The authentic activities and mathematical modelling processes for preparatory school pupils

The aim of this study of the effect of authentic activities in teaching mathematics on mathematical modeling processesThe authentic activities were used by conducting the experiment, where work was with 45 pupils 13th years old of preparatory school (It’s the second stage of the educational stages in Egypt, and it’s the next stage after Primary school) in Al Qalyubia (One of the cities in Egypt) in the 2020/2021 academic year and studying this effect. The results showed, that value of the impact size through the value of h2 was calculated 0.79, and this meant the strong effect of the authentic activities on the development of mathematical modeling processes, where authentic activities lead to the development of mathematical modeling processes among the pupils because Authentic Activities provides pupils with the opportunity to study real-life problems, analyze them from various aspects and provide a correct picture of the problem that contributes to the increase of students' awareness of what they are learning.

EDUCATION EXECUTIVES VIEWS ABOUT THE DEVELOPMENT OF AUTHENTIC LEARNING AND ASSESSMENT ENVIRONMENTS

The aim of this study is to investigate how the concept of “authentic learning” and “authentic assessment” is formed in the discourse of education executives with previous teaching experience in primary and secondary education. Authentic learning is based on the theory of social constructivism, according to which the social nature of knowledge is emphasized and the learner builds knowledge by creating meaningful authentic activities. Authentic assessment is described as adynamic form of assessment which focuses on the skills developed by students during the learning process(Woolfolk, 2007). The design of learning environments is based on the nine features of authentic learning, constructivism and the theory of embedded learning (Herrington, 2006). In this study examples of authentic activities that support authentic learning environments in which a variety of authentic techniques are used and they are related to different subjects are presented. The sample of the study consisted of 114 adults participating in a training program as a qualification for their professional development during the year 2018-2019. Quantitative analysis of the data was conducted. The analysis of the data revealed that an authentic learning environment consists of experientiality, interdisciplinarity, team work, problem solving, self-assessment, peer-assessment, real-world relevance, which are characteristics of authentic learning and assessment. Moreover, the implementation of authentic learning activities can lead to the development of the cognitive, metacognitive, social and communicative skills of the 21st century.

Online learning challenges: students’ vision

The article analyzes circumstances under which most educational institutions in Ukraine have found themselves with the spread of Covid-19 where teachers and students had to quickly adjust to not quite conventional, sometimes stressful learning environment. The results of the analysis of the survey conducted among 150 1st and 2nd year students majoring in sciences at Ivan Franko National University of Lviv have been presented. Having considered the findings of the survey, the advantages and disadvantages of online learning, as well as recommendations both for the teachers and students with the view to make it more effective have been elucidated. There have been outlined the following advantages of online learning: it is less time consuming; it allows flexible time and place management; it improves students’ technical skills; it makes students more self-disciplined; it is less pricy than traditional education; it is more friendly for the students’ health. Although it has been proven that online learning has its disadvantages, among which: lack of vital social contacts and face-to-face communication with peers; preventing students from academic dishonesty; concentrating attention on the subject of studying and ignoring distractions; procrastination; teachers being sometimes unfamiliar with advanced internet technologies; lack of motivating methods and activities. In this respect authentic activities targeted at immersion occured to demonstrate many benefits within online learning environment as they motivate students through real life situations and solving problems. On the basis of literature review of recent research, key characteristics of authentic activities have been defined. The recommendations for both the students as active participants of the learning process and the teachers as organizers and moderators of this process have been outlined. The conclusion was made that teachers in the first place have a chance to change the priorities and make the studying process more exciting, motivating and productive.

Authentic-interactive activities to promote oral production on a virtual platform

Implementing learning or communicative strategies are not enough to develop oral production when learning English as a Foreign language; indeed, it is necessary to provide authentic activities that engage students in the act of speaking. The objective of this research is to know if the interactive activities operated in the Moodle platform promote oral production and identify the possible association between their scores from the instructional design and their speaking level from a standardized exam. For this, a longitudinal quantitative approach was carried out during spring 2020 in the Teaching English Bachelor at BUAP, having a sample of 20 subjects. The results demonstrated that the use of authentic-interactive activities improved the students’ speaking competence significantly. Furthermore, this study pretends to contribute with useful theoretical information for teachers and students who want to select appropriate tasks to improve this competence. It is essential to clarify that this is an innovative study since it promotes the use of activities and strategies mediated by technology asynchronously and synchronously, which are flexible and suitable for students’ needs in times of contingence.

Evaluation of Proposed Algorithm with Preceding GMT for Fraudulence Diagnosis

Formerly existing graph mining algorithms regularly accept that database is generally static. To defeat that we proposed another algorithm which manages extensive database including the components which catches the properties of the graph in a couple of parameters and check the relationship among them in both left and additionally right course, in this way embracing DFS and in addition BFS approach. It furthermore discovers the subgraph by traversing the graph and removing the planned routine. The proposed calculation is utilized for identification of wrongdoing as a part of BANK & Financial organization by catching the properties and distinguishing the relationship and affiliations that may exist between the individual required in that wrongdoing which keep a few violations that may happen in future. We have utilized the Neo-ECLIPSE for the execution of proposed calculation and Neo4j is the graph database utilized for evaluation. On the off chance that a man endeavoring to confer fraud or engage in some kind of illicit movement, they will endeavor to pass on their activities as near authentic activities as could reasonably be expected. Here in this paper, we are giving the data that a man who is in beginning the phase of the fraud, what co-related wrongdoings or illicit exercises he can do in future. The future exercises that can be performed by the individual can be ceased by demonstrating the associations with the entries saved in the database.

Innovative Instruction in STEM Education

Research from the learning sciences provides evidence that students engaged in collaborative learning in authentic activities are better able to retain and transfer knowledge to alternate contexts leading educators to reexamine the role of the lecture as a dominant instructional method. The use of alternate classroom structures to create student-centered learning environments is appropriate in STEM education. This chapter presents the development of a flipped classroom in a higher education STEM course, and describes the iterative process and subsequent structure of the course over several years. Considerations when implementing a flipped model of instruction are: the degree of self-regulation required of students, methods of assessment and the relationship between online information and authentic activities that students participate in during class. Recommendations for future research directions are discussed.

Innovative Instruction in STEM Education

Research from the learning sciences provides evidence that students engaged in collaborative learning in authentic activities are better able to retain and transfer knowledge to alternate contexts leading educators to reexamine the role of the lecture as a dominant instructional method. The use of alternate classroom structures to create student-centered learning environments is appropriate in STEM education. This chapter presents the development of a flipped classroom in a higher education STEM course, and describes the iterative process and subsequent structure of the course over several years. Considerations when implementing a flipped model of instruction are: the degree of self-regulation required of students, methods of assessment and the relationship between online information and authentic activities that students participate in during class. Recommendations for future research directions are discussed.

Situating Learning for Digital Inclusion in the Social Context of Communities

An approach to digital and social inclusion has been developed which situates learning for digital inclusion in the social context of communities. The approach follows views of learning that emphasise the role of the context in learning and the importance of learning in authentic situations. While digital inclusion programs tend to focus more on teaching people how to use computers and the internet, the approach presented takes a different perspective, in which learning for digital inclusion is situated in the social context of the learners and is based on authentic activities. The approach is being applied in Brazilian rural communities.

Online Support for Collaborative Authentic Activities

Collaborative learning has long been part of university study; for example, through group discussion, laboratory work in pairs and group projects (Jacques, 1991). In the past, these kinds of collaborative activities have been available only to full-time, on-campus students because of the difficulties in finding time and space for students to work together (Kimball, 2001). However, Internet-based communication technologies have made possible more flexible approaches to learning that offer new opportunities for students to collaborate (Bonk, Malinkowski, Angeli, & Suplee, 1998; Collis, 1996; McLoughlin, 2002; Oliver & Omari, 1999; Palloff & Pratt, 1999). Support for learning “anytime, anywhere” has changed patterns of on-campus attendance at many institutions, meaning that students come to class irregularly, infrequently or not at all.