Understanding the Effects of Structured Note-taking Systems for Video-based Learners in Individual and Social Learning Contexts

Video-based learning is widely adopted by online learners, yet, learning experience and quality may be negatively affected by asynchronous and remote natures of video-based learning. As note-taking is a common practice employed by video-based learners and is known to be an effective way to trigger active construction and processing of knowledge, yet as a meta-skill, it is challenging to most learners. In this study, we aim to approach the goal of providing cognitive and social scaffolds to video-based learners by structuring their note-taking process. We presented and evaluated structured note-taking systems designed for learners in two contexts, namely, individual learning context and social learning context. With an online controlled study involving 43 participants, we compared the structured note-taking systems with two baseline systems (for individual learning and social learning contexts respectively) and found that structured note-taking significantly improved certain aspects of video-based learning such as and higher cognitive engagement and lower distraction. We discussed our results to inform the design, iteration, and adoption of note-taking tools in video-based learning.

Applying Assessment Principles during Emergency Remote Teaching: Challenges and Considerations

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.

Game Mechanics Supporting a Learning and Playful Experience in Educational Escape Games

Globally, educators are striving to find innovative ways of engaging their learners and ensuring that they accomplish the desired learning outcomes. Among the various game-based learning approaches that have come up in recent years, escape games are being widely used in a variety of learning contexts. As an entertainment activity, these games seem to be popular among players of all ages and backgrounds. This chapter introduces escape games and provides a literature review on their possible benefits and limitations. The game mechanics and learning mechanics that enable these games to be a potentially playful activity for teaching and learning will be discussed. This chapter provides educators and researchers with the required information backed by various studies to consider the integration of educational escape games with their current learning methods.

Educators as Facilitators of Game-Based Learning

Innovative educational methods such as gamification are gaining ground in more formal environments and have great potential to improve learning in education. However, the implementation of this strategy in the classroom is assumed to be a complex practice for beginners and requires the development of new competencies by educators. This chapter aims to contribute to the advancement of knowledge about the main competencies needed for educators to perform as facilitators of educational games. The study was developed through critical literature review, interviews, and questionnaires. The outcome is the development of a framework of competencies of an educator willing to use game-based learning. The study highlights the importance of institutional support to boost the development of pedagogical, technological, and social skills among educators. The conclusions of the chapter are valuable for educators aiming to adopt game-based learning and to higher education decision makers committed to expanding innovative learning contexts on their institutions.

A Scrum-Based Classroom Model for Learning Project Management

Brazilian higher education uses traditional learning methods centered on the professor and lectures. However, active learning methodologies have recently been gaining ground, especially in courses in the health area, due to legal guidelines for their implementation in Brazil. At the same time, the use of active methodologies in engineering education to optimize learning results is already widespread in several countries. In this sense, this chapter aims to propose a structure that addresses the interface between the agile Scrum framework applied to education, known as EduScrum, and the active learning methodologies to develop a more applied and results-focused approach. Thus, the scope of this work includes a review of the literature and the structuring, application, and evaluation of a hybrid method adequate for training engineering students for modern technological advancements. Finally, the results obtained, as well as a roadmap, are presented to guide the application of the model in other learning contexts.

Development of cognitive strategies with digital games in non-formal education

This paper presents a case study analyzing which learning cognitive strategies are employed by students who play digital games in both in-school and out-of-school learning contexts. As a Case Study, it falls within the qualitative research category. The researcher integrated themselves to the subjects' learning facility for data-gathering, following all recommended ethical protocols for research involving underage subjects. The following data collection instruments were used: research diary, questionnaire, and interviews, conducted with teenagers who play digital games during formal learning activities. Analysis involved data-crossing and checking our data against existing studies and theories, as well as a cartographic production. Data indicates that digital games enhance student usage of cognitive strategies and favor competencies and abilities-based learning over formal learning contents.

Des textes identitaires plurilingues pour stimuler l’engagement dans l’écriture d’élèves immigrants allophones en situation de grand retard scolaire au secondaire

Learning to write in a second language is an enormous challenge, particularly for undereducated allophone immigrant students. In this context, interventions fostering students’ engagement in writing appear to be a promising way to contribute to their learning process ( Cummins, 2009 ). Engagement in writing would be promoted by taking into account students’ multiliterate repertoires and by implementing meaningful learning contexts ( Armand, Lê et al., 2011 ). In this study, which was carried out in 12 secondary school classes for newcomers in Quebec (Canada), we assessed the effects of an intervention based on these foundations and aimed at the production of plurilingual identity texts ( Cummins et Early, 2011 ), supported by plurilingual drama workshops ( Équipes ÉRIT et ÉLODiL, 2013 ). The effects of this intervention on students’ engagement in writing were documented through participant observations and individual interviews with a sub-sample of 48 students. Results show that the production of plurilingual identity texts, especially when supported by plurilingual drama workshops, contributes more to students’ engagement in writing than traditional teaching practices used in a control group, both on an affective and cognitive level.

Applying Assessment Principles during Emergency Remote Teaching: Challenges and Considerations

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.

Online translators for L2 writing: a comparison of student and teacher perspectives

This short paper reports on the preliminary findings of a study into the use of Online Translators (OTs) by university language students. Students of Chinese, French, German, Japanese, and Spanish and their teachers responded to comparative surveys on their respective use and evaluation of OTs for L2 writing in formal language learning contexts. Findings indicate that teachers have little awareness of the range of strategies students apply when using OTs as writing tools. Concerns of OT misuse for cheating or as a replacement for language learning seem largely unfounded. Students, however, perceive a lack of guidance for the appropriate use of OTs. Preliminary findings suggest that teachers need to review their assumptions about students’ OT practices and that both students and teachers would benefit from technical and pedagogical OT training.

Educational Technologies for Hybrid Learning Contexts: A Grid of 12 Technological Communication Tools

The mission of the university goes beyond contributing to society with the results of its research and innovation. Its scope is prompting and supporting young people to gain new knowledge while encouraging them to consider/include forms of social engagement. Then, it is crucial for teachers to engage students in the learning process. Students use technology to communicate; thus, they are more likely and comfortable to participate in a technology-driven environment. This purpose could be pursued through the correct choice of educational technologies within the learning environments. Communication technologies have the potential to engage learners while also providing motivation and support for both teaching and learning. This paper focuses on the definition of educational technologies and on the description of a grid of 12 technologies that were chosen based on the research activities undertaken in doctoral research at the Politecnico di Milano. Subsequently, the technologies are classified through different mappings and methodologies to produce a description showing advantages, disadvantages, and contexts of use. Finally, it analyses the technologies from the point of view of 2 learning contexts, on-site and online, to help create new hybrid learning processes.