Key Competencies in the Knowledge Society
22nd
PROGRAM
KCKS’2010
Ms Ann Elizabeth Wilson, Autonomous University Of Barcelona, Faculty Of Education, SPAINFerran Ruiz Tarragó and Ann Elizabeth Wilson – THEME:Educational Management Challenges for the 21st Century
While demands for large scale improvements in education systems
increase worldwide, education system structures continuously fail
to meet, or even make notable advancements, toward these
demands. Inseparable from this problem is the very similar way in
which education systems are managed. Educational managerial
structures have become so universal, perpetual, and therefore,
deeply ingrained in society, that they remain almost entirely
unchallenged; this encourages the misleading, nearly
unquestioned assumption that managers are not responsible for
educational failures and that teachers are at fault. This paper
argues that the core of most educational problems lie within
current educational management structures. It calls for a complete
rethinking and rebuilding of such structures in order to aid
educational systems in reaching their full potential, therefore
helping students within these systems fully develop 21 st century
skills and meet future global challenges.
WEDNESDAY 22nd 10:30-11:00
Patricia Alejandra Behar, Federal University Of Rio Grande Do Sul, BRAZILMagalí Teresinha Longhi, Patricia Alejandra Behar and Magda Bercht – FULL:In Search of the Affective Subject Interacting in the ROODA Virtual Learning Environment
This paper examines elements from Piaget’s and Scherer’s theories that
are able to offer subsidies for the specification of the affective
aspects involved in Virtual Learning Environments (VLE). The
affective dimension is characterized by the moods manifested
during interactions in virtual space by affective portion of
psychological subject. To figure moods out is a way to personalize
the pedagogical activities and to understand the student’s actions
and competence.
WEDNESDAY 22nd 11:00-11:20
Patricia Alejandra Behar, Federal University Of Rio Grande Do Sul, BRAZIL Sílvio César Cazella, Eliseo Berni Reategui and Patrícia Behar – FULL:Recommendation of Learning Objects Applying Collaborative Filtering and Competencies
This paper presents a recommender system for learning objects which
uses a collaborative filtering mechanism based on competencies.
The model enables students to receive recommendations of
learning objects automatically, according to students’ interests but
also according to competencies that have to be developed. The
prototype implemented was able to recommend relevant contents
to students, aiming at helping them in the development of
competencies. The paper also presents a couple of experiments
showing that the recommender system has a good level of
accuracy for the suggestions made.
WEDNESDAY 22nd 11:20-11:40
Pat Reynolds, King College London UNITED KINGDOMSteven Suman, Ardavan Amini, Bruce Elson and Pat Reynolds – FULL:Design & Development of Virtual Learning Environment using Open Source Virtual World Technology
Today’s digital era, dynamic teaching and learning in higher education
has moved from traditional class room, face-to face learning
environments to more interactive and collaborative environments,
due to a demand for online-distance learning from students, and
the desire from academic institutes to promote and deliver
courses across the globe. Advancement in open source virtual
learning platforms technology, enables the development of
flexible online learning environments to exist that can be accessed
anywhere, anytime and in anyplace by students, hence enabling
academics and academic institutes to teach and increase their
market across the globe. Authors of this paper had the
opportunity to work on the design and development of a flexible
virtual learning environment within the dentistry sector part of the
IVIDENT (virtual dental school) UK Higher Education Funding
Council project at Kings College London. This paper will focus on
the design and the development of virtual learning environment
for the IVIDENT project, using advanced technological open source
virtual world platforms.
WEDNESDAY 22nd 11:40-12:00
Assoc. Professor Said Hadjerrouit, University Of Agder, NORWAYSaid Hadjerrouit – FULL:A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources
The New National Curriculum in Norway from 2006 recommends that
teachers and students acquire a high degree of digital literacy in
school education. One way to foster digital literacy is to train
teachers to design and critically evaluate digital learning resources
(DLRs). However, little research has been done as to which design
principles and evaluation criteria are suitable for DLRs. This work
proposes a theoretical framework, along with a case study, for
designing and evaluating DLRs. The article draws on research in
learning theory, pedagogical usability criteria, and context of use.
The paper reports on the implications of the framework for the
design and evaluation of DLRs.
WEDNESDAY 22nd 12:00-12:20
Assoc. Professor Andy Schaer, Imedias,University Of Applied Sciences, School Of Teacher Education, Institute O, SWITZERLANDAndy Schaer – SHORT:More for Less - Live Systems Learning
The Input aims to show the implications of Cloud Computing for
learning and working and will discuss how schools’ ICT concepts
and media competences might look like. But local, affordable
solutions will be considered as well. Particularly in the absence of
the financial means necessary to purchase expensive hardware
and networks, local solutions could be favoured. For these
purposes the School for Teacher Education at the University of
Applied Sciences Northwestern Switzerland has developed the
”Lernstick”.
WEDNESDAY 22nd 12:20-12:30
Dr Katina Zammit, University Of Western Sydney, AUSTRALIAKatina Zammit – FULL:Working with wikis: Collaborative writing in the 21st century
Students in primary schools have been asked to construct both written
and multimodal texts for assessment purposes for many years.
However these texts have been created on paper usually as
individual project. This paper reports on a multiliteracies project
involving students collaboratively creating a multimodal
information report using the affordances of a wiki. Students found
the experience very rewarding, rating the change to the process of
learning, the content (Antarctica) and the use of technology as the
best aspects. Working with wikis provided the opportunity for
students to engage with 21 st century literacy practices. It also
provided a space in the classroom to trial changes to a
conventional pedagogy, curriculum and assessment practices.
WEDNESDAY 22nd 13:30-13:50
Mr Christian Schmidt, University Of Education Weingarten, GERMANYMathias Krebs, Christian Schmidt, Michael Henninger, Matthias Ludwig, and Wolfgang Müller: FULLAre Wikis and Weblogs an appropriate approach to foster collaboration, reflection and students’ motivation?
There are a few hints (e.g. PISA) that today’s’ German school system
could be improved to prepare students for their future
(professional) lives in an adequate way. To meet the requirements
of today’s society, education has to change to become a life-long
learning process. E-Learning provides opportunities for this
purpose. In this paper two studies at the University of Education
Weingarten are presented, which investigate the impact of wikis
and weblogs on students’ learning processes. While the first one
investigates the impact of weblogs on students’ motivation and
reflection processes, the second one concentrates on
collaboration and knowledge sharing by utilizing wikis for
mathematical projects.
WEDNESDAY 22nd 13:50-14:10
Patricia Alejandra Behar, Federal University Of Rio Grande Do Sul, BRAZILSilvia Batista, Patricia Behar and Liliana Passerino – FULL:Use of Graph2Go in m-learning: a view from the pedagogical model
Characteristics such as interactivity, mobility, reaching a higher number
of people, learning in real contexts, among others, are considered
advantages of using mobile devices in education. M-learning
(mobile learning) can favor learning, not only in distance learning,
but also in face to face and blended learning. This paper
particularly focuses on mathematical learning, considering it can
benefit from m-learning potential in several educational
modalities. However, this requires structured actions and, in this
sense, development of pedagogical models is important. Such
models serve as base for the knowledge building process through
organized actions, with defined objectives and established
strategies to reach them. Within this context, this paper presents a
pedagogical model that was built and applied in a pilot study for
mathematical learning using Graph2Go in college students.
WEDNESDAY 22nd 14:10-14:30
Mr Michal Barla, Slovak University Of Technology SLOVAKIAMarián Šimko, Michal Barla and Mária Bieliková – FULL:ALEF: A Framework for Adaptive Web-based Learning 2.0
State-of-the-art learning management systems provide their stake-
holders with many features coming from Web 2.0 paradigm, but
often ignore the need for personalization and adaptation during
the learning. More, learning activities are often fragmented – a
student needs to make a decision whether he or she wants to take
questions or read explanatory materials. In addition, majority of
current solutions do not provide a truly interactive environment,
where students are allowed to participate in content creation and
maintenance. In this paper, we address these issues by proposing
and developing a framework for Adaptive Web-based Learning 2.0.
We describe basic requirements for such a framework and provide
an overview of all its important underlying models and
functionality.
WEDNESDAY 22nd 14:30-14:50
Johannes Magenheim, University Of Paderborn, GERMANYJohannes Magenheim, Wolfgang Reinhardt, Alexander Roth, Matthias Moi and Dieter Engbring – FULL:Integration of a Video Annotation Tool into a coactive Learning and Working Environment
In this paper we describe pedagogic scenarios where the use of a video
annotation tool could be of added value to the students’ overall
learning process. Furthermore, we introduce ViLM, a platform-
independent tool for annotating videos collaboratively or on its
own and how we integrated the tool in our university’s LMS.
Finally, we characterise potential research opportunities and
learning scenarios where the tool may successfully be applied.)
WEDNESDAY 22nd 14:50-15:10
Carlos Delgado Kloos, Departamento de Ingeniería Telemática, Universidad Carlos III, SPAINMaría Blanca Ibáñez, Raquel M. Crespo and Carlos Delgado Kloos – FULL:Assessment of knowledge and competencies in 3D virtual worlds: a proposal
Digital natives demand a more active approach to learning. Moreover,
the acquisition and assessment of competencies, rather than the
mere transmission of information, is becoming more relevant in
the Knowledge Society. 3D virtual worlds are a promising
environment to meet both of these requirements. In a 3D virtual
world, learners are immersed in a rich environment that allows
them to have an active experience through their avatars and
interaction devices. The learning process in traditional learning
management systems has been widely studied, but there is
relatively little literature about the use of 3D virtual worlds for
learning, although the expectations are high and the possibilities
opened immense. This paper focuses on an important part of the
teaching and learning process: the assessment. Our aim is to
present a set of techniques adapted to this novel 3D medium that
allows assessing knowledge, skills, and competencies by using the
elements inherent to 3D virtual worlds (avatars, synthetic
characters, smart objects) and take advantage of the new
dimension introduced.
WEDNESDAY 22nd 15:10-15:30
Dr Miroslava Cernochova, Charles University In Prague, Faculty Of Education, CZECH REPUBLICMiroslava Cernochova – FULL:Teaching practice from the perspective of ICT student teachers at the Faculty of Education, Charles University in Prague
The author worked for some years as a coordinator, methodology
consultant and supervisor of teaching practice of ICT student
teachers at the Faculty of Education in Prague. In her paper she
summarizes experiences and data collected by questionnaires
during years 2004-2008 by student teachers within their teaching
practice on subjects related to Computer Science, Informatics and
ICT Education in Czech Basic and Secondary Schools. The results
came out of evaluative questionnaires and comments published in
on-line support. A video-record will form a part of the paper
presentation.
WEDNESDAY 22nd 16:00-16:20
Dr Andrew Fluck, University Of Tasmania, AUSTRALIAAndrew E Fluck – FULL:eExaminations development and acceptance
Over three years students at the University of Tasmania have
participated in eExaminations where they have responded to
examination questions using computers. Over these three years
they have made the transition from using institutional computers
in laboratories to using personally owned laptops in a traditional
examination hall. This innovation and transition have been
paralleled and enabled by the development of a modified live
operating system which preserves the fairness of the assessment
process. The technical developments depended upon social
innovation engineering efforts necessitated by the range of
adopters amongst students and faculty. National recognition was
achieved for this method which is being adopted more widely
worldwide. The technical materials are available for download
from www.eExams.org.
WEDNESDAY 22nd 16:20-16:40
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