Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University

Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.

Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University

Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.

OS OBJETOS DE APRENDIZAGEM COMO FERRAMENTAS DE ENSINO: potencialidades e fragilidades sob o olhar da Ciência da Informação = LEARNING OBJECTS AS TEACHING TOOLS: strengths and weaknesses under Information Science view

A explosão informacional e a ubiquidade das tecnologias de informação e comunicação, aspectos inerentes à Sociedade da Informação, remodelaram a dinâmica social de forma irreversível. Nesse contexto, surgiram os objetos de aprendizagem, ferramentas tecnológicas utilizadas para o ensino, seja ele remoto ou presencial. Porém, é preciso que a Ciência da Informação discuta de forma mais lúcida o uso desses instrumentos na atualidade, apontando seus benefícios e limitações. O objetivo geral buscou analisar as vantagens e desvantagens do uso de objetos de aprendizagem como ferramentas de ensino sob o prisma da Ciência da Informação. Os objetivos específicos são: identificar aspectos negativos e positivos das tecnologias de informação e comunicação na atualidade, utilizando principalmente o embasamento teórico da Ciência da Informação; apontar o conceito de objeto de aprendizagem, bem como seu uso no ensino; detectar as potencialidades e limitações dos objetos de aprendizagem e sugerir os contextos em que eles devem ser ou não utilizados como ferramenta de ensino considerando o âmbito da Sociedade da Informação. Por meio de um levantamento bibliográfico, foi possível apontar até que ponto os objetos de aprendizagem possuem limitações que devem ser seriamente consideradas, evitando-se sempre a adoção de discursos tecnocráticos que elegem essa tecnologia como a solução para todos os problemas educacionais existentes. As considerações finais relatam que o uso dos objetos de aprendizagem precisa refletir os contextos educacionais, culturais e as limitações físicas dos sujeitos, além de possibilitar a capacidade de reflexão do aluno.AbstractThe informational explosion and the ubiquity of information and communicationtechnologies, inherent aspects of the Information Society, have irreversibly reshaped the social dynamics. In this context, learning objects emerged, technological tools used for teaching, whether remote or in person. However, it is necessary that Information Science discuss more lucidly the use of these instruments today, pointing out their benefits and limitations. The general objective sought to analyze the advantages and disadvantages of using learning objects as teaching tools from the perspective of Information Science. The specific objectives are: to identify negative and positive aspects of information and communication technologies today, using mainly the theoretical foundation of Information Science; point out the concept of learning object, as well as its use in teaching; detect the potential and limitations of learning objects and suggest the contexts in which they should or should not be used as a teaching tool considering the scope of the Information Society. Through a bibliographic survey, it was possible to point out the extent to which learning objectshave limitations that must be seriously considered, always avoiding the adoption of technocratic speeches that elect this technology as the solution to all existingeducational problems. The final considerations report that the use of learning objects needs to reflect the educational and cultural contexts and the physical limitations of the subjects, in addition to enabling the student's capacity for reflection.

Mastery of Technological Pedagogical And Content Knowledge (TPACK) Prospective Teacher In ICT Expertise Brawijaya University

The Information Technology Education (ITE) study program, Faculty of Computer Science, Universitas Brawijaya requires its students to take part in Pengenalan Lapangan Persekolahan (PLP) 2 according to Permenristekdikti No. 55 of 2017 in order to be able to produce prospective teachers who have the competence of educators. This study describes the gap in mastery of competencies with the TPACK framework based on the results of PLP 2 activities which are compared with standard values using a discrepancy evaluation model. The results of the gap are mapped using the method Importance Performance Analysis (IPA) to determine the priority scale for improvement of variables according to positions in certain quadrants. Through the IPA method, the variables that are prioritized to improve their mastery are TPK and PCK because they have very small gaps. Recommendations are given for the TPK variable to be given a pretest and posttest on the material for preparing teaching tools and training in the preparation of lesson plans. For the PCK variable, should be given pretest and posttest to the study material for theoretical and practical learning scenarios, the activities are needed lesson study which is carried out at least twice.

Analysis of Different Digital Alternatives as Teaching Tools to Improve the Teaching–Learning Process

Virtual tools are frequently used in education. Among them, the use of virtual laboratories could be an interesting alternative to strengthen the practical concepts of the students, especially in the current paradigm in which the presence of students is often not possible. For this reason, the aim of this study was to analyse the use of different digital tools for the improvement of the teaching process during the COVID-19 pandemic period. To this end, a comparison of the application of different digital alternatives was carried out, evaluating the differences found with previous teaching courses. The results indicate that, although students welcome these activities, they cannot replace face-to-face practices, being considered as a complementary activity.

BodyWorks: interactive interdisciplinary online teaching tools for biomechanics and physiology teaching

Remote teaching can be both challenging and motivating. Professors and lecturers have developed innovative strategies to improve students’ education and engage students in synchronous and asynchronous classes. In this Illuminations paper, we describe BodyWorks, online tools to support courses in physiology, motor control, and biomechanics. The tools are interactive and easy to use, have low computer and internet demands, and can be used in many conditions and topics of study. All resources are freely available online in three different languages. We hope our initiative can help professors and students worldwide promote more interactive and engaging motor control and related topics classes for both synchronous and asynchronous formats.

The Instuments for the Development of Universal Logical Skills of Analysis and the Culture of the Transmission of These Skills in the Process of Professional Training of Mathimatics Teachers

General logical universal learning activities (analysis, synthesis, comparison, etc.) in studies of the theory of development of universal learning activities are often represented by generalized formulations such as «text analysis», «analysis of the formulation of a theorem», «synthesis of information», etc. This approach does not allow to evaluate the level of complexity of a cognitive action, to determine its specificity, and to distinguish the levels of possession of this cognitive action. The article deals with the approach to forming the general logical action of analysis, which is based on the concept of funding, developed by E.I. Smirnov, V.D. Shadrikov. The methodological principle of the research is associated with various aspects of the system-activity and competence-based approaches to the organization of teaching students of pedagogical specialties. The aim of the article is to develop an approach to the design of teaching tools aimed at the formation of the general logical action of analysis. Results. The article describes the preparatory stage of the implementation of the concept of funding general logical cognitive actions in the training of students of pedagogical direction. The approach to the level differentiation of cognitive action of analysis is proposed. The types of analysis and their manifestations in mathematical and socio-humanitarian disciplines are considered. In conclusion, the necessity of differentiating the analysis in the organization of funding of this action is justified.