Digital Simulation in Teaching and Learning

2011 ◽  
pp. 189-216
Author(s):  
Manjit Singh Sidhu ◽  
Youngkyun Baek
Keyword(s):  
Information Technology ◽  
Teaching And Learning ◽  
Digital Simulation ◽  
Virtual School ◽  
Learning Context ◽  
The Future ◽  
Definition Of ◽  
Educational Contents

This chapter expands upon the definition of a simulation with two categories: experiential and symbolic. It discusses the interactive, experiential trend in digital teaching and learning, and the educational merits of simulations. This chapter tries to locate digital simulation’s position in these trends. In doing so, it explores the educational merits of digital simulation, discusses the learning mode of digital simulation, and outlines what digital simulation conveys to deliver educational contents. In addition, it will look at the characteristics and functions of digital simulation. Mainly this chapter focuses on how simulation is used for teaching and learning. It highlights simulation’s features to be effective for teaching and learning. It also introduces challenges to simulation to overcome its disadvantages. Several examples of digital simulation in teaching and learning are explored: They are “Max Trax, Strategy CoPilot, Virtual School, simSchool, simClass, Krucible”, and “Starry Night”. Lastly, this chapter seeks to forecast the future of teaching and learning with a focus on information technology and simulation by finding simulation’s role and contribution in learning context.

Digital Simulation in Teaching and Learning

2009 ◽  
pp. 25-51 ◽  
Author(s):  
Youngkyun Baek
Keyword(s):  
Information Technology ◽  
Teaching And Learning ◽  
Digital Simulation ◽  
Virtual School ◽  
Learning Context ◽  
The Future ◽  
Definition Of ◽  
Educational Contents

This chapter expands upon the definition of a simulation with two categories: experiential and symbolic. It discusses the interactive, experiential trend in digital teaching and learning, and the educational merits of simulations. This chapter tries to locate digital simulation’s position in these trends. In doing so, it explores the educational merits of digital simulation, discusses the learning mode of digital simulation, and outlines what digital simulation conveys to deliver educational contents. In addition, it will look at the characteristics and functions of digital simulation. Mainly this chapter focuses on how simulation is used for teaching and learning. It highlights simulation’s features to be effective for teaching and learning. It also introduces challenges to simulation to overcome its disadvantages. Several examples of digital simulation in teaching and learning are explored: They are “Max Trax, Strategy CoPilot, Virtual School, simSchool, simClass, Krucible”, and “Starry Night”. Lastly, this chapter seeks to forecast the future of teaching and learning with a focus on information technology and simulation by finding simulation’s role and contribution in learning context.

scholarly journals PENGGUNAAN MULTIMEDIA INTERAKTIF GUNA MENCIPTAKAN PEMBELAJARAN YANG INOVATIF DI SEKOLAH

PERSPEKTIF ◽  
2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Atmawarni UMA
Keyword(s):  
Information Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Learning Experiences ◽  
Learning Objectives ◽  
Learning Materials ◽  
Definition Of ◽  
The Right ◽  
Interactive Activity

Teaching and learning interaction ins chools is an interactive activity and the various components to realize the achievement of learning objectives have been established in the learning planning, to get there, first it need to be understood about the meaning of the term learning, teaching and interaction. These three terms will lead to the definition of teaching and learning interaction. The utilization of information technology in the making and using of interactive multimedia in learning in school be judged very effective in supporting the learning materials delivery. The use of interactive multimedia in the learning in school is one of solution to relieve stiffness, saturation, and the vacuum of students in learning so many kinds of subject in school. By steps and the process of the use of the right interactive multimedia, using interactive multimedia as the messaging media will stimulate thought, feelings, concerns and wishes of student so as to encourage the learning process more interactive and communicative and can enhance students learning experiences become more concrete.

scholarly journals Computational thinking in primary education: a systematic literature review

2019 ◽  
Vol 11 (2) ◽  
pp. 64-94
Author(s):  
Panagiotis Kakavas ◽  
Francesco C. Ugolini
Keyword(s):  
Literature Review ◽  
Primary Education ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Computational Thinking ◽  
Future Research ◽  
Learning Context ◽  
Education Students ◽  
Definition Of ◽  
Learning Issues

Abstract This study presents a 13-year (2006–2018) systematic literature review related to the way that computational thinking (CT) has grown in elementary level education students (K-6) with the intention to: (a) present an overview of the educational context/setting where CT has been implemented, (b) identify the learning context that CT is used in education, (c) highlight the ways of assessment/measurement of CT and present the learning outcomes for students who engage in CT educational activities. A set of criteria were specified to select appropriate studies for inclusion in the review. A thorough search in ten large electronic databases, meeting the inclusion criteria, revealed 53 studies on CT in primary education. The results of the study revealed a variety of educational and learning contexts that CT has been integrated. The majority of studies use the framework of programming for both plugged and unplugged activities in order to cultivate students’ CT-skills, while the main interest focuses on the subject of Computer Science and STEM field in general. However, teaching and learning issues on CT-concepts and skills, CT-measurement and the adoption of an established definition of CT remain a challenge. Based on the current findings, some recommendations and implications for future research are provided.

scholarly journals Social and Communication Competences of Students – Future Teachers

2019 ◽  
Vol 2 (3) ◽  
pp. 47
Author(s):  
Marjan Ninčević ◽  
Dunja Jurić Vukelić
Keyword(s):  
Communication Skills ◽  
Teaching And Learning ◽  
Learning Context ◽  
Future Teachers ◽  
Educational Work ◽  
Good Communication ◽  
Conflict Situations ◽  
The Future ◽  
Educational Sciences ◽  
The University

Numerous studies have shown that teachers significantly shape student's learning context. Socially and emotionally competent teachers tend to develop supportive and encouraging relationship with their students by promoting intrinsic motivation, focusing on student's strengths and abilities, mediating through conflict situations and encouraging appropriate communication and prosocial behaviour. Teachers with good communication skills will create a more successful teaching and learning ambience for the students, and without communication, the teaching and learning process will not take place. Educators, parents and public today recognize the need for an educational agenda to improve academic performance, but also to enhance students' social and communicational competence. The aim of the present study was to examine social and communication competence of the students of educational sciences and teacher education at the University of Zagreb Department Of Croatian Studies. As part of the most important aspects of the future educational work, the participants pointed out independence at work, the awareness that they would contribute to the future of the society and the awareness that they play a useful role in society. Participants also expressed optimism about their communication skills with students, planning and organizing teaching process and maintaining discipline, and to some less extent their competences for successful cooperation with students’ parents. Results were discussed in terms of possibilities to contribute to future teachers’ education.

scholarly journals O Ensino da Programação e o Desenvolvimento do Pensamento Lógico: uma Revisão Sistemática de Literatura

2021 ◽  
Vol 22 (2) ◽  
pp. 197-205
Author(s):  
Rodrigo Shimasaki ◽  
Maria Elisabette Brisola Brito Prado
Keyword(s):  
Higher Education ◽  
High School ◽  
Teaching And Learning ◽  
Learning Context ◽  
Exclusion Criteria ◽  
Teaching Methodologies ◽  
Tutoring Systems ◽  
Daily Life Activities ◽  
Programming Logic ◽  
Definition Of

ResumoEste artigo apresenta um estudo sobre a Lógica de Programação voltada para o contexto de ensino e aprendizagem por meio de uma revisão sistemática de literatura. Considerando que a tecnologia se faz presente em todas as atividades do cotidiano, torna-se cada vez mais evidenciada a necessidade de propiciar o desenvolvimento do pensamento crítico, lógico e científico dos estudantes. Assim, busca-se identificar e analisar artigos científicos publicados nos últimos seis anos no repositório do Simpósio Brasileiro de Informática na Educação (SBIE). O método utilizado para coleta de dados, com definição de critério de inclusão e exclusão, permitiu a identificação de dezoito artigos que tratam de pesquisas sobre a Lógica da Programação nos três níveis de Educação do sistema brasileiro, ou seja, do Ensino Fundamental, Ensino Médio e Ensino Superior. O resultado da análise dos artigos mostra que tanto no Ensino Fundamental como no Ensino Médio há uma tendência em propiciar ao aluno vivenciar uma nova forma de aprender com o uso das tecnologias computacionais que permite explorar o pensamento lógico por meio de jogos e da atividade de programação, como o Scratch. No Ensino Superior existe a preocupação em utilizar as tecnologias para inovar as Metodologias de Ensino visando o engajamento do estudante. Nesse sentido, o destaque é dado nos ambientes virtuais de aprendizagem, os sistemas de tutores inteligentes e gamificação. Palavras-chave: Lógica de Programação. Scratch. Gamificação. AbstractThis article presents a study on Logic Programming in the teaching and learning context through a systematic literature review. Considering that technology is present in all the daily life activities, it becomes increasingly evident the need to foster the development of students’ critical, logical, and scientific thinking. Thus, it was sought to identify and analyze scientific articles published in the last six years in the repository of the Brazilian Symposium of Informatics in Education (Simpósio Brasileiro de Informática na Educação - SBIE). The method used for data collection, with the definition of inclusion and exclusion criteria, allowed the identification of 18 articles dealing with research on Programming Logic in the three levels of education of the Brazilian system, that is, elementary school, high school, and higher education. The result of the articles analysis shows that in both elementary and high school there is a tendency to provide students with a new way of learning through the use of computer technologies that allow them to explore logical thinking through games and through the Scratch programming activity. In higher education there is a concern in using technologies to innovate teaching methodologies, aiming at student engagement. Thus, the emphasis is on virtual learning environments, intelligent tutoring systems, and gamification. Keywords: Programming Logic. Scratch. Gamification.

Challenges of Fear Conditioning Research in the Age of RDoC

2017 ◽  
Vol 225 (3) ◽  
pp. 189-199 ◽  
Author(s):  
Tina B. Lonsdorf ◽  
Jan Richter
Keyword(s):  
Fear Conditioning ◽  
Clinical Diagnosis ◽  
Research Domain Criteria ◽  
Major Focus ◽  
The Future ◽  
Definition Of ◽  
Methodological Considerations ◽  
Research Domain

Abstract. As the criticism of the definition of the phenotype (i.e., clinical diagnosis) represents the major focus of the Research Domain Criteria (RDoC) initiative, it is somewhat surprising that discussions have not yet focused more on specific conceptual and procedural considerations of the suggested RDoC constructs, sub-constructs, and associated paradigms. We argue that we need more precise thinking as well as a conceptual and methodological discussion of RDoC domains and constructs, their interrelationships as well as their experimental operationalization and nomenclature. The present work is intended to start such a debate using fear conditioning as an example. Thereby, we aim to provide thought-provoking impulses on the role of fear conditioning in the age of RDoC as well as conceptual and methodological considerations and suggestions to guide RDoC-based fear conditioning research in the future.

Pocket E-Li: Listening Assessment Made Easy

2019 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Norazean Sulaiman ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Wan Faizatul Azirah Ismayatim
Keyword(s):  
Mobile Application ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Response ◽  
Mobile Apps ◽  
Listening Skills ◽  
Current Technology ◽  
The Future ◽  
Level Of Understanding ◽  
Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

Neuroethics

2017 ◽  
Keyword(s):  
Brain Function ◽  
Ethical Issues ◽  
Wearable Technologies ◽  
Definition Of Death ◽  
Populations At Risk ◽  
The Future ◽  
Aging Adults ◽  
Definition Of ◽  
The Brain ◽  
New Criteria

We have new answers to how the brain works and tools which can now monitor and manipulate brain function. Rapid advances in neuroscience raise critical questions with which society must grapple. What new balances must be struck between diagnosis and prediction, and invasive and noninvasive interventions? Are new criteria needed for the clinical definition of death in cases where individuals are eligible for organ donation? How will new mobile and wearable technologies affect the future of growing children and aging adults? To what extent is society responsible for protecting populations at risk from environmental neurotoxins? As data from emerging technologies converge and are made available on public databases, what frameworks and policies will maximize benefits while ensuring privacy of health information? And how can people and communities with different values and perspectives be maximally engaged in these important questions? Neuroethics: Anticipating the Future is written by scholars from diverse disciplines—neurology and neuroscience, ethics and law, public health, sociology, and philosophy. With its forward-looking insights and considerations for the future, the book examines the most pressing current ethical issues.

scholarly journals Solar barycentric dynamics from a new solar-planetary ephemeris

2018 ◽  
Vol 615 ◽  
pp. A153 ◽  
Author(s):  
Rodolfo G. Cionco ◽  
Dmitry A. Pavlov
Keyword(s):  
High Precision ◽  
Orbital Motion ◽  
Giant Planets ◽  
Reference Plane ◽  
The Sun ◽  
The Future ◽  
Dynamical Parameters ◽  
Definition Of ◽  
Invariable Plane ◽  
Planetary Theories

Aims. The barycentric dynamics of the Sun has increasingly been attracting the attention of researchers from several fields, due to the idea that interactions between the Sun’s orbital motion and solar internal functioning could be possible. Existing high-precision ephemerides that have been used for that purpose do not include the effects of trans-Neptunian bodies, which cause a significant offset in the definition of the solar system’s barycentre. In addition, the majority of the dynamical parameters of the solar barycentric orbit are not routinely calculated according to these ephemerides or are not publicly available. Methods. We developed a special version of the IAA RAS lunar–solar–planetary ephemerides, EPM2017H, to cover the whole Holocene and 1 kyr into the future. We studied the basic and derived (e.g., orbital torque) barycentric dynamical quantities of the Sun for that time span. A harmonic analysis (which involves an application of VSOP2013 and TOP2013 planetary theories) was performed on these parameters to obtain a physics-based interpretation of the main periodicities present in the solar barycentric movement. Results. We present a high-precision solar barycentric orbit and derived dynamical parameters (using the solar system’s invariable plane as the reference plane), widely accessible for the whole Holocene and 1 kyr in the future. Several particularities and barycentric phenomena are presented and explained on dynamical bases. A comparison with the Jet Propulsion Laboratory DE431 ephemeris, whose main differences arise from the modelling of trans-Neptunian bodies, shows significant discrepancies in several parameters (i.e., not only limited to angular elements) related to the solar barycentric dynamics. In addition, we identify the main periodicities of the Sun’s barycentric movement and the main giant planets perturbations related to them.

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