEE of educational institution (EI), a number of questions arise related to structural, marketing, personnel and other decisions. The purpose of this article is to research the organizational, technical and didactic aspects of the EIEE EI. The methodology of the research is based on methods of system analysis, cybernetics, pedagogical psychology and didacticism.A conceptual model of the EIEE EI as an organizational and technical system has been proposed. It includes a marketing subsystem, a set of technical tools, various types of security and an organizational subsystem. The main functions of these subsystems and their various components have been identified.A didactic model of a typical complex of digital educational resources has been developed. Within this model, the diversity of digital educational resources across each academic discipline is integrated into complexes that provide a complete study at different target levels of assimilation, from initial acquaintance to solving uncharacteristic professionally oriented tasks.From the point of view of pedagogical psychology and cybernetics, the high importance of feedback in EIEE EI is shown. The classification of feedbacks (internal and external) is proposed for the triad “Teacher – Teaching Program – Learner”. The limits of the use of automation in the formation of feedbacks are specified, as opposed to other (non-computer) responses to students’ educational activities. The role and place of feedback in the “digital footprints” of students and teachers is shown and the directions for the use of this data in artificial intelligence systems are outlined.
24
Veyna, Uriel, Sergio Garcia-Nieto, Raul Simarro, and Jose Vicente Salcedo. "Quadcopters Testing Platform for Educational Environments." Sensors 21, no. 12 (June 16, 2021): 4134. http://dx.doi.org/10.3390/s21124134.
Full textAbstract:
This work focuses on the design and construction of an experimental test bench of three degrees of freedom with application in educational environments. It is constituted by a gyroscopic structure that allows the movements of a quadcopter to analyze the control systems. In this context, the main features of the mechanical and electronic design of this prototype are described. At the same time, the main characteristics with respect to existing platforms are highlighted in aspects such as: system autonomy, cost, safety level, operation ranges, experimental flexibility, among others. The possible controller design approaches for quadcopter stabilization can extend to many basic and advanced techniques. In this work, to show the operation and didactic use of the platform, the development of the controller for tilt angle stabilization under two different approaches are presented. The first approach is through PID control, oriented for undergraduate students with basic level in control theory. The second approach is by means of State Feedback, oriented to students with more advanced level in this field. The result of this work is an open test bench, enabled for the experimentation of control algorithms using Matlab-Simulink.
25
Kenney, Martha. "Fables of Response-ability: Feminist Science Studies as Didactic Literature." Catalyst: Feminism, Theory, Technoscience 5, no. 1 (April 1, 2019): 1–39. http://dx.doi.org/10.28968/cftt.v5i1.29582.
Full textAbstract:
Recent literature in feminist science studies is rich with stories about how we are constituted by and in relation to (sometimes toxic) chemicals. Scholars such as Natasha Myers, Mel Chen, and Eva Hayward have written vivid accounts of the chemical ecologies of late industrialism, arguing that we cannot think of bodies as separate from environments. In this article, I read feminist scholarship on chemical ecologies as fables of response-ability, stories that teach us to attend and respond within our more-than-human world. Amplifying their didactic registers, I pay attention to moments in the texts that are speculative, poetic, and personal, moments that work on the bodies, imaginations, and sensoria of their readers. By reading these texts together, I hope to both acknowledge the didactic work that feminist science studies scholars are already doing and encourage others to experiment with telling their own fables of response-ability.
26
Yarotskaya, Lyudmila V., and Lilia V. Moiseenko. "TRAINING OF AN INTERNATIONAL LAWYER TO WORK IN THE INTERNATIONAL LEGAL ENVIRONMENT: A LINGUO-DIDACTIC ASPECT." Public international and private international law 1 (January 21, 2021): 41–44. http://dx.doi.org/10.18572/1812-3910-2021-1-41-44.
Full textAbstract:
The article focuses on the problem of preparing the current generation of lawyers for efficient work in intercultural legal framework. Investigated is the potential of language pedagogy instruments in solving the urgent tasks of lawyers’ profession-related communication with their counterparts from other legal cultures as well as linguo-social environments. In that respect, determined is the new methodological basis of higher education — the language pedagogy principle of internationalization of non-linguists’ vocational training designed to consolidate the linguo-cognitive, communicative and major subjects perspectives of forming a professional on modern intercultural basis. The above constituents of international law and justice students’ professional development become the focus of language pedagogy design work; a new system of pedagogical priorities is determined, with adequate methods and learning environment conditions to achieve them.
27
Burov, Oleksandr Yu. "INDIVIDUAL ABILITIES AND LIFELONG LEARNING." Information Technologies and Learning Tools 55, no. 5 (October 31, 2016): 1. http://dx.doi.org/10.33407/itlt.v55i5.1487.
Full textAbstract:
This paper describes new and emerging technologies in education, learning environments and methods that have to satisfy lifelong learning, from school age to retirement, on the basis of the psychophysiological model of the cognitive abilities formation. It covers such topics as: evaluation of a human (accounting schoolchildren, youth and adults features) abilities and individual propensities, individual trajectory of learning, adaptive learning strategy and design, recommendation on curriculum design, day-to-day support for individual’s learning, assessment of a human learning environment and performance, recommendation regards vocational retraining and/or further carrier etc.). The specific goal is to facilitate a broader understanding of the promise and pitfalls of these technologies and working (learning/teaching) environments in global education/development settings, with special regard to the human as subject in the system and to the collaboration of humans and technical, didactic and organizational subsystems.
28
Espejo Mojica, Oscar Gabriel. "Development of remote laboratories oriented to virtual environment." Visión electrónica 13, no. 1 (January 31, 2019): 101–11. http://dx.doi.org/10.14483/22484728.14447.
Full textAbstract:
This article shows the process of designing a system of workbenches for laboratory practices oriented to virtual environments by using remote instrumentation techniques.. The process was linked to a Research process in an Instrumentation Research Seeder in the Corporación Universitaria Minuto de Dios, Colombian University. The document also presents the design process from the concept generation and Embodiment Design to the construction of a Basic Electronics Functional Prototype, including a remote access, and a trainer. One of the most important conclusion of the project points to the fact that the Remote Laboratories system is a very powerful didactic tool, not only in Virtual Education Processes, but also it will be used in a lot of academic environments.
29
Franco, Paul F., and Deborah A. DeLuca. "Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education." Simulation & Gaming 50, no. 1 (January 2, 2019): 23–43. http://dx.doi.org/10.1177/1046878118820892.
Full textAbstract:
Background. Interactive hands-on learning is effective for learners of all ages and professional backgrounds. A shift from traditional didactic classroom models to the adoption of an active learning approach through constructivism in the classroom, specifically, in higher education, is shown to encourage critical thinking and problem solving in learners based on learned experiences. Aim. This article focuses on detailing a game used for healthcare leadership doctoral students that is adaptable and applicable for students in any program focused on teaching strategies in management and leadership and/or in critical thinking. Method. Based on the Escape Room video games and social activity phenomenon, teams compete to solve content-specific challenges to attain puzzle piece clues which lead to the next challenge or obstacle set forth by the instructors (representing hurdles in management/leadership and/or an academic program). Traditional quiz-type exercises, pictograms, cryptograms and crossword puzzles are coupled with modern technological components (e.g. social media and smartphone apps). The first team to obtain all puzzle pieces is deemed most strategic winner. Depending on allotted class time, gameplay can range from 2 to 4 hours. Results and Conclusion. This game mimics interdisciplinary team work environments. Participating in interactive collaborative learning environments enhances the overall learning experience, allowing learners to apply knowledge through gameplay, rather than just memorize concepts without context, which is characteristic of traditional didactic learning environments.
30
Kosińska, Ludwika, and Marek Rejman. "Teaching communication for safety in selected water based recreational disciplines." Polish Hyperbaric Research 65, no. 4 (December 1, 2018): 63–78. http://dx.doi.org/10.2478/phr-2018-0025.
Full textAbstract:
Abstract This paper describes the concept of didactic communication and verifies the course of teaching selected disciplines of water based recreation, i.e. swimming (at the standard technique level), handling a sailing boat whilst undertaking simple manoeuvres, and the basics of diving. At the same time, research in the area of experiments conducted in the field of teaching methods of these disciplines was reviewed in terms of teaching effectiveness, as well as the health and safety of the participants, and ways of communicating while in, on and under the water. Communication between an instructor and a student in any environment which is different from the norm, is difficult owing to its specificity. Additionally, teaching skills on, in or under water requires strict observance of safety rules. Lack of student’s readiness to act in a different water environment, be that based on anxiety or fear, may interfere with or, even prevent didactic communication. Consequently, the effectiveness of teaching decreases. The aim of this work is to search for innovative forms of information transfer that will enable a permanent change in the student’s behaviour, especially when acting in a difficult environment – on the water, in the water and under the water. There are premises to believe that immediate verbal instruction and emphasising the metalinguistic function in it should improve the quality and effectiveness of the process of teaching activities in various water based environments.
31
Susana Medeiros Cunha, Susana, Isabela Nardi da Silva, Ladislei Marques Felipe Castro, Juarez bento Silva, and Simone Meister Sommer Bilessimo. "Integrating technology in secondary school." International Journal for Innovation Education and Research 8, no. 8 (August 1, 2020): 409–26. http://dx.doi.org/10.31686/ijier.vol8.iss8.2534.
Full textAbstract:
The continuous advance of digital technologies reinforces the need to provide more attractive teaching environments. Compatible environments, not antagonistic, with the way children and adolescents learn. This work presents an experience of integrating technology in the science discipline in elementary school. 44 students from the 5th year of a public school participated in the research. Methodologically, the inverted classroom technique was chosen. To support the activities and make the contents available, a didactic sequence based on Inquiry-Based Learning, made available in a VLE. Two questionnaires were applied: one with 12 items, which aimed to obtain registration data and identify the students' profile; and another, which sought to identify the students' perception of the new didactic experience. This second had 18 items, arranged on a 5-point Likert scale, divided into 4 domains (Usability, Perception of Learning, Satisfaction and Utility). The average obtained from the items was 4.28 points on the Likert scale. This revealed that the experience was well evaluated and approved by the participants, and that the presented model of learning was pleasant, in addition to arousing the students' interest in research.
32
Szczepanski, Anders. "Platsens betydelse för lärande och undervisning – ett utomhuspedagogiskt perspektiv." Nordic Studies in Science Education 9, no. 1 (April 25, 2013): 3–17. http://dx.doi.org/10.5617/nordina.623.
Full textAbstract:
The study describes how 19 teachers linked to preschool and comprehensive school experience the importance of place for learning and teaching in an outdoor educational context. The methodological approach is phenomenographic. The semi-structured interviews are based on pictorial material intended to illustrate different physical learning environments. Nine categories and four place-related perspectives can be distinguished. The result shows that there is sometimes a didactic uncertainty around places for teaching and learning outside the classroom walls. The availability of different places in the outdoors, a woodland environment and natural materials is seen as meaningful complements in teaching. Town settings, parks and industrial landscapes are to a lesser degree perceived as learning environments. The study shows the experience of teachers using other contexts for learning and teaching than the classroom. Outdoor education is experienced as a place-related toolkit with opportunities to integrate different subjects and anchor teaching in the real world.
33
Atamas, A. I., I. A. Slipukhina, I. S. Chernetckyi, and Y. S. Shykhovtsev. "Virtual environments for the design of electronic devices as a means of instrumental digital didactics." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 2(18) (2020): 57–67. http://dx.doi.org/10.51707/2618-0529-2020-18-06.
Full textAbstract:
Instrumental digital didactics reflects the application to education of various digital means of obtaining, processing and interpreting experimental data in accordance with the logic of the scientific method and engineering design. An important component of a modern STEM-oriented educational environment are innovative software products for modelling and simulation of electronic circuits. In educational research projects on their basis, the parameters of the components of electrical circuits created in virtual environments are compared with the technical characteristics of similar devices available for sale. This technique allows not only to demonstrate the similarities and differences of idealized and real artifacts, to identify sources and magnitude of possible errors, but also to obtain electrical characteristics sufficient to build equivalent schemes for substituting devices without prior experimental research. The proposed approach is demonstrated on the example of studying the parameters of a device of current interest — a photoelectric converter (determining the point of its maximum power and the fill factor). Learning by means of using equivalent substitution schemes demonstrates one of the variants of the engineering design process to students. In addition, the proposed method, due to the possibility of development from an algorithmic training procedure to an engineering research, allows for an individual approach to the teaching of electrical engineering and electronics. Research of didactic features of the study of electricity and the basics of electronics, in particular with the use of NI “Multisim 11.0”, is one of the activities of the STEM-laboratory of “MANLab” National centre “Junior academy of sciences of Ukraine”. Some of the tested methods are designed as a workbook and placed in free access in the form of instructions on the online resource stemua.science.
34
Solovov, A. V., and A. A. Menshikova. "Сoronavirus Zigzags of Electronic Distance Learning." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 6 (July 8, 2021): 60–69. http://dx.doi.org/10.31992/0869-3617-2021-30-6-60-69.
Full textAbstract:
The coronavirus pandemic in 2020, which has led to a massive and urgent transition to remote forms of learning, has drawn the attention of almost all of humanity to the issue of e-distance learning (EDL). The purpose of this article is to analyze the didactic aspects of the experience of using EDL methods and technological tools during a pandemic, to assess the potential positive and real negativity of this process, to develop recommendations on the rational use of modern virtual learning environments. The study is based on methods of systemic analysis, pedagogical psychology and didacticism, long-term experience of authors in the field of EDL.The analysis of two main didactic approaches in the modern EDL was carried out: classes in a virtual classroom, most of which copy traditional methods of classroom learning, and predominantly independent cognitive activities of students in learning management systems using specially trained digital educational resources. It has been shown that much of the negative aspects of EDL during the coronavirus pandemic are due to attempts to implement rudiments of the usual classroom learning system with the help of innovative electronic technologies.Recommendations have been made on the structure of the electronic distance course in modern learning management systems, which provide for the freedom to choose the time and place of study with them with the necessary regulation of the content and the learning process inherent in formal education institutions.A number of positive aspects of EDL related to its quality, ever-widening application boundaries, educational potential and economic feasibility have been considered. The importance of properly assessing possible negative aspects of EDL is shown. The reason for which is not in electronic tools, but in didacticly incorrect methods of training with them. To create new teaching methods focused on innovative electronic tools, we need research of psychological and didactic aspects of EDL in the areas of student motivation, digital educational resources development, gamification, teacher training, etc.
35
Wilhelm, Sandra, Ruth Förster, and Anne Zimmermann. "Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning." Sustainability 11, no. 7 (March 29, 2019): 1891. http://dx.doi.org/10.3390/su11071891.
Full textAbstract:
The call for integration of competences in tertiary education for sustainable development (ESD) has been heard. Helpful competence models for ESD are available but little exists about how to put them into practice. As illustrated in this article in an initial review of competence models for change agency, this is not easy because competences are fundamentally context-bound and generalized models make little sense. Faculty staff who wish to foster competences for SD therefore need help with contextualising and operationalising competences. They often lack the pedagogic-didactic understanding needed to implement competence orientation in their teaching, in an institutional context where knowledge transmission is traditionally rated higher than competence development. Using a reflective practitioner approach, this paper addresses the need for methodological guidance by introducing a heuristic procedure and a didactic planning tool from adult education that enable lecturers to establish coherent ESD teaching-and-learning environments and curricula: the tree of science model and constructive alignment. Two case studies show how these instruments can be used to increase coherence when operationalising competences for SD. The article concludes by outlining three factors that foster integration of competence orientation in ESD: pedagogic-didactic tools, professional development for ESD, and institutional change.
36
Sánchez-Caballé, Anna, Francesc M. Esteve-Mon, and Juan González-Martínez. "What to Expect When You Are Simulating?" International Journal of Online Pedagogy and Course Design 10, no. 1 (January 2020): 34–47. http://dx.doi.org/10.4018/ijopcd.2020010103.
Full textAbstract:
While simulation is a proven teaching strategy, it has not had much development in the training of teachers. However, it has a lot of potential: risk elimination, high quality learning, reflective practice, didactic use of error, transition between theory, and practice. In addition to it, educational technology further enhances this potential: immersive digital environments enhance the realism of the simulations, help reflection, help overcome the time-space limitations, etc. To know the state of the matter on the potentialities of digital simulations in the training of teachers, a systematic review of the literature is organized, which allows us to know both the advances and the limitations in the use of this didactic strategy. On the one hand, it has been shown that digital simulations are effective in teacher training and that help cover current gaps; on the other hand, it is evident that there are technological limitations and shortcomings in research.
37
Braun, Clarissa, Martin Ebner, Lothar H. Fickert, and Sandra Schön. "The Online Course as Initial Stage of a Course in Higher Education: Implementation and Evaluation of the Pre-MOOC Concept in a Technical Degree Course." International Journal of Emerging Technologies in Learning (iJET) 16, no. 06 (March 30, 2021): 245. http://dx.doi.org/10.3991/ijet.v16i06.16617.
Full textAbstract:
In university teaching, a MOOC is often regarded as an isolated online course and thus underestimated in its didactic application possibilities within traditional teaching and learning environments. In this study, the "Pre-MOOC" design is presented as an example, in which the didactic em-bedding of an online course is the first phase of a lecture in higher educa-tion. After a brief overview of the current state of research on Pre-MOOCs, the article describes the instructional design process of the lecture in which we used the instructional design model ADDIE. Furthermore, the study de-scribes the implementation and evaluation in a master program of electrical engineering. We will analyze the results of the evaluation with regard to the concept of a Pre-MOOC. Based on feedback from students and teachers, rec-ommendations for designing a course with the Pre-MOOC design will be provided.
38
Korolev, M. E. "Computer simulation in informatics lessons as a factor of the continuity of school education in teaching mathematical modeling." Informatics and education, no. 5 (July 16, 2021): 52–58. http://dx.doi.org/10.32517/0234-0453-2021-36-5-52-58.
Full textAbstract:
The article actualizes the need to use elements of computer modeling from school to university when teaching mathematics to engineering students, analyzes the role of simulation models of applied mathematics. The experience of organizing classes using data visualization is presented, the use of simulators and games for studying mathematics in the context of mathematical education, in which students interact with interactive learning environments, is discussed, examples of using computer simulations in the classroom are discussed. The study lists and characterizes the types of didactic simulations, examines the process of transition of school education using simulators and games into the didactics of mathematics of technical universities using applied mathematics and mathematical modeling to elements of simulation. A pedagogical experiment of the continuity of school education (section “Information systems and programming” of the Donetsk Republican Small Academy of Sciences for Students) was carried out in teaching applied mathematics, informatics and mathematical modeling (the department “Transport technologies”) students of the engineering and transport direction of Automobile and Road Institute of Donetsk National Technical University.
39
Klarin, M. V., and I. M. Osmolovskaya. "Prospective areas of didactic research: А problem statement." Education and science journal 22, no. 10 (December 14, 2020): 61–89. http://dx.doi.org/10.17853/1994-5639-2020-10-61-89.
Full textAbstract:
Introduction. Current educational practice largely functions independently of didactics: decisions on the selection of content, the methods and forms of instruction are often made at different levels and in different areas of education without a conceptual substantiation. This does not necessarily mean the educators’ lack of knowledge, it rather points at the urgency of updating didactic research, including objects and phenomena that are relevant and have not been extensively studied yet.The aim of the present publication is to pose relevant problems of didactic research, based on the challenges rooted in the development of educational practice.Methodology and research methods. This research is based on systemic, interdisciplinary, and anthropological approaches. Research methods include analysis, synthesis, systematisation, modelling, idealisation, forecasting.Results. The authors state the need to expand the range of issues covered by didactic research. Additionally, the authors highlighted didactic research problems related to learning across all levels of the educational ladder, to a wide range of contexts of educational practice: psychological and didactic characteristics of a modern agent of learning; didactic foundations for the selection of educational content in the context of the transformation of the educational environment of the digital era; the expansion of conceptual and terminological toolbox of didactics; contextual features of didactic principles in diverse areas of educational practice; didactical aims and functions of non-traditional learning formats; didactic foundations and the range of the teacher’s roles in various learning formats; the development of didactics for teacher training.The directions of promising didactic research are identified. The authors conclude the necessity for broadening research area to cover problems facing didactics: inclusion of phenomena and processes that were left out of the scope of traditional didactic research; enhancing the role of interdisciplinary research on learning, enhancing the versatility of didactic concepts and their scientific validity; a didactic study of specific innovative educational practices, identifying the feasibility and possibilities of their dissemination in different areas of education.Scientific novelty. The article describes educational practices, which are not covered by didactic studies. The authors identify and present conceptual gaps, which challenge didactics to expand and enrich its conceptual toolkit. Several paradoxes are highlighted as conceptual contradictions, which indicate the gaps in modern didactic knowledge: paradoxes of the learning actor, of learning outcomes, of teacher expertise. These paradoxes prompt to update didactics as the theory of education.Practical significance. The development of didactics in the areas considered in the article will make it possible to improve the educational process on a theoretically verified basis, enhance opportunities, to reduce the risks, and to increase the effectiveness of innovations.
40
Blackburn, Greg. "Innovative eLearning: Technology Shaping Contemporary Problem Based Learning: A Cross-Case Analysis." Journal of University Teaching and Learning Practice 12, no. 2 (April 1, 2015): 51–68. http://dx.doi.org/10.53761/1.12.2.5.
Full textAbstract:
Preparing students to be critical thinkers and effective communicators is essential in today’s multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning environments that extend the possibilities of ‘old’ but still essential technologies: books, blackboards, and linear, one-way communication media. Such technologies contribute to engagement and meaningful learning in the higher education sector. Greater understanding in educational psychology and the effectiveness of educational interventions has motivated the development of various student-centred pedagogies (e.g. Problem-Based Learning (PBL)) addressing perceived shortcomings of traditional didactic instruction. PBL as a pedagogy promotes meaningful learning due largely to its power to stimulate critical, reflective and creative thinking. Can teaching staff, then, adopt technology-based approaches to create multi-disciplinary interactive PBL environments that enhance learning and excite students, inspiring them to take ownership of their own education? This paper presents a cross-case analysis of four cases that explore how classroom-based learning activities have been transferred to online formats in universities to improve critical thinking, problem-solving skills, and other learning attributes across a range of disciplines.
41
Alves, Luiz F., Dennis Brandão, and Marcelo A. Oliveira. "A multi-process pilot plant as a didactical tool for the teaching of industrial processes control in electrical engineering course." International Journal of Electrical Engineering & Education 56, no. 1 (July 9, 2018): 62–91. http://dx.doi.org/10.1177/0020720918787455.
Full textAbstract:
The control of industrial processes is an important theme covered by electrical engineering courses. The implementation of practical activities in laboratories with physical systems and devices complements the theory about control and automation addressed in lectures and enables apprentices to face real situations and problems present in industrial environments. This paper discusses the use of a didactic pilot plant by the students of University of São Paulo in an electrical engineering undergraduate discipline based on the project-based learning approach. The students performed simultaneous experiments with the following control systems: water temperature in the plant, water level in two reservoirs, and water flow rate through the plant, and also monitored the variables of the processes through a supervisory system. The answers of a questionnaire applied to the students after each project and the results registered in technical reports illustrate their performance in the discipline and provide a positive feedback on the use of the industrial plant as a didactic tool.
42
Olvera-Lobo, María Dolores, Bryan Robinson, José A. Senso, Ricardo Muñoz-Martín, Eva Muñoz-Raya, Miguel Murillo-Melero, Enrique Quero-Gervilla, María Rosa Castro-Prieto, and Tomás Conde-Ruano. "Teleworking and collaborative work environments in translation training." Babel. Revue internationale de la traduction / International Journal of Translation 55, no. 2 (June 17, 2009): 165–80. http://dx.doi.org/10.1075/babel.55.2.05olv.
Full textAbstract:
The professional translation work is highly influenced by new communication opportunities, reason why teleworking must occupy its rightful place in translator training at tertiary level. In addition, the ideal translation process should be divided into different stages (as already occurs in major translation agencies), each task being assigned to a different team member with a different role. This paper presents the results of a research study on translation students’ disposition towards and level of satisfaction with the use of a collaborative work environment. We propose a “Professional Approach to Translator Training”, our didactic model combines elements of roleplay, team-based task learning, simulation and case study in an innovative e-learning environment that functions via a collaborative platform (BSCW). Questionnaires were designed and used as evaluation tools before and after the experience of working in a collaborative environment. The aim of these evaluation tools was to measure students’ knowledge of the following skills: computing, tele- and teamwork, and translation tasks. The internal global consistency was adequate (Cronbach’s alpha in the pre-course questionnaire is 0.902 and the value for the post-course questionnaire is 0.802). Results show that collaborative work environments make the learning process easier, maintain students’ pre-existing positive disposition towards teamwork, and improve students’ self-confidence with regard to computers and translation tasks. The data obtained from this study suggest that using a collaborative work platform in translation course is beneficial, enabling students to gain confidence and feel satisfied with their work.
43
Maugeri, Giuseppe. "Using Technologies to Develop Skills and Autonomy in Foreign Language Teachers." International Journal of Linguistics 9, no. 5 (September 16, 2017): 64. http://dx.doi.org/10.5296/ijl.v9i5.11785.
Full textAbstract:
This study focuses on the peculiarities that training courses mediated by technologies need to feature to positively affect the motivation and the building of metacognitive and didactic competences in teachers of foreign languages. What is especially highlighted is the fact that the advantages of these courses are closely related to the variables internal to the virtual environments that put the participants in control of their own learning process. With this in mind, two areas are taken into consideration, the constructive-interactional approach regarded as a model to design virtual learning environments on the one hand, and on the other the characteristics of e-learning tools and web-based tasks that help teachers acquire and refine metacognitive strategies, critical thinking and digital practices useful for their professional development.
44
Hernàndez-Cardona, Francesc Xavier, Rafael Sospedra-Roca, and David Íñiguez-Gracia. "Educational Illustration of the Historical City, Education Citizenship, and Sustainable Heritage." Sustainability 13, no. 10 (May 19, 2021): 5706. http://dx.doi.org/10.3390/su13105706.
Full textAbstract:
The Sustainable Development Goals identified by the United Nations (2030 agenda) aim to promote sustainable cities, the need to safeguard cultural heritage, and the importance of quality education. Through different projects, the DIDPATRI research group at the University of Barcelona has developed didactic iconographic models on the historical and heritage dimension of cities. Comprehensible proposals have been made by developing unique techniques and using easily accessible technologies. The working hypothesis has focused on the idea that the models of didactic iconography promote the understanding of the history of the city, and this enables educational actions and contributes to the formation of quality citizenship, aware of the importance of heritage, with a view to the sustainability of urban environments themselves. The components and the layout of the iconographic prototypes tested have been developed with the available technological variables, but, above all, they focus on the conceptual organization of the iconographic contents to show. In other words, it places greater emphasis on techniques than on subsidiary technologies for change. The development of different projects has generated models of empirical effectiveness, which methodologically have contributed to improving, in the key of sustainability, the knowledge of historical urban environments and respect for heritage. The case studies considered in this work are two of the most emblematic developed by the DIDPATRI group: the archaeological site of El Born in Barcelona, and the medieval site of La Seu de Urgell, in the Catalan Pyrenees.
45
Deng, Mengsi, Gernot Aich, Cafer Bakaç, and Martin Gartmeier. "Fictional Video Cases on Parent-Teacher Conversations: Authenticity in the Eyes of Teachers and Teacher Education Students." Education Sciences 10, no. 3 (March 7, 2020): 63. http://dx.doi.org/10.3390/educsci10030063.
Full textAbstract:
Video based instructional approaches have become very popular in teacher education. In this context, fictional video cases (FVCs) are a promising format because they can make discrete situations (e.g., parent–teacher conversations) accessible for learners. We critically discuss the concept of authenticity of FVCs with respect to their use for didactic purposes with student and in-service teachers. In an empirical study, we examine the authenticity of a specific pair of contrasting FVCs on teacher-parent communication (showing constructive vs. confrontative communication by the teacher). The FVCs were viewed by teachers and teacher-education students who rated the material regarding its authenticity. The results were that the authenticity of the two video versions was evaluated as “medium”, as was the authenticity of the characters. Moreover, the teachers evaluated the video cases as more authentic compared to the teacher education students. Given that existing studies show that the FVCs in focus here were successfully used in instructional contexts, we conclude that it is possible to create meaningful and effective didactic environments featuring FVCs with a medium level of authenticity.
46
Cepeda-Galvis, Paola A. "Educational and Cultural Environments Enriched Using Augmented Reality Technology." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 6, 2018): 52–59. http://dx.doi.org/10.18844/prosoc.v4i8.2976.
Full textAbstract:
The domain of cultural-educational and tourist environments has entered the digital age, this allows the implementation of technologies of Augmented Reality (AR) to improve the user experience in these environments, and entails the possibility of providing greater satisfaction to the user visiting these locations. Hence, the problem was formulated. What is the effect of integrating AR to improve the user interaction of a cultural-educational environment? Case: UPTC natural history museum. It presents a documentary research that analyzes studies on AR, view it as a tool of support for learning and entertainment processes through the recognition of cultural, educational and tourist locations. We sought to identify the applicability of AR in cultural settings for didactic, adaptive and learning purposes, based on the concept of ‘Edutainment’. Research methods: logical analysis and generaliaation of scientific literature, both absolute and relative statistical data and case studies. The analysis, obtaining, design, development, evaluation and implementation, methodology for projects based on AR was used for thi work; applied in 34% of the works identified. It sought to recognise the characteristics and advantages of using AR technology as a resource to improve the user experience, combined technology and entertainment to achieve learning objectives. In total, 210 papers were identified and reviewed The technical and operational viability of the AR is deduced; this is an innovative technology that captivates the attention of the user. The combination of the real and the virtual; and its easy access are the characteristics of an application based on AR, implemented in cultural and learning environments. Keywords: Augmented reality, cultural and learning environments, edutainment, e-learning.
47
Brum Lage Sena Guimarães, Leila Jane, Agnaldo Lopes Martins, and Ana Paula Diniz Arruda. "O uso de robótica educacional no ensino de lógica de programação para Engenheiros de Produção." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 39 (April 17, 2018): 87. http://dx.doi.org/10.18265/1517-03062015v1n39p87-93.
Full textAbstract:
This work reports the use of educational robotics in teaching of computer programming logic as a tool that intends to assist with a practical perspective of a knowledge area that in the classroom is usually treated in an impractical way. During the course, a didactic kit of educational robotics was used, which allowed the student to experience the logical questions, proposing and evaluating solutions for challenges that involved the automation of environments, decision making from the reading of sensors, activation of mechanisms for realization certain tasks, among other challenges.
48
Ciasullo, Alessandro. "Universal Design for Learning: the relationship between subjective simulation, virtual environments, and inclusive education." Research on Education and Media 10, no. 1 (June 1, 2018): 42–48. http://dx.doi.org/10.1515/rem-2018-0006.
Full textAbstract:
Abstract The universality of the educational activities must be in agreement with a series of systems that involve the universality of the subjects who learn and their physical, mental, belief, race and religion differences. The possibilities promoted by an immersive education —made of stimuli aimed at transformation through the use of virtual environments and tools for the use of 3D 360° —are constituted as tools that better interpret the empathic and neurocognitive characteristics of the subjects and therefore the substratum an apprentice on which the cultural dimension is placed, this finding crosses the Universal Design for Learning. Proceeding towards the organization of modular and modular three-dimensional virtual environments responds to all the needs connected to the subject’s formation and constitutes a surprising integrative and inclusive tool in the explanation of the implicit processes of knowledge. We intend to start an experimental phase of study for the possibilities offered verification by this integration, using Federico 3DSU virtual platform to create in its interior, virtual environments involving nine guidelines in CAST in 2008, as well as check out the possibilities pedagogical-didactic.
49
Cabero-Almenara, Julio, María Luisa Arancibia, and Annachiara Del Prete. "Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use." Journal of New Approaches in Educational Research 8, no. 1 (January 15, 2019): 25–33. http://dx.doi.org/10.7821/naer.2019.1.327.
Full textAbstract:
Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.
50
Dikkartin Övez, Filiz Tuba, and Nazlı Akar. "The investigation of process of teaching function concept in an Adidactic learning environment." Pegem Eğitim ve Öğretim Dergisi 8, no. 3 (April 27, 2018): 469–502. http://dx.doi.org/10.14527/pegegog.2018.019.
Full textAbstract:
This study investigates the learning of the concept of functions in an adidactic learning environment, explains the five phases of the adidactic learning environments defined in the Didactic Situation Theory and their interactions with the milieu generated within the given problem state of the students. It was carried out with 33 ninth grade students from an Anatolian high school in Balıkesir. This qualitative study was designed as a case study. Descriptive analysis was used to analyze the data from students’ worksheets, and the transcriptions of video records in order to investigate the outcomes of an adidactic learning environment in detail. Students’ performances in the teaching process were evaluated with a checklist for problem-solving, construction of function knowledge and interaction with the milieu. The results showed that the basic conditions of an adidactic learning environment were provided, the students with a high interaction with the milieu constructed function knowledge by completing each stage. The students’ display rates for the indicators on the checklist were 70.90 % for problem-solving, 77.77% for construction of function knowledge, and 80.00% for interaction with the milieu.