The Didactical Potential of Robotics for Education with Digital Media

2008 ◽  
pp. 1630-1638
Author(s):  
Andreas Wiesner-Steiner ◽  
Heidi Schelhowe ◽  
Heike Wiesner
Keyword(s):  
General Education ◽  
Digital Media ◽  
Research Program ◽  
Scientific Evaluation ◽  
Pedagogical Approach ◽  
Fraunhofer Institute ◽  
Feeling Overwhelmed ◽  
Robotics In Education

The project “Roberta – girls conquer robotics” was launched by the Fraunhofer Institute (AIS) with the aim to help promote girls’ interest in sciences, mathematics and technology. As a summary of this research program, this article presents substantial results from the scientific evaluation of Roberta and suggests a new pedagogical approach towards the use of robotics in education. We discuss how didactics and technology (LegoMindstorms) interact in Roberta courses and how the materiality of robotics itself plays an important role here; that is, it already comes along as gendered material. Due to that, we draw conclusions towards general educational concepts for digital media. If carefully used as a didactical actor, robotics not only suits boys’ and girls’ interest in technological messiness but enables them for a technological-mediated life instead of just feeling overwhelmed. Robotics, therefore, can function as an appropriate medium for general education in the more comprehensive sense of developing personality and agency.

Priorities in the Classroom

2011 ◽  
pp. 474-495 ◽  
Author(s):  
Robert Emery Smith ◽  
Helen L. Chen ◽  
Menko Johnson ◽  
Alyssa J. O’Brien ◽  
Cammy Huang-DeVoss
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Digital Media ◽  
Research Program ◽  
High Performance ◽  
Course Design ◽  
Technical System ◽  
Stanford University ◽  
Classroom Learning ◽  
Teaching Innovation

Innovative and informed design for higher education must begin with attention to teaching, not with shopping lists for digital media tools or blueprints for high performance spaces. The outcomes of the action research program embodied in Wallenberg Hall, a “socio-technical system” at Stanford University created to explore the futures of classroom learning, demonstrate the merit of this perspective. Framed in terms of an evolved implementation of the Technology, Pedagogy and Content Knowledge (TPACK) model of course design and presenting a three level categorization of teaching innovation, this chapter discusses a collection of course case studies to argue that the most innovative and informed design happens by keeping well-supported pedagogy at the forefront of higher education.

scholarly journals Designing the Master Research Program Taking into Account the Results of Approbation and Implementation of the Professional Standard of the Teacher

2016 ◽  
Vol 21 (2) ◽  
pp. 12-21 ◽  
Author(s):  
V.V. Rubtsov ◽  
V.A. Guruzhapov
Keyword(s):  
General Education ◽  
Research Program ◽  
Professional Training ◽  
Research Work ◽  
Educational Activity ◽  
Learning Activity ◽  
Master Program ◽  
Research Activities ◽  
Professional Research ◽  
And Performance

The experience of the Masterresearch program designing “Cultural-historical Psychology and Activity-based Approach in Education” is considered in the article. Special attention is paid to the originality of the content of research activities corresponding to the level of Master program graduates. The authors describe professional competences of the research type and actions that students of the research program master.The basis of the generalized method of study of problems of educational activity is the methodology of Cultural-historical Psychology and Activity Approach in education, to be more precise, the works of L.S. Vygotsky, A. N. Leontiev, A. R. Luria, P. Y. Galperin, A. V. Zaporozhets, D. B. Elkonin, V. V. Davydov and of their followers. The Master research program offers professional training in the form of specially organized research work of students including the solution of the professional research problems and performance of professional research activities aimed at the identification and analysis of learning activity problems (game for pre-school stage of general education). The example of sequence of actions forcarrying out specific Master’s research is provided.

Relationships Between Novice Teachers’ Social Resources and Workload Manageability

2018 ◽  
Vol 52 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Elizabeth A. Bettini ◽  
Nathan D. Jones ◽  
Mary T. Brownell ◽  
Maureen A. Conroy ◽  
Walter L. Leite
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Collective Responsibility ◽  
General Education Teachers ◽  
Social Resources ◽  
Instructional Interactions ◽  
Different Populations ◽  
Feeling Overwhelmed

Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructional interactions with colleagues and schools’ cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports.

scholarly journals Comprensión de textos en soporte digital e impreso y autorregulación del aprendizaje en grupos universitarios de estudiantes de educación

2016 ◽  
Vol 21 (1) ◽  
pp. 1 ◽  
Author(s):  
Paula Gabriela Flores-Carrasco ◽  
Alejandro Díaz-Mujica ◽  
Irma Elena Lagos-Herrera
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
General Education ◽  
Digital Media ◽  
Statistical Tests ◽  
Self Regulation ◽  
The Self ◽  
Assessment Model ◽  
Measuring Instruments ◽  
Printed Media

This article aims (1) to describe the levels of self-regulation and reading comprehension of scientific expository texts; (2) to establish the relationship between self-regulation and reading comprehension; and (3) to compare the performance in comprehension when the printed media (paper) or digital media (computer) is used. A quasi-experimental, quantitative, descriptive and correlative design was implemented. The sample was composed of 55 university students from four careers of Education; they were in 1st and 3rd year of study at a regional university of the Council of Rectors of Chilean Universities. Three measuring instruments were used: a questionnaire of self-regulated learning and two comprehension tests based on the understanding of Parodi’s (2005) assessment model. The implementation was made in two consecutive moments; first, the self-questionnaire; then, the tests for reading comprehension in both media. With the data obtained, statistical tests of variance, one-way ANOVA, Pearson’s correlation, and means comparison with Bruner and Munzel and U-Mann Whitney’s tests were calculated. In conclusion, and different from the initial statement, it was obtained that university students have an adequate level of self-regulation and low reading comprehension in both data, even the scores are relatively lower in digital data. In both data the output is inverse to the complexity of the questions. Between 1st and 3rd year, there is no increase either in the self-regulation or in reading comprehension; but, exceptionally, the career of Primary General Education specialist on Language and History did. There is a strong relationship between reading comprehension in printed media and self-regulation (ARATEX). The support does not affect reading comprehension, but individual reading skills of the subjects do. A competent reader will have similar performance in both reading supports.

scholarly journals Rewired: Understanding the iGeneration and the way they learn

2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Annalise Friend
Keyword(s):  
Young People ◽  
Environmental Factors ◽  
Digital Media ◽  
Pedagogical Approach ◽  
Advanced Student ◽  
Use Of Technology ◽  
Student Cohorts ◽  
The Way

Larry D. Rosen argues for the need to more fully embrace technology and to incorporate digital media when educating young technologically advanced student cohorts. Rewired: Understanding the iGeneration and the Way They Learn is a good introduction to recent research on the use of technology by young people, and the pedagogical potential of utilising the rapid and unique changes in behaviour of this demographic. However, the book lacks consideration of the ethics of such a pedagogical approach in terms of the implications for students' health, labour and other environmental factors. View PDF for the full review

Social media pedagogy: Applying an interdisciplinary approach to teach multimodal critical digital literacy

2018 ◽  
Vol 15 (2) ◽  
pp. 55-66 ◽  
Author(s):  
Saman Talib
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Digital Literacy ◽  
Mobile Apps ◽  
Interdisciplinary Approach ◽  
Pedagogical Approach ◽  
Daily Lives ◽  
Media Environment ◽  
Media Pedagogy ◽  
Digital Media Literacy

Social media permeates the daily lives of millennials, as they use it constantly for a variety of reasons. A significant contributing factor is the availability of social media through smartphones and mobile apps. This kind of immersive and complex media environment calls for a literacy pedagogy that prepares students to understand, engage with, and adapt to social media that are inevitably going to remain a part of their lives. Research into digital literacy/literacies has sought to address the development of tools and methods to aid college students in becoming more situated and adept digital citizens. This article extends the conceptualization and application of digital media literacy through the inclusion of a critical, multimodal, and interdisciplinary pedagogical approach. The paper illustrates that critical digital literacy drawing upon multimodal and interdisciplinary analysis is imperative in preparing students to manage the predominance of social media in their lives.

scholarly journals Flexible Learning Strategies in First through Fourth-Year Courses

2016 ◽  
Vol 9 ◽  
pp. 83
Author(s):  
Alice Cassidy ◽  
Guopeng Fu ◽  
Will Valley ◽  
Cyprien Lomas ◽  
Eduardo Jovel ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Digital Media ◽  
Learning Environments ◽  
Learning Strategies ◽  
Course Design ◽  
Pedagogical Approach ◽  
Community Based ◽  
Flexible Learning ◽  
Calibrated Peer Review ◽  
On Line

Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Examples of strategies include: digital media-based assignments; iClicker and on-line quizzes; a librarian-created tutorial and links to copyright-cleared readings; use of Calibrated Peer Review as formative feedback; TurnItIn for self-review; wiki sites, group blogs and community work through Community-based Action Research (CBAR) conducted through the pedagogy of Community-Based Experiential-Learning (CBEL). We believe that the transferability of our experiences and findings is most relevant to educators seeking to create learning experiences that increase student engagement with complexity and uncertainty. FL approaches can help educators create learning environments that more closely resemble the contexts that students find upon graduation.

Tinkering with cognitive gadgets: Cultural evolutionary psychology meets active inference

2019 ◽  
Vol 42 ◽  
Author(s):  
Paul Benjamin Badcock ◽  
Axel Constant ◽  
Maxwell James Désormeau Ramstead
Keyword(s):  
Evolutionary Psychology ◽  
Research Program ◽  
Active Inference ◽  
Innovative Research ◽  
Cognitive Faculties ◽  
Cultural Evolutionary ◽  
The Relationship

Abstract Cognitive Gadgets offers a new, convincing perspective on the origins of our distinctive cognitive faculties, coupled with a clear, innovative research program. Although we broadly endorse Heyes’ ideas, we raise some concerns about her characterisation of evolutionary psychology and the relationship between biology and culture, before discussing the potential fruits of examining cognitive gadgets through the lens of active inference.

Outcomes assessment of a predoctoral research program

1994 ◽  
Vol 58 (11) ◽  
pp. 836-839
Author(s):  
S Rosen ◽  
KE Alley ◽  
FM Beck
Keyword(s):  
Research Program ◽  
Outcomes Assessment

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

Sign in / Sign up

Export Citation Format

Share Document