Innovative education networking aimed at multimedia tools for geometrical optics learning

We present a purposeful initiative to open new grounds for teaching Geometrical Optics. It is based on the creation of an innovative education networking involving academic staff from three Spanish universities linked together around Optics. Nowadays, students demand online resources such as innovative multimedia tools for complementing the understanding of their studies. Geometrical Optics relies on basics of light phenomena like reflection and refraction and the use of simple optical elements such as mirrors, prisms, lenses, and fibers. The mathematical treatment is simple and the equations are not too complicated. But from our long time experience in teaching to undergraduate students, we realize that important concepts are missed by these students because they do not work ray tracing as they should do. Moreover, Geometrical Optics laboratory is crucial by providing many short Optics experiments and thus stimulating students interest in the study of such a topic. Multimedia applications help teachers to cover those student demands. In that sense, our educational networking shares and develops online materials based on 1) video-tutorials of laboratory experiences and of ray tracing exercises, 2) different online platforms for student self-examinations and 3) computer assisted geometrical optics exercises. That will result in interesting educational synergies and promote student autonomy for learning Optics.

The role of the university in the computer age,

Includes bibliographical references.

The design of an economically viable large-scale computer based education system /

"February, 1969"

Computer access in higher education for students with disabilities : a practical guide to the selection and use of adapted computer technology /

Mode of access: Internet.

The response to and effects of microcomputers in the education sector:the introduction of an innovation in local authority secondary schools

The study addresses the introduction of an innovation of new technology into a bureaucratic profession. The organisational setting is that of local authority secondary schools at a time at which microcomputers were being introduced in both the organisational core (for teaching) and its periphery (school administration). The research studies innovation-adopting organisations within their sectoral context; key actors influencing the innovation are identified at the levels of central government, local government and schools.A review of the literature on new technology and innovation (including educational innovation), and on schools as organisations in a changing environment leads to the development of the conceptual framework of the study using a resource dependency model within a cycle of the acquisition, allocation and utilisation of financial, physical and intangible resources. The research methodology is longitudinal and draws from both positivist and interpretive traditions. lt includes an initial census of the two hundred secondary schools in four local education authorities, a final survey of the same population, and four case studies, using both interview methods and documentation. Two modes of innovation are discerned. In respect of administrative use a rationalising, controlling mode is identified, with local education authorities developing standardised computer-assisted administrative systems for use in schools. In respect of curricular use, in contrast, teachers have been able to maintain an indeterminate occupational knowledge base, derived from an ideology of professionalism in respect of the classroom use of the technology. The mode of innovation in respect of curricular use has been one of learning and enabling. The resourcing policies of central and local government agencies affect the extent of use of the technology for teaching purposes, but the way in which it is used is determined within individual schools, where staff with relevant technical expertise significantly affect the course of the innovation.

Air traffic controller reactions to computer assistance

The research was instigated by the Civil Aviation Authority (CAA) to examine the implications for air traffic controllers' (ATCO) job satisfaction of the possible introduction of systems incorporating computer-assisted decision making. Additional research objectives were to assess the possible costs of reductions in ATCO job satisfaction, and to recommend appropriate task allocation between ATCOs and computer for future systems design (Chapter 1). Following a review of the literature (Chapter 2) it is argued that existing approaches to systems and job design do not allow for a sufficiently early consideration of employee needs and satisfactions in the design of complex systems. The present research develops a methodology for assessing affective reactions to an existing system as a basis for making reommendations for future systems design (Chapter 3). The method required analysis of job content using two techniques: (a) task analysis (Chapter 4.1) and (b) the Job Diagnostic Survey (JDS). ATCOs' affective reactions to the several operational positions on which they work were investigated at three levels of detail: (a) Reactions to positions, obtained by ranking techniques (Chapter 4.2); (b) Reactions to job characteristics, obtained by use of JDS (Chapter 4.3); and (c) Reactions to tasks, obtained by use of Repertory Grid technique (Chapter 4.4). The conclusion is drawn that ATCOs' motivation and satisfaction is greatly dependent on the presence of challenge, often through tasks requiring the use of decision making and other cognitive skills. Results suggest that the introduction of systems incorporating computer-assisted decision making might result in financial penalties for the CAA and significant reductions in job satisfaction for ATCOs. General recommendations are made for allocation of tasks in future systems design (Chapter 5).

Educational Model of Computer as a Base for Informatics Learning

It is proposed to use one common model of computer for teaching different parts of the informatics course, connected with both hardware and software subjects. Reasoning of such slant is presented; the most suitable themes of the course, where it is practical, are enumerated. The own author's development (including software support) – the educational model of virtual computer "E97" and compiler from Pascal language for it – are described. It is accented, that the discussed ideas are helpful for any other similar model.

Computer Mathematics with MuPAD in School Years 6. To 9

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2014

Teaching Sorting in ICT

This article is aimed at considering how an algorithmic problem - more precisely a sorting problem - can be used in an informatics class in primary and secondary education to make students mobilize the largest possible amount of their intellectual skills in the problem solving process. We will be outlining a method which essentially forces students to utilize their mathematical knowledge besides algorithmization in order to provide an efficient solution. What is more, they are expected to use efficiently a tool that has so far not been associated with creative thinking. Sorting is meant to be just an example, through which our thoughts can easily be demonstrated, but - of course the method of education outlined can be linked to several other algorithmic problems, as well.

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students’ perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.

Inclusión digital de los estudiantes adultos que acceden a la universidad: análisis de sus actitudes y competencias digitales

Esta investigación se propone identificar las actitudes y competencias de los estudiantes adultos en relación con el uso de las TIC, con especial atención al uso de plataformas digitales de aprendizaje y redes sociales (Web 2.0). Asimismo, evalúa la incidencia de algunas variables sociodemográficas (género y edad) en el uso estas herramientas y en la autopercepción de los estudiantes sobre sus competencias digitales. Se ha realizado un estudio tipo encuesta con una muestra de 382 estudiantes que acceden a la Universidad de Sevilla a través de las vías establecidas para mayores de 25, de 40 y 45 años. Los resultados ponen de manifiesto una actitud generalmente positiva ante las TIC que puede calificarse como de pragmática, ya que estas herramientas se valoran positivamente en función de sus potenciales beneficios en los procesos de aprendizaje. Se constata a la vez que no han recibido formación específica en el uso de las TIC. El nivel de competencia que este alumnado percibe tener en el uso de estos recursos es medio-bajo. Además, el grupo de estudiantes mayores de 45 años se considera menos competente que los mayores de 25 y de 40 años. En consecuencia, se realizan algunas propuestas para mejorar la participación de los estudiantes maduros en la enseñanza universitaria.

Seguimiento a la interacción del estudiante con recursos educativos desplegados en contextos diferentes al LMS a través de la implementación del estándar Tin Can Api

Los maestros deben fortalecer desde el currículo ambientes adecuados para que los estudiantes se apropien del manejo de las TIC (Tecnologías de la Información y Comunicación) y las involucren en el proceso de enseñanza - aprendizaje; favoreciendo con esto el desarrollo de los contenidos en todas las áreas -- Cuando se pretende hacer uso de las TIC para mejorar el aprendizaje significativo de los estudiantes, se evidencia la debilidad que tiene el maestro para realizar un seguimiento a las actividades informales que realiza el estudiante para comprender un tema o adquirir una competencia -- El primer acercamiento para mejorar esta problemática, es realizar una integración de un estándar educativo para llevar un control y registrar las actividades informales que el estudiante realice a través de Internet, empleando un sinnúmero de aplicaciones que la web ofrece -- Para el mejoramiento del proceso evaluativo de los estudiantes de la Institución Educativa San José, se implementará la integración del estándar Tin Can Api dentro de un prototipo para realizar seguimiento a las actividades informales que realicen los estudiantes con el fin de llevar un registro de experiencias de aprendizaje -- Teniendo en cuenta lo anterior el maestro debe estar preparado para utilizar metodologías apoyadas en las herramientas tecnológicas, así el aprendizaje se logra con mayor disfrute y calidad

Telefone celular como recurso didático no ensino de física

Currently, there are several factors that suggest the need for the school to review their teaching practices: 1) the speed with which information and communication technologies - ICT are spread throughout society and in particular the increasing use of mobile phone by groups in school age;2) the scope and power of integrating ICT convergence of these technological resources, that can be used as teaching resources; 3) the fact that nowadays students grow up in a technological world and make their thought patterns operating in accordance with this reality, etc... In contrast, there are educators unrelated to the appropriation of ICT, presenting, in many cases, resistance to them. There is a incongruity between how individuals use mobile phones, for example, inside and outside the school. There are also educators, schools, public educational departments claiming to be against mobile phones usage; bills and laws regulating their use in educational space, etc... For these controversial aspects we have investigated whether cell phone use as a teaching resource practices mediator in Physics teaching. For this purpose, we developed an applied research with qualitative and exploratory approach about the objectives, adopting participant and the technical procedures. A documental and bibliographical research was taken. First of all, data were collected by e-mail, through a multiple choice questionnaire applied to private school teachers in southern Brazil, to identify the researched reality and develop teaching practices likely to be applied in the studied corpus. Then, such practices were applied in workshops located in Curitiba and Ponta Grossa cities, in Paraná state. During the application, data was collected by the researcher's field notes. Then, we recorded chats about the workshops from an instant message software (msn messenger), and we took photographic records. Data analysis was performed by triangulation. The results showed the need to enhance continuing education courses for teachers and the production of national academic literature, such as articles, dissertations, theses and books that explore the theme of the cell phone and its functionality in educational spaces as an educational resource mediator in the practices of teaching Physics. They are available in the dissertation defended in 2012, and now are also systematized in this book, organized as a final product of research conducted by the Graduate Program in Science Education and Technology UTFPR, Campus Ponta Grossa-PR.

Objetos de ensino, suas potencialidades e dificuldades para aprendizagem de física no ensino médio

Acompanha: Procedimento para o uso do Tracker como objeto de ensino, suas potencialidades e dificuldades para aprendizagem de física no ensino médio

Estatística com projetos: uma alternativa de ensino e aprendizagem

This work presents the use of projects as an alternative for teaching statistics, for that it was elaborated a Project that involves the educational socioeconomic reality from the families of the students and built a link between the reality and the scholastic knowledge. This project was applied in Sesi School - Pato Branco between the months of August to September 2014 with 25 students from the 1o and 2o grades from High School. To work the statistics concepts a questionnaire was applied for the parents of the students of the Project´s, they answer it and through these answers the students made frequency tables and graphs, besides measure calculations on measures of central tendency and dispersion measure. All of the construction were realized manually and in the Excel spreadsheet and some of them were chosen to be in this work to with the purpose of showing the hits and the mistakes done. The students worked in groups of 5 students, except in the last class when it was done a test referring to the contents taught in the classroom and a questionnaire for them to evaluate the project´s application. The results show that the teaching of Statistics trough projects motivate the students interest, stimulating the statistical reasoning, in addition made the students know a Math that was different from the one they have already known, with a lot of calculation but with no final objective.