Gamification of Formative Feedback in Language Arts and Mathematics Classrooms

The use of computer games in education has been increasing in popularity during the past decade. Game-based learning environments are designed to teach specific knowledge content and skill-based learning outcomes using game elements. One main reason for using game-based learning environments is to increase student motivation and engagement while teaching learning outcomes. Many of the game-based learning environments are designed so that students will reach maximum flow, which is defined as students being so completely immersed in that game that they do not notice that they are learning. These learning environments have been shown to improve many behaviour and cognitive learning outcomes. While game-based learning has many benefits, some educational researchers have indicated that it is often very costly to develop a complex game-based assessment to teach a few learning outcomes. Hence, in some cases it is more beneficial to approach the use of computer games in education using gamification.

On Continuity and Readiness for Education: Methodology Principles of Quality-Based System Management After Helen N. Solovova

This paper is devoted to the analysis of the most crucial problems related to innovative trends in modern education, i.e. increasing competitiveness. The aim of this paper is twofold: a) to consider the phenomenon of current methodology of professional education in terms of international principles ISO depicted in the research works of the outstanding methodologist and educator, Professor Helen N. Solovova; b) to reveal the versatility of the scientist’s activities in the frameworks of current academic scholarship. The main methodological concept considers the global strategic processes, and the value orientations of educational activity which become especially significant for those who have to work with a personality; the latter has to understand the realia of continuing transformations of the society, qualitative and quantitative changes in the educational environment of the country and the regions, and rather ambiguous social, informational, and educational aspects of the information spaces. As a result of this study, we state that current challenges are of prior importance for the personality development as individuality. As a priority this concerns a constantly changing status of education as a whole, and the image of the university and college trainers, school educators and tutors at In-Service institutions; as is the case, these phenomena reflected in both Russian and International Scientific Scholarship help to understand the progressive methodology principles which cover Knowledge Content, Technology, and Pedagogy/Language Didactics. In conclusion, a special role, for sure, belongs to the methodology of teaching foreign languages (H.Solovova’s concept of prior significance), which performs a humanizing and cultural mission; language pedagogy and didactics are in search of novel principles and approaches to the philosophy of training and learning foreign languages as a valuable intellectual component of Russian culture and education as a whole.

Users Awareness and Usage of Open Educational Resources in Central Universities of North India

Technological advancements and open educational resources (OER) together have opened up wider opportunities to access globally created educational resources by anyone across the globe. A paradigm shift has been witnessed in the format of learning resources, their access methods, and the medium of delivery of the knowledge content. The findings of this research reveal that the academic community of central universities (CU) of North India is well aware of open educational resources. E PG Path Shala is the most popular and most widely used, followed by NPTEL and YouTube. The majority of users use OERs as and when they require them. The purpose of using OERs for the majority of respondents is to prepare class notes. Most of the faculty and research scholars use OERs to improve their professional competency. The majority of respondents desired that the institutions should provide free internet/Wi-Fi on campus and should also provide regular updates about OERs.

Edu-Tensegrity: An Expanded Integration of 21st Century Education

The central concept within this research work is Edu-tensegrity. It is the foundation of the Heasly Thinking Skills System and uses a geodesic dome as a refreshed visual depiction of the many varied elements in the whole world of education, given paradigm changes within lived experience of 21st century education. This system uses a disciplined use of the art of Questioning, a ‘ME’ diagram, a fully explained process of decision-making, and finally a detailed diagram called the HUG/BUG for application of personally chosen behaviours. This paper explains the integrated connections of education concepts with similar knowledge content from other relevant academic disciplines. The aim allows for the academic support of teachers and lecturers as these paradigm changes are affected, relying on resilience and the authentic projects of our research communities, who are central to the concept of Edu-tensegrity. Edu-tensegrity is central to the twin concepts of Sustainability and Securitability, adding to the educational philosophy of this journal, and cementing the changing landscape of 21st century education in a time of pandemic and change.

Calvin’s exposition of the sixth commandment as a trajectory in his catechetical works

In this article is explored the key theological and pedagogical trajectories which shaped Calvin’s teaching of the sixth commandment (‘You shall not kill’) in his catechetical publications. These include the Instruction of 1537/1538, l’Institution Puerile de la Doctrine Chrestienne (1538–1541), the 1542 and 1545 Catechismus, and La Maniere d’Interroguer les Enfans (1551). The overall objective is not only to depict the theological line of argumentation as a development, but also to map out Calvin’s pedagogy and teaching strategies. In Calvin research, this aspect of his teaching is undervalued. This was in particular illustrated by studying the relevant source texts in chronological order. The method employed in which the original texts were read, explicated and compared to contemporary texts (Luther, Jud and Bucer), confirmed that Calvin’s basic argument should indeed by explicated contextually, based on the original language of publication. This approach also provided the opportunity to identify patterns in Calvin’s exposition that normally remain beyond the interests of investigators. One of these was the underpinning pedagogy. The results indicated that Calvin’s teaching of the commandment was ingrained in the understanding and enduring meaning of the Law for the Christian church given in the words of Christ in Matthew 5:21, 22 and 22:39. The practical implications of the Command should not be attributed to the particular use of the Law as a rule of life in the born-again. Calvin’s underpinning pedagogy allowed not only for an envisioned transfer of knowledge, but also for the unpacking of that knowledge content in terms of practical competencies and skills to live a spontaneous Christian life. In this sense, a dynamic educational strategy guided the learner by challenging questions to consider and think, and then to respond independently.Contribution: This article employed a significant historical-chronological method for studying pre-1551 Calvin texts. An appraisal of the contextual development of his thinking on ‘You shall not kill’ was argued within the framework of teaching and learning. It also created the opportunity to ask new questions to the texts such as the pedagogy that underpinned the catechetical work of Calvin.

Factors That Influenced the Effectiveness of Training Program Organised By the Public Training Institutes in Eastern Region of Malaysia amidst the Outbreak of COVID-19 Pandemic

This study aims to find the relationship between the factors that influenced the effectiveness of the training program in the Public Training Institute located in the Eastern Region of Malaysia amidst the outbreak of the COVID-19 pandemic from early 2020 to date. Many PTIs have to strive in maintaining their operation during the pandemic with limitations of movements and changes in teaching approaches. The data was collected by using a set of questionnaires that was distributed online through WhatsApp (using a GoogleForm link) to all of the respected respondents that consist of training participants. The data was analysed by using Pierson Correlation Coefficient. The study discovered that all the factors (Improvement in Knowledge and Skills, Content of Courses, Training Approaches, and The Performance of Facilitators) have a strong association with the effectiveness of the training program during the pandemic. Thus, all factors have given effect to the level of effectiveness of the training program in all PTIs across the Eastern Region of Malaysia amidst the outbreak of the COVID-19 pandemic. Keywords: Effectiveness, Knowledge, Content, Approaches, Performance

Knowledge management for extreme public health events COVID-19: based on Tiktok data

Purpose Taking the COVID-19 as the background, this study aims to investigate the direct influencing factors regarding knowledge sharing behavior (KSB) on new media platforms and discuss how the characteristics of the users could enhance the KSB through moderation effect, and provide empirical evidences. Design/methodology/approach Based on the social exchange theory and after the text analysis of the data collected from the Tiktok platform in 2020, this paper uses the quantitative method to evaluate the factors influence KSB on short video social platform during the COVID-19 outbreak. Findings KSB on new media platform could be enhanced by richer knowledge content of the video posted and the attribute of the platform users directly. Platform users could affect the trustworthiness of the knowledge shared, thus influence the knowledge sharing. On the early stage of the COVID-19, the richer content of the knowledge released by users could effectively enhance the KSB. On the early stage of the emergency events, the official users could play a significant role on KS. During the mitigation stage of COVID-19, the KSB of the knowledge shared by unofficial users with richer content could be enhanced and the moderation effect is relatively stronger. Originality/value The research extends the social exchange theory to a disaster management context. The authors provide an effective reference for future governments to effectively cope with the epidemic and spread public knowledge in an emergency response context. By analyzing the influence of knowledge content and influencer characteristics, it could help the social media platform to improve content management and optimize resource allocation.

Knowledge dialogue generation with multi-head attention mechanism

An increasing number of research efforts are focusing on knowledge dialogue generation. Less attention is focused on increasing knowledge diversity in generated responses. A model of knowledge selection guided by a multi-head attention mechanism is proposed. First, the current input discourse and knowledge content are input into the Bi-GRU module to obtain the coding vector, and then obtain multiple aspects of semantics from the user input discourse coding vector based on the multi-head attention mechanism, so as to select different knowledge. A punishment item method is proposed to force different attention to focus on different aspects, and finally, use the user input and selected knowledge for the decoding stage. Experiments with manual and automated evaluations have proven that the model is superior to the baseline model compared to previous work.

Semiotic modeling of the text-driven conceptual paradigm in language education

The conceptual paradigm of Thomas Sebeok’s modeling systems theory builds a theoretical foundation that modeling and knowing converge and coexist in the process of life evolution, and affords multiple narrative spaces for foreign language education, allowing us to address living and learning concurrently in the process of meaning modeling. The present paper argues that the concept of modeling has elevated us above the long-standing emphasis on the most valuable knowledge with the same (target) language standards and the same discourse power, and has captured the interest of language educators to establish a semiotic connection between knowledge content and knowledge representation through a representation model, the English textbook, which is generally considered as an important carrier of language knowledge. The study of the concept of English textbooks promotes sustainable regeneration of semiotic information on multi-level spatial interpretability so that learning can be regarded as exploration and growth of experience. Based on what these analyses reveal, the paper concludes by confirming that the textbook can effectively construct a diverse cultural signification order, considering the learner’s greater flexibility and social responsibility and providing the curriculum with a modeling nature for meaning negotiation among all parties involved.

The Evolving Economic Employment of ICT Education: The Case of Norway

Digitisation breaks down traditional industry and sector boundaries and fuels new work structures and networks. By using linked employer–employee data for Norway (years 2013–2017), we address two research questions: whether some parts of the economy increasingly need people who are “specialised” in ICT, in the sense that the main focus of their formal education is ICT, and whether the ongoing digitisation processes in the Norwegian economy have altered the complementarities between ICT education and other types of formal education. By means of a shift-share analysis, we disentangle the contributions to employment deriving from variation in the education mix within the sectors. We also observe the recent labour flows of ICT-educated workers across sectors of the Norwegian economy. Then, an establishment-level analysis sheds light on possible evolutions of the complementarity of ICT education with other types of education. Public administration and health are revealed to be increasingly important attractors for ICT-educated people. Nonetheless, the ICT industries still employ many ICT-educated individuals and they are becoming more specialised, possibly as outsourcees of services to other industries. Finally, flows of ICT-educated employees from and to the sales sector and the publishing and audiovisual industries suggest an evolving knowledge content in these areas of the economy.