scholarly journals MATHEMATICAL FOUNDATIONS OF ADVANCED INFORMATICS: SPECIFICS OF TEACHING THE COURSE WITH UTILIZATION OF THE SYSTEM GRAN AND UTILIZATION FOR PARTICIPANT-DIRECTED LEARNING

2021 ◽  
pp. 118-131
Author(s):  
Olena Hrybiuk
Keyword(s):  
Student Learning ◽  
Mathematics Teachers ◽  
Computer Training ◽  
Teaching Tool ◽  
Structural Scheme ◽  
Training Course ◽  
Directed Learning ◽  
Mathematical Foundations

The article considers the issue of computer training of mathematics teachers in the context of using computer mathematics systems as a teaching tool. The analysis of propaedeutic tasks of the course “Mathematical foundations of Advanced Informatics” (MFAI) is carried out. The system of tasks is considered and situational tasks are analyzed with the use of rules-guidelines and methodical instructions for solving problems with the use of the GRAN system. An updated syllabus of the training course is offered taking into account modern requirements. The analysis of the logical-structural scheme of the training course “Mathematical foundations of Advanced Informatics” (MFAI) is considered. The main advantages of using the GRAN system are demonstrated. The results of the conducted pedagogical experiment using the computer mathematics system GRAN are offered. Criteria, indicators and methods of diagnosing the effectiveness of student learning are substantiated. The classification of problems is carried out and examples of didactic materials for teaching the course using computer mathematics systems GRAN are offered.

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

Teaching Note: Analyzing Families in Cultural Context: A Teaching Tool

2013 ◽  
Vol 18 (1) ◽  
pp. 51-60
Author(s):  
Miriam Freeman
Keyword(s):  
Student Learning ◽  
Educational Policy ◽  
Cultural Context ◽  
Data Gathering ◽  
Teaching Tool ◽  
Family Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors

This teaching note describes the author's experience with a multidimensional tool designed to facilitate student learning about family assessment within a cultural context. Using their own families as the system of analysis, students engaged in data gathering and organizing, interpretation, and presentation of a multi - generational family. The author links this tool to 2008 Educational Policy and Accreditation Standards practice behaviors; highlights and discusses family maps and a family cultural poem, “I Am From,” as the central components of this teaching tool; and provides recommendations for its use. Students’ “I Am From” poems are included as illustrations.

scholarly journals Machine learning: Enhancing the Perception of the Computer

2020 ◽  
Vol 9 (4) ◽  
pp. 758-761
Keyword(s):  
Machine Learning ◽  
Computer Training ◽  
Internet Traffic ◽  
The Internet ◽  
Popular Method ◽  
Exponential Increase ◽  
Computer Teaching ◽  
Traffic Detection ◽  
The Web

The advancement of technology and networking allows the use of the Web incredibly important. There is thus an exponential increase in data and information via the Internet. This flow thus is a beneficial field of study which can be defined accurately. Internet traffic detection is a very popular method of identifying information. Although so many methods have been successfully developed for classifying internet traffic, computer training technology among them is most popular. A short study of the classification of Internet traffic on various managed and non-regulated computer teaching systems was undertaken by many researchers. This paper will give various ideas to the other researcher’s and help them to learn a lot about machine learning

scholarly journals Psychological and Pedagogical Conditions and Means of Development of Professional Reflection of Teachers in the System of Methodical Work

2021 ◽  
Vol 12 (1) ◽  
pp. 67-87
Author(s):  
Nataliia Denha ◽  
Olha Lilik ◽  
Tatiana Boyko ◽  
Vitaliy Yudenok
Keyword(s):  
Mathematics Teachers ◽  
Professional Activity ◽  
Course Development ◽  
Self Assessment ◽  
Successful Development ◽  
Tutorial Group ◽  
Content Structure ◽  
Training Course ◽  
Special Training ◽  
Games Development

The article considers general psychological and methodical patterns of mathematics teachers’ professional reflection in the system of methodical work. It proves the hypothesis that one can model and implement specific psychological and pedagogical conditions, thus promoting the development of professional reflection. Besides, the article shows that the specified pedagogical conditions for the successful development of professional reflection of teachers of mathematical disciplines in the system of methodical work are: ensuring awareness of the teacher of mathematical disciplines of the content, structure and means of development of professional reflection; formation of an objective self-assessment of the personality and own professional activity of teachers of mathematical disciplines; introduction of individual and group means of development of professional reflection in the system of methodical work of pedagogical college; creation of a reflective environment in the system of methodical work of a pedagogical institution. Psychological and pedagogical means for the development of professional reflection of teachers of mathematical disciplines in the system of methodological work of a pedagogical college are: means of individual reflection (repetition technique, counselling, individual reflection games, solving reflective problems, keeping a reflection diary); collective means of developing professional reflection of the teacher (reflective debates, reflex interviews, reflective classes, consultation, tutorial, group reflection games, development of programs for monitoring their (or colleagues) actions in professionally significant situations with subsequent analysis of the received materials, training on the development of professional pedagogical reflection); introduction of a special training course "Development of professional reflection of teachers of mathematical disciplines in the system of methodical work of the pedagogical college".

scholarly journals Automated classification of focal breast lesions according to S-detect: validation and role as a clinical and teaching tool

2018 ◽  
Vol 21 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Mattia Di Segni ◽  
Valeria de Soccio ◽  
Vito Cantisani ◽  
Giacomo Bonito ◽  
Antonello Rubini ◽  
...  
Keyword(s):  
Teaching Tool ◽  
Breast Lesions ◽  
Automated Classification

How Teacher Questions Facilitate Student Learning in EFL Class

2021 ◽  
Author(s):  
Nguyen Anh Hao ◽  
Keyword(s):  
Content Analysis ◽  
Student Learning ◽  
Small Proportion ◽  
Classroom Discourse ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Teacher Questions ◽  
Qualitative And Quantitative ◽  
Quantitative Content

Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were utilized to analyze the data. The findings of the study indicate that the most frequently used question types were convergent and divergent questions, and procedural questions only accounted for a small proportion. Furthermore, it was found that convergent questions were employed to check and guide students’ understanding of the lesson’s target lexical items, while divergent ones were used to promote students’ further analysis and their own evaluation of the knowledge provided in the study material. Finally, procedural questions were chiefly posed when the teacher monitored students in class activities. Keywords: classroom discourse, classroom interaction, teacher questions

Undergraduate Student Perception of Caring and Trust

2019 ◽  
pp. 23-43
Author(s):  
Pamela Lee Grant
Keyword(s):  
Adult Learning ◽  
Student Learning ◽  
Undergraduate Student ◽  
Student Perception ◽  
The Self ◽  
Self Directed Learning ◽  
Learning Framework ◽  
Directed Learning ◽  
The Relationship

The purpose of this chapter is to provide information about the use of caring and trust within the undergraduate classroom as it may apply to self-directed learning. Some evidence of the relationship between caring and trust is provided through a recent study by the author. Malcolm S. Knowles' Designs for Adult Learning demonstrates the use of both caring and trust within the self-directed learning framework. The method used by Knowles takes a caring approach to student learning that is based in trust between the educator and student.

Designing and Using Simulations and Games

2010 ◽  
Author(s):  
Carolyn M. Shaw ◽  
Amanda Rosen
Keyword(s):  
Student Learning ◽  
Learning Objectives ◽  
Teaching Tool ◽  
International Studies ◽  
Custom Design ◽  
Different Types ◽  
Methodological Problems ◽  
Considerable Body ◽  
Traditional Class ◽  
Specific Learning

Simulations and games have been used in the international studies classroom for over fifty years, producing a considerable body of literature devoted to their study and evolution. From the earliest use of these techniques in the classroom, instructors have sought to identify and characterize the benefits of these tools for student learning. Scholars note, in particular, the value of simulations and games in achieving specific learning objectives that are not easily conveyed through lecture format. More recent writings have focused on what specific lessons can be conveyed through different types of exercises and have included detailed descriptions or appendices so that others can use these exercises. As simulations and games have become more widely incorporated into the classroom, a growing body of literature has provided instructions on how to custom design simulations to fit instructors’ specific needs. Although initial evaluations of the effectiveness of simulations were methodologically weak and flawed by research design, sampling, or other methodological problems, newer studies have become more sophisticated. Rather than simply arguing that simulations are (or are not) a better teaching tool than traditional class formats, there is greater recognition that simulations are simply one technique of many that can promote student learning. Scholars, however, are still seeking to understand under what conditions simulations and games are especially beneficial in the classroom.

Appreciative Inquiry: An Experiential Exercise and Course Feedback Tool

2016 ◽  
Vol 2 (2) ◽  
pp. 141-150 ◽  
Author(s):  
Terri A. Scandura
Keyword(s):  
Action Research ◽  
Learning Styles ◽  
Student Learning ◽  
Appreciative Inquiry ◽  
Research Method ◽  
Master's Degree ◽  
Teaching Tool ◽  
Master’S Degree

The action research method of appreciative inquiry (AI) was employed to develop a teaching tool. This exercise involves students’ reflections on a course, noting when they learned the most. The AI process of appreciating, envisioning, dialoging, and innovating is used to help students reflect on how they learn. Instructors of all types of courses at both the undergraduate and master’s degree levels gain understanding of student learning and ideas on how to improve courses. The exercise and sample responses from students are provided to demonstrate how the exercise works. Three variations are presented: mapping the exercise onto Kolb’s learning styles, running the exercise at the midpoint of a course, and a case study of an AI implementation in an organization.

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