scholarly journals Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

2019 ◽  
Vol 11 (18) ◽  
pp. 5109 ◽  
Author(s):  
Belkis Díaz-Lauzurica ◽  
David Moreno-Salinas
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Social Relations ◽  
Computational Thinking ◽  
Teaching Experience ◽  
Research Approach ◽  
Pedagogical Techniques ◽  
Action Research Approach ◽  
The Individual ◽  
High Degree

In present and future society, all individuals must be able to face the problems, risks, advantages and opportunities that will arrive with new paradigms in the labour market, social relations and technology. To reach this goal, a quality and inclusive education together with a proper and complete formation in technology (communications, robotics, programming, computational thinking (CT), etc.) must be imparted at all educational levels. Moreover, all individuals should have the same opportunities to develop their skills and knowledge, as stated in Goal 4 of the Sustainable Development Goals, Sustainable Education. Following this trend, in the present work, a practical experience about how to teach CT using robotics is developed, showing the results and evaluation of the lessons on robotics taught to students in their 4th year of compulsory secondary education, and where the students showed a high degree of apathy and demotivation. The teaching unit was based on an action research approach that includes a careful selection of pedagogical techniques and instruments to attract and keep the attention and interest of the students. In addition to the robotics lessons, a previous computational thinking training with Blockly Games was carried out, which contributed to noticeably increase the students motivation and to introduce them to the programming of robots. Moreover, gamification was used to motivate and evaluate the individual knowledge, and the students were required to present the work performed through a final project. The individual needs of the students were fulfilled with a daily monitoring. The results show that the pedagogical techniques, instruments and evaluation were adequate to increase the motivation of the students and to obtain a significant learning, showing how the teaching of CT may attract students that have lost interest and motivation, while providing them with abilities that will be essential for the learning throughout life.

Developing Confident Computational Thinking through Teacher Twinning Online

2022 ◽  
pp. 427-441
Author(s):  
Elizabeth Oldham ◽  
Pamela Cowan ◽  
Richard Millwood ◽  
Glenn Strong ◽  
Nina Bresnihan ◽  
...  
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Focus Group ◽  
Computational Thinking ◽  
Theoretical Framework ◽  
Pair Programming ◽  
Research Approach ◽  
Online Environment ◽  
Action Research Approach ◽  
Future Work

In view of the current focus on computational thinking in schools, professional development is needed so that teachers can help students acquire the requisite skills. Enhancing teachers' confidence is one important aspect. This article describes a project which offers teachers a playful, supportive introduction to computer programming, using the language Scratch. The project, CTwins (“Coding Twins” or “Computational Thinking wins”), entails teachers working in pairs called ‘twins' to produce an artefact, by communicating and reflecting in an online environment. The theoretical framework uses research on pair programming and working in online communities. An evaluative action research approach in two cycles was undertaken, the first being a pilot. For each cycle, teachers completed surveys to measure confidence pre- and post-participation, posted to the online environment, and participated in a focus group. The article then outlines implementation of the CTwins strategy, presents the findings – teachers' confidence showed gains overall-– and discusses possibilities for future work.

Developing Confident Computational Thinking through Teacher Twinning Online

2018 ◽  
Vol 9 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Elizabeth Oldham ◽  
Pamela Cowan ◽  
Richard Millwood ◽  
Glenn Strong ◽  
Nina Bresnihan ◽  
...  
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Focus Group ◽  
Computational Thinking ◽  
Theoretical Framework ◽  
Pair Programming ◽  
Research Approach ◽  
Online Environment ◽  
Action Research Approach ◽  
Future Work

In view of the current focus on computational thinking in schools, professional development is needed so that teachers can help students acquire the requisite skills. Enhancing teachers' confidence is one important aspect. This article describes a project which offers teachers a playful, supportive introduction to computer programming, using the language Scratch. The project, CTwins (“Coding Twins” or “Computational Thinking wins”), entails teachers working in pairs called ‘twins' to produce an artefact, by communicating and reflecting in an online environment. The theoretical framework uses research on pair programming and working in online communities. An evaluative action research approach in two cycles was undertaken, the first being a pilot. For each cycle, teachers completed surveys to measure confidence pre- and post-participation, posted to the online environment, and participated in a focus group. The article then outlines implementation of the CTwins strategy, presents the findings – teachers' confidence showed gains overall-– and discusses possibilities for future work.

Relational capital and knowledge transfer in universities

2019 ◽  
Vol 25 (1) ◽  
pp. 185-201 ◽  
Author(s):  
Paola Paoloni ◽  
Francesca Maria Cesaroni ◽  
Paola Demartini
Keyword(s):  
Research Approach ◽  
Relational Capital ◽  
Content Type ◽  
Action Research Approach ◽  
Relevant Topic ◽  
Set Up ◽  
The Individual ◽  
New Research ◽  
The University

PurposeThe importance of relational capital for the university has grown enormously in recent years. In fact, relational capital allows universities to promote and emphasize the effectiveness of the third mission. The purpose of this paper is to propose a case study involving an Italian university that recently set up a new research observatory, and, thanks to its success, succeeded in enhancing its relational capital.Design/methodology/approachThe authors adopted an action research approach to analyze the case study. Consistently, the authors followed the analysis, diagnosis, and intervention phases. First, the authors focused on the identification of the strengths and weaknesses of the process through which the university created relational capital, and finally, the authors proposed solutions to improve the process.FindingsThis case study shows that the creation of relation capital for the host university was the result of a process of transfer and transformation of the individual relationships of the observatory’s promoters.Originality/valueThis paper contributes to filling a significant gap in the literature on relational capital and universities and provides useful insights into how these organizations can encourage its creation. It also allows scholars, managers, and politicians involved in higher education to gain a greater understanding of this relevant topic.

Attrition, mental health and student support in engineering education: the Engineering Futures Project

2020 ◽  
Vol 22 (3) ◽  
pp. 8-29
Author(s):  
Jane Andrews ◽  
Robin Clark ◽  
Sukhvinder Phull
Keyword(s):  
Mental Health ◽  
At Risk ◽  
Engineering Education ◽  
Student Attrition ◽  
Attrition Rate ◽  
Individual Student ◽  
Research Approach ◽  
Action Research Approach ◽  
The Individual ◽  
The University

This paper deals with issues surrounding student attrition in engineering education. Looking beyond the traditional markers associated with student attainment, and adopting an action research approach, the “Engineering Futures Project” aimed to tackle an attrition rate in a faculty of engineering that was twice the university average. An algorithm was developed and students ‘at risk’ of not progressing identified. Such students were then contacted individually and offered intensive support and guidance from a member of the project team.Working with academics on a one-to-one basis, students were encouraged to reflect on why they felt they were at risk of not progressing on to the next level of their course. One of the surprising outcomes was that the majority of students indicated they had experienced considerable difficulties with their mental health in the previous 12 months. This, together with a number of other individual issues, impacted their studies. Taking account of the students' perspectives, the project team developed and put in place two distinctive support pathways; one focusing on ‘wellbeing’, the other on “academic support’. Each individual student was given time and assistance to develop their own pathways. Although resource intensive, the Engineering Futures Project was a marked success, drastically reducing attrition and making a notable difference at both the individual and faculty level.

scholarly journals Supporting the development of skills for extended practice in biomedical science

2019 ◽  
Vol 9 (4) ◽  
pp. 712-722
Author(s):  
Sara Smith ◽  
Uttara Karnik ◽  
Karen Kendall ◽  
Abigail Pugh ◽  
Kelvin Robson ◽  
...  
Keyword(s):  
Professional Development ◽  
Skill Development ◽  
Teaching Experience ◽  
Biomedical Science ◽  
Research Approach ◽  
Free Text ◽  
Content Type ◽  
Action Research Approach ◽  
Extended Practice ◽  
Essential Skills

Purpose Continual professional development is essential to foster and enhance professionals’ abilities. A wide variety of methods have been adopted to support professional learning for healthcare professions but many still focus upon a need to update knowledge and the learning of isolated competencies for practice. The purpose of this paper is to report upon a collaborative partnership that enabled the reframing of a professional development course away from this objectivist epistemology to foster pedagogically appropriate approaches nurturing the development of the knowledge and skills required for extended practice in specimen dissection. Design/methodology/approach An action research approach informed this study which drew upon aspects of simulated learning, “creative play” and “hands-on” practice to nurture development of the knowledge and mastery of essential skills required for extended practice in dissection. A questionnaire allowed the gathering of quantitative and qualitative data from delegates. Open coding of delegate free-text responses enabled thematic analysis of the data. Findings Delegates reported upon a positive learning and teaching experience providing them with a unique opportunity to develop the essential skills and knowledge required to enhance their extended practice. Four key themes were identified from delegate feedback: legitimacy of learning experience; safe-space for learning; confidence as a practitioner; and professional and social interactions. Originality/value Research into skill development in this field is currently lacking. Findings highlight the value of a creative approach to professional development which enables individuals to master the skills required for practice. It also underlines the importance and value of collaborative partnerships. As allied health professionals advance and extend their roles professional development must move away from the didactic delivery of isolated topics and ensure that it offers legitimate learning experiences allowing skill development and technique mastery alongside knowledge enhancement.

scholarly journals Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers

2020 ◽  
Vol 12 (23) ◽  
pp. 9826
Author(s):  
Rosa Isusi-Fagoaga ◽  
Adela García-Aracil
Keyword(s):  
Secondary Education ◽  
Student Performance ◽  
Positive Influence ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Research Approach ◽  
Agenda 2030 ◽  
Action Research Approach ◽  
Teaching Music ◽  
Teaching Learning

The aim of this paper is to provide insights into the appropriateness of teaching-learning and evaluation processes using rubrics, for student self-assessments. We studied students enrolled on the Master’s in Secondary Education Teaching—Music Specialism course. In the Spanish secondary education system, music is seen as increasing equity and improving student performance in line with the Agenda 2030 Sustainable Development Goals. The training of new teachers and the ongoing professional development of the current teaching force are critical for improving the quality of education. We adopted an action-research approach and obtained feedback from the Masters’ students via questionnaires administered at the start and end of the process (pre- and post-test). Our results show that using rubrics as formative and shared assessment tools has a positive influence on students’ perceptions of their acquisition of both transversal and specific competencies, as well as demonstrating the utility of rubrics for their future professional practice. However, rubrics on their own are not sufficient to increase the facility for learning and awareness among students.

Assessing the Implementation of Workplace Health Programs Outside of Controlled Environments

2000 ◽  
Vol 39 (03) ◽  
pp. 254-259 ◽  
Author(s):  
E. Walker
Keyword(s):  
Research Approach ◽  
Workplace Health ◽  
Action Research Approach ◽  
Controlled Environments ◽  
The Individual ◽  
Development And Management ◽  
The Impact ◽  
Innovative Action ◽  
Health Programmes

AbstractThe study explored the implementation of workplace health programmes in 14 NHS Trusts (hospitals). It sought to identify different approaches to implementation and measures that could be used to guide future development. The study comprised inter-related elements examining the process of implementing workplace health and the impact on staff. An innovative action research approach was applied to the evaluation. The aims of the evaluation were to generate activity and learning within the organisations which was sustainable (long term) and transferable outside the study organisations. The study is described in terms of the multiple methods and the ways in which these have been brought together in the analysis. The approach has been informed by a shift from an individualistic perspective towards one which sees the health of workers within the broader context of organisational development and management. The research identified a number of dilemmas for workplace health with its focus on the health of the individual. A typology was developed which describes different approaches to workplace health and their impact on sustaining such initiatives. It suggests that for workplace health to be successful it must address the organisational context as well as individual staff needs. Results from a survey of staff in the 14 trusts seems to demonstrate an association between the approaches, described in the typology, and an impact on staff. Workplace health programmes need to shift towards approaches where the individual’s health is seen within the wider context of the organisation.

scholarly journals Cultural learning through drama tasks: An action research approach

2012 ◽  
Vol VI (1) ◽  
pp. 128-134
Author(s):  
Almut Küppers
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
School Teacher ◽  
Teaching Experience ◽  
Cultural Learning ◽  
Research Approach ◽  
Action Research Project ◽  
Foreign Language Learners ◽  
Action Research Approach ◽  
Interkulturelles Lernen

Anja Jäger (2011): Kultur szenisch erfahren. Interkulturelles Lernen mit Jugendliteratur und szenischen Aufgaben im Fremdsprachenunterricht. Frankfurt/Main et al.: Peter Lang ISBN 978-3-631-61155-5 Teaching a language is a complex endeavor. Promoting cultural learning seems to be an even more sophisticated teaching challenge. The question of how to research multilayered processes of subtle cultural learning in a foreign language classroom setting has not yet been adequately answered – much rather (and despite DESI) it still remains an unexplored island in what appears to be a much more cultivated land, namely that of foreign language research. In her study “Kultur szenisch erfahren” Anja Jäger has opted for a research design which sets out to explore intercultural learning from the inside out as a teacher-researcher. The author is a middle school teacher herself who has had a number of years of teaching experience under her belt, before she embarked on an action research project. Anja Jäger, thus, knew the field under investigation very well when she started to illuminate the following questions: Which kind of drama tasks are especially suitable in order to develop intercultural communicative competences in English foreign language learners and under which teaching conditions do the tasks unfold their potential most ...

scholarly journals Strengthening the Voice of Those with Mental Health Issues: A Community Approach to Developing a Mental Health Identification System

Social Work ◽  
2019 ◽  
Vol 64 (3) ◽  
pp. 216-223
Author(s):  
Andrew Quinn ◽  
Mary Otteson
Keyword(s):  
Mental Health ◽  
Credit Card ◽  
Identification System ◽  
Research Approach ◽  
Health Issues ◽  
Mental Health Issues ◽  
Community Approach ◽  
Action Research Approach ◽  
The Individual ◽  
The Voice

Abstract This article describes how an action research approach was used to involve a community of individuals with mental health issues and their support systems in the development and adoption of a mental health identification (ID) card. The intent of the card was to provide individuals with mental health issues a way to communicate and manage the idiosyncratic nature of their behaviors. A credit card–size ID card was developed that has the individual’s picture, address, diagnosis, idiosyncratic behaviors, best approach with the individual when those behaviors are present, medications, allergies, and emergency contact information. Benefits and concerns about the ID system in regard to the cardholder, card recipients, the provision of consent, Health Insurance Portability and Accountability Act compliance, and the balancing of reducing and increasing stigmas and stereotypes emerged throughout the process. In the end, the ID card has come to be seen as a social justice mechanism that allows for communication and awareness for those with mental health issues.

Post-Intentional Phenomenology and Studies of Social Change in Teaching

2019 ◽  
Author(s):  
Mark D. Vagle
Keyword(s):  
Social Issue ◽  
Social Change ◽  
Social Relations ◽  
Phenomenological Research ◽  
Research Approach ◽  
Underlying Assumption ◽  
Constant State ◽  
The Individual

Post-intentional phenomenology is a phenomenological research approach that draws on phenomenological and poststructural philosophies. In its early conceptualization, post-intentional phenomenology was imagined as a philosophical and methodological space in which all sorts of philosophies, theories, and ideas could be put in conceptual dialogue with one another—creating a productive and generative cacophony of philosophies/theories/ideas that accomplishes something(s) that these same individual philosophies/theories/ideas may not be able to do, in the same way at least, on their own. Although this desire remains, post-intentional phenomenology now serves as more of an invitation for others to play with and among philosophies/theories/ideas to see what might come of such playfulness—and to have the work of the methodology itself potentially produce social change, however great or small. The post-intentional phenomenologist is asked not only to identify a phenomenon of interest, but also to situate the phenomenon in context, around a social issue. An underlying assumption of this methodology is that all phenomena are both personal and social—that is, phenomena are lived by individuals and are in a constant state of production and provocation through social relations. Such a methodological configuration can be of use to studies of teaching—as the work of teaching (as a post-intentional phenomenon) is lived, produced, and provoked by all sorts of entangled complexities that may or may not be conscious to the individual.

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