Using Clickers to Teach Biology-Based Material in a Developmental Psychology Class

This talk will describe a study designed to assess if clicker technology during a lesson can improve learning relative to traditional lecture alone. A control group was exposed to the stages of prenatal development via traditional lecture, and an experimental group was exposed to the material via an exercise that used clickers. A pretest showed no difference before the intervention. A posttest showed that the clicker group had significant gains indicating clickers may facilitate learning of science-based material.

Translation, Communication and 'Learning' : Experiences from teaching a master program in Viet Nam

In Vietnam, as in other Asian countries, co-operation with foreign universities plays an important role for the development of higher education. This paper is based on personal experiences from teaching a Swedish Master Programme in Education Science at Vietnam National University in Hanoi. Using theories developed by Lev Vygotsky and Donald Schon, the programme is explored as an inter-cultural learning process. Three aspects are focused upon. Firstly, the fact that communication between students and teachers is conducted with the help of translators who support both teachers and students in their attempt to understand and make themselves understood. Secondly, the expressed need to connect the ideas and techniques which are studied in the programme to the students´ professional worlds. Thirdly, the need to construct a framework wherein the students can inquire into their own situations and to encourage them to try new and more productive ways to deal with problems they are confronted with.

Pedagoger i det sociala uppdragets gränstrakter : Att hantera familjerättsliga processer, hot och våld

Pedagogues in the borderland of their social task: dealing with family law proceedings, threats and violence Drawing upon an explorative study of family law proceedings from a school perspective, the aim of this paper is to examine the school staff’s strategies for solving or coping with problematic situations in this context. Gendered conflicts between adults and violence are extreme cases for pedagogues in school and preschool. How do the staff cope with their own and the children’s vulnerability? Based upon interviews with 22 informants, the staff’s strategies are outlined and discussed in relation to organizational and professional circumstances and intersecting social relations of power. An analytical construction of six types of proactive and reactive strategies, ranging from distance keeping to normalization of own exposure, is utilized in the analysis. Findings suggest that the staff’s strategies to handle challenging events in this context vary with the parent’s gender, class position and ethnicity. Further, it is argued that creating a sense of safety and promoting learning among the children may be obstructed by lack of support from the school’s organization, demands on staff to perform customer oriented attitudes towards parents and lack of clarity concerning the limits of the social task. Conflicts between the organization and profession on the one hand and the educational and the social task on the other hand, are thus illuminated. In conclusion, a further aim of this article is to contribute to broader discussions on men’s violence against women and children – in families as well as in workplaces and in the intersection between these two areas. 

Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension : A literature review about online and offline gaming as a resource for developing English reading comprehension in Swedish schools in year 4-6

The aim of this degree thesis is to see what research says about the use of computer and video games to support upper elementary pupils’ development in English reading comprehension in Swedish schools. Other goals are to see how online and offline gaming can be integrated in the Swedish schools and what attitudes teachers have towards gaming. The method used is a systematic literature review and the purpose is to analyze chosen articles and to find relevant content that answers the research questions. Five articles were chosen from different databases and were systematically analyzed in this thesis. The results show that online gaming as support for education can be rewarding for some upper elementary pupils in English learning. However, in English reading comprehension there is not much research found which means that more research needs to be made within this area. Moreover, involving online gaming in English language learning seems to be a challenge for teachers mostly because of their lack of knowledge about the subject, even though they are positive to gaming. The lack of knowledge about the subject could be altered with more education and courses in the area.

Languaging in virtual learning sites : studies of online encounters in the language-focused classroom

This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyses of the interactions occurring through multimodal video-conferencing software are amplified by the study of the courses’ organisation of space and time and have allowed for the identification of communicative strategies and interactional patterns in virtual learning sites when participants communicate in a language variety with which they have a limited experience. The findings from the four studies included in the thesis indicate that students who are part of institutional virtual higher educational settings make use of several resources in order to perform their identity positions inside the group as a way to enrich and nurture the process of communication and learning in this online glocal community. The sociocultural dialogical analyses also shed light on the ways in which participants gathering in discursive technological spaces benefit from the opportunity to go to class without commuting to the physical building of the institution providing the course. This identity position is, thus, both experienced by participants in interaction, and also afforded by the ‘spaceless’ nature of the online environment.

The Role of Motivational Strategies in the Upper Elementary Classroom : A systematic literature review about teacher strategies that promote self-confidence, motivation and a conducive learning environment

The aim of this literature review is to investigate which strategies teachers use to motivate pupils to communicate orally in English. The literature review also investigates how these teacher strategies affect pupils. The methodology used for this investigation is a systematic literature review. Various databases have been used when searching for literature. Scientific articles and theses have been searched for. They have also been read and analyzed before they have become a part of this review. The results indicate that some teachers feel insecure when speaking English. Therefore Swedish is spoken in many language classrooms. Teachers speaking in front of the class is the traditional way of teaching, and it does not seem to be a strategy who influences pupils positively. If teachers speak the target language among pupils they often get more motivated and focused pupils who feel comfortable speaking English. Young pupils are fast learners. By exposing them to the English language in early ages they receive great opportunities to learn a foreign language and strengthen their self-confidence. Drama, songs and rhymes are preferable strategies to use when teaching young learners. What position teachers decide to take in the classroom is also a significant element when teaching foreign languages.

Flipped classroom and learning strategies

This paper seeks to answer the research question "How does the flipped classroom affect students’ learning strategies?" In e-learning research, several studies have focused on how students and teachers perceive the flipped classroom approach. In general, these studies have reported pleasing results. Nonetheless, few, if any, studies have attempted to find out the potential effects of the flipped classroom approach on how students learn. This study was based on two cases: 1) a business modelling course and 2) a research methodology course. In both cases, participating students were from information systems courses at Dalarna University in Sweden. Recorded lectures replaced regular lectures. The recorded lectures were followed by seminars that focused on the learning content of each lecture in various ways. Three weeks after the final seminar, we arranged for two focus group interviews to take place in each course, with 8 to 10 students participating in each group. We asked open questions on how the students thought they had been affected and more dedicated questions that were generated from a literature study on the effects of flipped classroom courses. These questions dealt with issues about mobility, the potential for repeating lectures, formative feedback, the role of seminars, responsibility, empowerment, lectures before seminars, and any problems encountered. Our results show that, in general, students thought differently about learning after the courses in relation to more traditional approaches, especially regarding the need to be more active. Most students enjoyed the mobility aspect and the accessibility of recorded lectures, although a few claimed it demanded a more disciplined attitude. Most students also expressed a feeling of increased activity and responsibility when participating in seminars. Some even felt empowered because they could influence seminar content. The length of and possibility to navigate in recorded lectures was also considered important. The arrangement of the seminar rooms should promote face-to-face discussions. Finally, the types of questions and tasks were found to affect the outcomes of the seminars. The overall conclusion with regard to students’ learning strategies is that to be an active, responsible, empowered, and critical student you have to be an informed student with possibilities and mandate to influence how, where and when to learn and be able to receive continuous feedback during the learning process. Flipped classroom can support such learning.

Machine Learning Algorithms in Heavy Process Manufacturing

In a global economy, manufacturers mainly compete with cost efficiency of production, as the price of raw materials are similar worldwide. Heavy industry has two big issues to deal with. On the one hand there is lots of data which needs to be analyzed in an effective manner, and on the other hand making big improvements via investments in cooperate structure or new machinery is neither economically nor physically viable. Machine learning offers a promising way for manufacturers to address both these problems as they are in an excellent position to employ learning techniques with their massive resource of historical production data. However, choosing modelling a strategy in this setting is far from trivial and this is the objective of this article. The article investigates characteristics of the most popular classifiers used in industry today. Support Vector Machines, Multilayer Perceptron, Decision Trees, Random Forests, and the meta-algorithms Bagging and Boosting are mainly investigated in this work. Lessons from real-world implementations of these learners are also provided together with future directions when different learners are expected to perform well. The importance of feature selection and relevant selection methods in an industrial setting are further investigated. Performance metrics have also been discussed for the sake of completion.

Manager's task to support integrated autonomy at the workplace : Results from an intervention

A new managerial task arises in today’s working life: to provide conditions for and influence interaction between actors and thus to enable the emergence of organizing structure in tune with a changing environment. We call this the enabling managerial task. The goal of this paper is to study whether training first line managers in the enabling managerial task could lead to changes in the work for the subordinates. This paper presents results from questionnaires answered by the subordinates of the managers before and after the training. The training was organized as a learning network and consisted of eight workshops carried out over a period of one year (September 2009–June 2010), where the managers met with each other and the researchers once a month. Each workshop consisted of three parts, during three and a half hours. The first hour was devoted to joint reflection on a task that had been undertaken since the last workshop; some results were presented from the employee pre-assessments, followed by relevant theory and illuminating practices, finally the managers created new tasks for themselves to undertake during the following month. The subordinates’ answers show positive change in all of the seventeen scales used to assess it. The improvements are significant in scales measuring the relationship between the manager and the employees, as well as in those measuring interaction between employees. It is concluded that the result was a success for all managers that had the possibility of using the training in their management work.

Engaging Faculty in Online Education: Rightsizing Incentives and Optimizing Support

: Colleges and universities of all types are pursuing increasingly ambitious goals for online education for a range of reasons—enhancing learning, increasing access, growing enrollment, managing costs. However, concerns about workload, support resources, autonomy, and course quality leave many faculty skeptical of online instruction, and most institutions expanding online offerings are struggling to get sufficient numbers of faculty both willing and prepared to teach online. This study presents best practices in managing the strategic and operational challenges associated with increasing the number of fully online and hybrid courses

A psicologia no curso de administração: reflexão sobre a produção em pequenos grupos e a confecção de textos pelos alunos

Este trabalho ocorreu em uma classe de 52 alunos, na disciplina de Psicologia, no Curso de Administração. Centrou sua análise na confecção de textos pelos alunos articulando-os à experiência do seu cotidiano, em pequenos grupos, a partir da devolutiva do processo grupal de aprendizagem como instrumental que possibilitou a maior discriminação entre conteúdos próprios dos integrantes e do grupo.Investigou também como a identificação de atitudes defensivas, no grupo e em si, contribuiu para a elevação do nível de tolerância às contradições, possibilitando uma visão questionadora da dinâmica visível e invisível, presentes em sua produção. Seu objetivo esteve ligado ao desenvolvimento de uma atitude de contenção e apoio necessária ao papel do futuro administrador.

O Impacto da tecnologia da informação no ensino do curso de graduação em administração de empresas: estudo de caso do Centro Superior de Vila Velha

This study analyses the impact of Information Technology used in the undergraduate course of Business Administration at Centro Superior de Vila Velha. The Information Technology considered in the study is computer connected to the Internet, projectors, televisions and VCRs. To support the analysis, a survey was conducted in three different groups: directors (shareholders, principal, dean and chairperson), faculty and students. A questionnaire was developed for each group and validated through discussions and critical reviews by the academic committee for of this study. Items and questions were explicitly defined from the literature and based on expert opinion to provide respondents with a common understanding of the questions. The questionnaire used in the directors group focused mainly on motivation and on the investment planning for Information Technology in the institution. For the faculty and student groups, the questionnaire focused on the extent to what the group use of IT for classes and assignments, and to what extent the faculty understands the availability of IT to be used. The instrument was sent each person, for directors and faculty, and applied during class for students. The results show that although faculty and students perceive Information Technology are important for research and as a tool in the teaching and learning process, the available IT in the institution has been used under its capacity of utilization.

Does absorptive capacity affect project performance? A study based on project management practices, organization learning, and knowledge

The literature has emphasized that absorptive capacity (AC) leads to performance, but in projects its influences still unclear. Additionally, the project success is not well understood by the literature, and AC can be an important mechanism to explain it. Therefore, the purpose of this study is to investigate the effect of absorptive capacity on project performance in the construction industry of São Paulo State. We study this influence through potential and realized absorptive capacity proposed by Zahra and George (2002). For achieving this goal, we use a combination of qualitative and quantitative research. The qualitative research is based on 15 interviews with project managers in different sectors to understand the main constructs and support the next quantitative phase. The content analysis was the technique used to analyze those interviews. In quantitative phase through a survey questionnaire, we collected 157 responses in the construction sector with project managers. The confirmatory factor analysis and hierarchical linear regression were the techniques used to assess the data. Our findings suggest that the realized absorptive capacity has a positive influence on performance, but potential absorptive capacity and the interactions effect have no influence on performance. Moreover, the planning and monitoring have a positive impact on budget and schedule, and customer satisfaction while risk coping capacity has a positive impact on business success. In academics terms, this research enables a better understanding of the importance of absorptive capacity in the construction industry and it confirms that knowledge application in processes and routines enhances performance. For management, the absorptive capacity enables the improvements of internal capabilities reflected in the increased project management efficiency. Indeed, when a company manages project practices efficiently it enhances business and project performance; however, it needs initially to improve its internal abilities to enrich processes and routines through relevant knowledge.

Utilização de um ambiente virtual de aprendizagem: um estudo na perspectiva da prática docente

Advances related to information technology are visible and inherent to the management of contemporary organizations, regardless of industrial action. Synchronized with this dynamic, educational institutions are incorporating technological tools that assist its management and academic support to teachers in teaching and interaction with the students. Given that technological innovations are not always taken homogeneously and with the same degree of coverage, remain current and relevant studies on how these technologies are being used in academia. The objective of this research is to identify the usage profile of the functionality of a virtual learning environment related to teaching (undergraduate or postgraduate), demographic variables (age and gender) and institutional (time of admission and academic center of origin.) The methodology applied to the study is descriptive and quantitative. The research is characterized as census, covering all 2152 teachers of undergraduate and graduate students of the Federal University of Rio Grande do Norte, Brazil, who accessed the virtual classes of the Integrated Management of Academic Activities. The study findings revealed that there is a statistically significant difference regarding the use of these tools to teachers who work with undergraduate (49.3%) compared to graduate (6.6%). Regarding gender, women (40.1%) use the system more than men (38.5%). It was also observed that the younger teachers, aged 37 years, are the most active users (42.5%) of the Virtual Class with respect to their elders. For teachers with up to three years time of admission to the UFRN, the pattern of use is more advanced than those with more seniority, as well as the faculty of the Center for Science and Technology are the least likely to use the tools available in relation to other academic centers. It is hoped that with this study managers can direct actions to improve and expand the use of this environment by teachers

O computador no ensino de lígnua inglesa no CEFET/RN

The present study has as goal to analyze the aplicability of the computational technology as mediator in the english-speaking teaching in the Centro Federal de Educação Tecnológica do Rio Grande do Norte-CEFET/RN. The object of study was centered in the use of the computer incorporated in the teaching of English by four institution groups. The research was ruled metodologically in the study of case, adopting a qualitative and quantitative boarding of interpretative-reflexive mark. We support ourselves on a bibliographical literature revision that cares of the use of the computational technology matter into the class-room, aiming an education new practice, regarding the current reality conceptions in what we live in the technological education. We also use a referencial for a pedagogical action, trying to offer subsidies for a practice that provides the knowledges generation through the interaction, aiming a subject reflexive and critical education. For materialization of this study, we used esrutuctured action, as interviews for the teachers and students, besides the observations of the dayly in class-room, in order to get the necessary datas for analysis. During this study, we oserved that the use of the computer, while pedagogical support instrument in the english-speaking teaching, has acted like mediator of the teaching-learning process. The results demonstrate use of the computer use has been each more a practice adopted by other institution languages teachers. The conclusions confirm the hypothesis showed at the beginning of the work and evidence that the teachers are warden of forming thinking, reflexive and critical subjects. For that, they need to be prepared to face situations in which they can take the pedagogical practice to tune with the technological advances, consequently providing an effective technological education