Academic literature on the topic 'Didactic support material'
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Journal articles on the topic "Didactic support material"
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Padron, Carmen, Juanma Dodero, Paloma Diaz, and Ignacio Aedo. "The collaborative development of didactic materials." Computer Science and Information Systems 2, no. 2 (2005): 1–21. http://dx.doi.org/10.2298/csis0502001p.
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In this paper we present an analysis of the development process of technology-supported didactic material. Such analysis considers didactic materials as the conjunction of contents and instructional design used to guide learning and teaching processes. And we examine why several features such as reusability, semantic interoperability and collaboration support must be ensured from the earlier stages of the material creation process. For those reasons didactic material development is not a trivial task and demands of a development methodology support and a high-quality authoring environment. We describe how the MD2 research project provides an integrated solution for creation of didactic materials that take into account those rationales. The MD2 solution is based on two approaches first, the definition of a method for the collaborative creation of didactic materials and second, the elaboration of a quality evaluation framework for a priori testing of educational products. We also present CASLO a collaborative authoring tool used to facilitate these endeavors.
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Mikhailov, Valerii Mikhailovich, and Nadezhda Valerevna Putilina. "Teaching material perception as the basis of the information support in the educational process." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2015): 114–27. http://dx.doi.org/10.51314/2073-2635-2015-3-114-127.
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Providing structural compliance of teaching material and process of its perception has been presented in the article. The level of perception of the material analyzed has been suggested as an indicator of the compliance. The necessity of the following issues such as introduction of multilevel presentation of the didactic material complexity and step by step procedures to perform practical assignments; introduction of the provisions on the structure of teaching material into the training programs; selection of a “learning” step in the didactic material for training as a means to form information support basics in the educational process has been considered.
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da Silva Medola, Larissa, Celina de Oliveira Barbosa Gomes, and Eduardo Alberto Felippsen. "Select Teaching: authoring tool for building Learning Objects for language teachers´ training and teaching support." Revista Liberato 21, no. 36 (December 18, 2020): 107–20. http://dx.doi.org/10.31514/rliberato.2020v21n36.p107.
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The use of technological instruments in educational environments and contexts was facilitated by the popularization of technology in general, which significantly supported the teaching-learning process. This fact highlights the importance of teachers´ training to use these tools, as well as the presence of softwares and other appropriate tools for specific educational approaches. Thus, the present paper presents the creation of a didactic tool, the "Select Teaching", to be applied in the production of didactic material in the format of electronic handouts with foreign language content. The research is mainly characterized by the feasibility of considering these handouts as Learning Objects to be used by the language teachers of the Federal Institute of Paraná (IFPR) - Campus Assis Chateaubriand. Palavras-chave: Modern foreign language teaching. Digital didactic material. Learning Objects.
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Milić, Tamara. "Working with children with intellectual disabilities in Montenegro." Hrvatska revija za rehabilitacijska istraživanja 57, no. 1 (June 24, 2021): 56–65. http://dx.doi.org/10.31299/hrri.57.1.3.
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The aim of this study was to examine and improve the support provided to children with intellectual disabilities in Montenegro. We conducted a qualitative examination to a) determine existing practices, b) analyse the needs of teaching staff and children with intellectual disabilities, c) examine the knowledge and skills required by teachers to support these children, and d) propose relevant recommendations to improve the support provided to these children. The findings of the focus groups indicate that the greatest challenge faced by teachers during the process of teaching is the Montenegrin language and foreign languages in relation to the additional engagement required in the preparation and adaptation of didactic material. Areas of work that have been recognized as crucial for the education of pupils are socialisation, graphomotor skills, and literacy. For the effective planning and realization of teaching, teachers prefer to have a description of the child, the way in which the child works and learns, the child’s interests, needs, and possibilities for learning, as well as their ability to interact socially and maintain relationships with peers. The recommendations are as follows: instead of tagging a child based on the coefficient of intelligence, a functional description of a child should be used; the teaching process and the environment can be adapted based on the child’s needs; a list of situations and characteristics of the process with instructions or ideas for action can be defined; and individualized teaching and didactic material can be developed. The implementation of these recommendations should be monitored through coaching. The topics of training that the teachers believe are useful for professional development and efficient work are developing the educational characteristics and needs of these children, designing and using special teaching and didactic materials, applying assistive technology, mastering basic skills, cooperating with parents, and coaching.
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Seifeddine Ehdwall, Dana, and Per-Olof Wickman. "Hur lärare kan stödja andraspråkselever på gymnasiet att tala kemi." Nordic Studies in Science Education 14, no. 3 (August 27, 2018): 299–316. http://dx.doi.org/10.5617/nordina.5870.
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AbstractIn this study we investigate how two didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organize, perform and assess chemistry lessons in a way that better supports second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and analysis in two successive classes. The first cycle entailed analyzing how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle 2 changes were made by using the models for the purpose of increasing the students’ opportunities to “talk chemistry”. Our findings show how teachers can support also second language students’ learning to “talk chemistry” by using the didactic models developed for mono-lingual classrooms when planning and performing chemistry lessons.
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Kusztina, E., O. Zaikin, and R. Tadeusiewicz. "The research behavior/attitude support model in open learning systems." Bulletin of the Polish Academy of Sciences: Technical Sciences 58, no. 4 (December 1, 2010): 705–11. http://dx.doi.org/10.2478/v10175-010-0075-6.
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The research behavior/attitude support model in open learning systemsThe article contains the concept of developing a motivation model aimed at supporting activity of both students and teachers in the process of implementing and using an open and distance learning system. Proposed motivation model is focused on the task of filling the knowledge repository with high quality didactic material. Open and distance learning system assures a computer space for the teaching/learning process in open environment. The structure of the motivation model and formal assumptions regarding the task of solving the model were described. The proposed approach to solving the task bases on the games theory.
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Couto, Rita Maria de Souza, Roberta G. R. Portas, Flavia Nizia F. Ribeiro, and Maria A. C. Mamede-Neves. "DESIGN OF DIDACTIC MATERIAL FOR TEACHING AND LEARNING SITUATIONS: THE CASE OF SÃO TOMÉ AND PRÍNCIPE, AFRICA." Problems of Education in the 21st Century 74, no. 1 (December 25, 2016): 16–30. http://dx.doi.org/10.33225/pec/16.74.16.
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Much of the didactic material of São Tomé and Príncipe for teaching and learning situations for early childhood education is not guided by interdisciplinary dialogue between design and education suitable to the country’s context. A proposal is presented for a system of objects that support the early childhood education curriculum, designed to be used as a guide and supporting material for preschool teachers of São Tomé and Principe and illustrates the various ways in which design can contribute to teaching-learning processes, strengthening knowledge building through the development of artefacts, environments, and education systems. This material is one of the outcomes of the project developed by the Interdisciplinary Education Design Lab¬ (LIDE), from PUC-Rio, Brazil, using the Design in Partnership methodology for the development of curriculum content for early childhood education. The project is being developed by researchers at LIDE/PUC-Rio, the Ministry of Education, Culture and Science of the Republic of São Tomé and Príncipe, Africa, and UNICEF, and has other spheres of action, including the development of early childhood education curriculum content, ongoing teacher and assistant training courses, the recycling course offering for educators and assistants, the teaching materials project, and the redesign of physical spaces in kindergartens. This material contributes to the application of the curriculum under development. Key words: education design, design in partnership, early childhood education, teaching materials.
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Zini, Gina, Barbara Bain, Didì Jasmin, and Robert Foa. "EHA-ESH Tutorials on Diagnostics in Hematological Malignancies: A Didactic Model for Training Programs in Hematology in Developing Countries." Blood 112, no. 11 (November 16, 2008): 4710. http://dx.doi.org/10.1182/blood.v112.11.4710.4710.
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Abstract Tutorials are yearly diagnostic courses on Hematological Malignancies organized by the European School of Hematology (ESH) and the European Hematology Association (EHA), in close collaboration with the Catholic University of Rome and “La Sapienza” University of Rome, carried out from 2004 and accredited by the European Council for Accreditation in Hematology (ECAH). For the first 4 years, Tutorials were also supported by a grant from the Marie Curie EC action. The main innovative aspect is the use of technological support for interactive self-evaluation sessions, prepared by the speakers, with real-time performance assessment. For technical reasons, the number of participant in each Tutorial is limited to 100. Tutorial sessions are organized around three different didactical tools: nine sessions of formal lectures during which the speakers move from principles of blood cytomorphology in the different categories of hematology malignancies according to the WHO classification to the analysis of the usability of gene profiling in class discovery and class prediction, nine sessions of tutored clinical case presentations: the same speakers present two to three interactive clinical cases, each going through the diagnostic pathway with special attention to differential diagnosis, different treatment opportunities and patient follow-up. A detailed final case-comment is also provided for all cases together with an updated and specific list of references, five sessions of self-evaluation tests: for each session, four clinical cases are presented in a standard format of six multiple choice questions with a list of five possible answers for each question. Each trainee has a personal ID number to enable participation in the interactive tests by selecting one response to each question. At the end of the tests, results are anonymously and actively discussed with the authors. Speakers are leading European hematologists selected according to their specific competence in a specific field. The user appreciation and the validity of the didactic model is attested to by the worldwide participation: during these years, participants have come from 40 different countries from all five continents. EHA and ESH have been requested to duplicate these courses: the scientific material is organized on medial support and can be represented in other venues. From the year 2006, three Tutorials were successfully repeated in Brazil in association with the Escola Brasileira de Hematologia (the fourth is planned for October 2008). The organization of the repeated Tutorials (so called Type II Tutorials) is simpler than for the original ones: the local chair involves mainly local speakers for the lectures, while the didactic material (clinical cases and test cases) is the same as was used in the original Tutorial (Type I), with the support of just one or two faculty members from the original type I tutorial who have had experience in managing the didactic material. The organization of the courses is expensive and technically complex: the didactic material of each course is uploaded on an intranet platform connected with 25 PC stations (one for every four participants). For this reason, the Tutorial held in Paris in February 2008 was technically organized with a specially developed software connected to a Voting Boxes System (VBS), which is portable and allows the same course interactivity; this system will be used in forthcoming years. In addition, the VBS will easily permit the organization of Type II Tutorials for training programs in hematology in developing countries. This will represent one of the forthcoming didactic programs of EHA and ESH.
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Vallberg Roth, Ann-Christine, Ylva Holmberg, Camilla Löf, and Catrin Stensson. "MULTIVOCAL DIDACTIC MODELLING: COLLABORATIVE RESEARCH REGARDING TEACHING AND CO-ASSESSMENT IN SWEDISH PRESCHOOLS." Problems of Education in the 21st Century 77, no. 6 (December 6, 2019): 806–34. http://dx.doi.org/10.33225/pec/19.77.806.
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In Swedish preschools teachers seem to struggle with the concept of “teaching” in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 co-plans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the “multivocal didactic modelling” concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept “multivocal didactic modelling” paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development. Keywords: co-assessment, didactic models, multivocal didactic modelling, preschool education, Swedish preschools, teaching arrangements.
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Karamanov, Oleksii. "Didactic Tools of Museum Pedagogy as an Element for the Formation of the New Educational Space." Education and Pedagogical Sciences, no. 1 (176) (2021): 3–11. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-3-11.
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The article considers various types of didactic museum tools used in organizing museum and pedagogical activities with schoolchildren and students. High-quality design of museum work is impossible without the development of teaching tools that improve the quality and effectiveness of educational activities in the museum space. The author addresses the means of museum pedagogy as elements of didactic support, objects of material and spiritual culture, which contributes to the effective implementation of the museum and pedagogical process, acts as a powerful information resource for the reconstruction and actualization of the cultural heritage of the past. The main audio-visual didactic means in the space of the museum have been highlighted and analysed – museum promo videos; museum audio guides and QR codes; virtual mobile devices and applications; museum films; museum performances-improvisations; museum presentations, didactic mini-posters; museum posters; game table (wall, floor) maps; museum game and interactive guides; museum passports; route sheets of activity («work maps»); workbooks. The author emphasizes that the peculiarity of the use of didactic tools in the space of the museum can be their technological nature, in particular, availability, rationality, time saving, and certain algorithmic character. The author draws attention to the importance of didactic museum tools in the context of the formation of the new educational space, focuses on modern educational paradigms, the humanistic nature of teaching and education, an individual approach to schoolchildren and university students.
Dissertations / Theses on the topic "Didactic support material"
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Gomes, Karolliny Nardino. "Entre a “loucura” e a “normalidade”: proposição de um material didático referente a história do hospital colônia de Barbacena e as discussões atuais a respeito da diversidade." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3361.
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Issues related to human diversity have been subject of much discussion and dialogue in recent times. Gender, culture, ethnicity, religious diversity are some of the themes focused and debated both in the social and educational environment. And one way to make this thematic more contextual in the school, is include Science History, since it allows to approach the student scientific knowledge understanding besides being a facilitating and interesting way of learning. Thus, the present work presents a discussion that culminated in didactic support material on human diversity issues, madness and normality, bringing the historical Hospital Colônia de Barbacena - Minas Gerais case, articulated with Science History contributions through the eugenics movement. This study objetive was analyze Hospital Colônia de Barbacena historical period through a bibliographical review to understand the biological and ideological discourses that underpinned actions that occurred in this institution and, thus, construct and validate among peers a didactic proposal on science dealing nature with Hospital Colônia de Barbacena case, discussions about human diversity and role of scientific discourse in society. The research methodology employed was carried out in two moments: one is dedicated to analyze documents from public sources about Hospital Colônia de Barbacena - MG and related to eugenics movement and the other is focus on pairs validation and analysis of didactic support material constructed. In addition, data was interpreted according to Bardin perspective (2006). The validation, sought to investigate the limits and possibilities that didactic material can contribute to address human diversity theme in the school. The support material validation was carried out for six participants from to the initial formation, public network education professors, masters and doctorate. The results included analysis of the pairs and authors reflection about material application. The pairs showed that didactic material is an excellent tool to discuss issues related to diversity, contributing and enriching the learning about scientific knowledge, enabling student to learn in a critical and reflective way. Still, it made possible an experience and reflection exchange place approach the daily science being a thematic relevant for the education. As limits, development time lack question was evidenced; the little approach on the legislation for diversity and the eugenic movement. As an authors reflection in addition to the issues cited by the peers, it was evidenced material dynamics lack. Thus, a restructured sequence is suggested at the end of results analysis, which took into account the validation notes and the authors' reflections. Finally, we believe Science History discussions combination about and human diversity theme allows a greater understanding and learning about scientific knowledge and human society, since it allows to create greater relations and understand different faces of science and diversity respect in general.
As questões ligadas à diversidade humana têm sido alvo de muitas discussões e diálogos nos últimos tempos. Gênero sexual, cultura, etnia, diversidade religiosa são alguns dos temas enfocados e debatidos tanto no ambiente social como no âmbito educacional. E uma forma de tornar esta temática mais contextual dentro da escola, é incluir a História da Ciência (HC), já que a mesma possibilita aproximar a compreensão do conhecimento científico do aluno, além de ser uma forma facilitadora e interessante de aprendizado. Desse modo, o presente trabalho apresenta uma discussão, que culminou em um material de apoio didático, sobre questões da diversidade humana, loucura e normalidade, trazendo o caso histórico do Hospital Colônia de Barbacena-MG, articuladas com as contribuições da HC por meio do movimento eugênico. Assim, objetivamos com este trabalho: analisar o período histórico do Hospital Colônia de Barbacena, por meio de revisão bibliográfica, para compreender os discursos biológicos e ideológicos que fundamentaram as ações que ocorreram nessa instituição e assim, construir e validar entre os pares uma proposta didática relativa à natureza da ciência que trate do caso do Hospital Colônia de Barbacena, das discussões a respeito da diversidade humana e do papel do discurso científico na sociedade. A metodologia de pesquisa empregada foi realizada em dois momentos: um se dedica a analisar documentos oriundos de fontes públicas sobre o Hospital Colônia de Barbacena-MG relativa ao movimento eugênico e outro está voltado à validação pelos pares e análise do material de apoio didático construído. Além disso, os dados foram interpretados segundo a perspectiva de Bardin (2006). A validação, buscou investigar os limites e possibilidades que o material de apoio didático pode contribuir para abordar a temática diversidade humana dentro da escola. A validação do material de apoio foi realizada para seis participantes que eram da formação inicial, professores da rede pública de ensino, mestrando e doutorando. Os resultados contemplaram a análise dos pares e uma reflexão da autora sobre a aplicação do material. Os pares evidenciaram que o material de apoio didático, é um excelente instrumento para discutir questões ligadas a diversidade, contribuindo e enriquecendo a aprendizagem sobre o conhecimento científico, possibilitando ao aluno aprender de maneira crítica e reflexiva. Ainda, possibilitou ser um local de troca de experiência e reflexão; aproximar a ciência do cotidiano, sendo uma temática relevante para a educação. Como limites, foi evidenciada a questão da falta de tempo de desenvolvimento; a pouca abordagem sobre a legislação para a diversidade e do movimento eugênico. Como reflexão da autora, além das questões citadas pelos pares, foi evidenciada a falta de dinâmica do material. Assim, sugere-se ao final da análise dos resultados, uma sequência reestruturada, a qual levou em consideração os apontamentos da validação e a reflexão da autora. Finalmente, acreditamos que as discussões sobre a HC e a temática diversidade humana, permitiu uma maior compreensão e aprendizagem sobre o conhecimento científico e a sociedade humana, já que propiciou criar maiores relações e compreender as diferentes faces da ciência e o respeito à diversidade de maneira geral.
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Aghajanzadeh-Darzi, Parastoo. "Perception et intégration de l'image dans le cadre d'un enseignement-apprentissage du FLE." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030072.
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Cette recherche, qui s’inscrit dans le domaine de la didactique des langues-cultures, porte sur l'intégration des images dans les méthodes du FLE et s’attache à expliciter les avantages mais aussi les limites de son exploitation dans les cours de langues. En se basant sur le concept d'image en tant qu'un support visuel, notre recherche tente de cerner dans quelles mesures l’application d’une image favorise l’apprentissage d’une langue chez les apprenants. Notre étude empirique a été effectuée au sein d’une université à Paris avec des apprenants de niveaux A1 à B2. De ce fait, nous avons recueilli des données en observant les interactions et les productions orales et écrites d’un public estudiantin pluriculturel face aux images. A travers l’étude de trois corpus successifs (questionnaires, observations, entretiens) nous avons dressé un état des lieux de la présence des images dans les cours du FLE, ses apports dans l’acquisition de L2 et nous avons explicité l’approche des enseignants vis-à-vis de ces supports didactiques. Ce qui nous permet de nous focaliser sur quelques éléments qui devraient être différemment mis en œuvre afin d’optimiser l’exploitation des images dans l’enseignement des langues-cultures. Les résultats de cette étude indiquent que les apprenants déploient des stratégies communicatives et d’appropriation afin d’exprimer leurs réactions face aux images et de participer aux échanges. L’analyse des interactions autour des documents visuels témoigne des conditions favorables à un apprentissage potentiel. L’examen approfondi de notre corpus relève d’une occultation de la dimension interculturelle, aussi bien dans les tâches proposées que dans les interactions engendrées par les images. Ces échanges sont fortement influencés par les actions des enseignants, d’où l’émergence de la nécessité d’une formationThe present research lies in the field of the didactics of languages and cultures. It focuses on the integration of pictures in the teaching of French as a foreign language and it also aims at explaining both the benefits and disadvantages of their use in language courses. Based on the concept of pictures as visual supports, this research attempts to define the potential of applying a picture in language learning among learners. Our empirical study was conducted in a university in Paris with A1 and B2 learners. In this respect, data were collected by observing the interactions and oral and written productions of pluricultural students faced with pictures. Through the study of three successive corpora (questionnaires, observations, interviews), we drew up a status report on the presence of pictures in lessons, its contributions to the acquisition of L2 and we explained the approach of teachers towards these teaching materials. This allows us to focus on a few different elements that should be implemented to optimize the use of pictures in the teaching of languages and cultures. Research findings in this study indicated that learners engage communicative and appropriation strategies to express their reactions to the pictures and to participate in interactions. Analyses of these interactions around the visual material reflect favorable conditions for potential learning. A thorough review of our corpus shows an occultation of the intercultural dimension both in the proposed tasks and in the interactions generated by the pictures. These interactions are strongly influenced by teacher actions, which points out to the the need for training
Book chapters on the topic "Didactic support material"
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Busetti, Emanuela, Giuliana Dettori, Paola Forcheri, and Maria Grazia Ierardi. "A Pedagogical Approach to the Design of Learning Objects for Complex Domains." In Web-Based Education, 1445–59. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch098.
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In this article we describe an approach to the design oflearning objects (LOs) suitable to support learning incomplex domains. We briefly discuss, from an educational point of view, the methodological choices underlying thedesign of LOs to be used as didactical materials in a distributed Web-based environment, presently under development, devoted to robotics education at theuniversity level. We show how our pedagogical approach to knowledge acquisition and to the use of technological tools is realised by means of didactical units which can be implemented as LOs with various aims and correspondingly different structures. We also address the issue of supporting students’ learning in ways that differ according to the requirements of each situation and illustrate how such support can be implemented by means of ourpedagogically oriented LOs.
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Altamura, Séraphine Francoise, Alessandra Cannelli, and Roberta Maria Delle Monache. "Acer." In Handbook of Research on Didactic Strategies and Technologies for Education, 78–90. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch008.
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The idea of one-to-one computing (1:1C) with instructional material tailored to the individual learner is not new. However, a continued adherence to the “broadcast model” of learning where the teacher directs the whole of a lesson is holding this approach back. Concepts like “one-computer-one-child” (OCOC) have been in existence since the start of the century, but new one-netbook-one-child policies are making this system more affordable. Other concepts, such as eTwinning have also existed since that time, and a more possible today with affordable network coverage. The chapter presents a case study into a European Union funded programme, called the Acer-European Schoolnet Educational Netbook Pilot Project (AESENPP) which seeks to implement eTwinning and a OCOC policy that takes advantage of blended learning approach alternating different activities, in the form of an online or offline approach that is supported with interactive pen. Six countries participated in AESENPP, with schools interested in exploring how this approach can have an impact on the processes involved in teaching and understand and documenting how learners and teachers can use netbooks in various educational contexts. The chapter describes how three Italian teachers from three schools in Rome and Viterbo are explaining how they coped with this challenge and what the outcomes of their experimentation are. As the experiment is still in action, the Italian teachers decided to give only evidence of their positive experience.
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Nunes de Castro, Leandro, Julho Muñoz Yupanqui, Leandro Rubim de Freitas, and Niño El-Hani Charbel. "A Virtual Laboratory on Natural Computing." In Advances in Distance Education Technologies, 77–93. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-934-2.ch006.
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Natural computing is a terminology used to describe computational algorithms developed by taking inspiration from information processing mechanisms in nature, methods to synthesize natural phenomena in computers, and novel computational approaches based on natural materials. The virtual laboratory on natural computing (LVCoN) is a Web environment to support the teaching and learning of natural computing, and whose goal is to provide didactic contents about the main themes in natural computing, in addition to interactive simulations, videos, exercises, links for related sites, forum, and other materials. This article describes an experiment with LVCoN during a School of Computing in Brazil. The results are presented in four parts: Self-Evaluation, Evaluation of LVCoN, Evaluation of the Simulations (Applets), and Interviews. The results allowed us to positively evaluate the structure and contents of LVCoN, in the sense that most students were satisfied with the environment. Besides, most students liked the experience of working with a virtual laboratory, and considered a hybrid teaching approach; that is, one mixing lectures with virtual learning, very appropriate and productive.
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Denysenko, Natalia, and Serhiy Marchuk. "A THEORY OF CHILD’S GAME OF F. FROEBEL AND K. USHYNSKYI AND CAPABILITIES OF ITS USE IN PROFESSIONAL TRAINING OF THE MOBILE-ORIENTED PHYSICAL EDUCATION TEACHER." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-3.
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In modern educational conditions the problem of professional mobility of the future Physical Education teacher acquires actual value. This is what strengthens the special interest in the ideas of child`s physical development through the prism of game technologies, which were put forward by educators of the past and have not lost their importance today. Analysis of the creative heritage of outstanding educators makes it possible to use historical experience in the development of modern education. The works of the German teacher F. Froebel and the Ukrainian K. Ushynskyi, wich study the theory of children's game, are of considerable interest nowdays. The subject of research is the pedagogical possibilities of children's games by F. Froebel and K. Ushynskyi in the professional training of a mobile-oriented PE teacher in modern educational conditions. The purpose of the study is to substantiate the effectiveness of game methods of the child`s physical development in the process of future PE teachers training to implement the pedagogical ideas of F. Froebel and K. Ushinskyi in the modern space of higher physical education. Objectives of the study: studying the problem of children's play in the pedagogical concepts of F. Froebel and K. Ushinskyi, outlining ways of creative use of ideas of F. Froebel and K. Ushinskyi in the formation of professional mobility of future PE teachers in the process of practical preparation for play activity of young pupils. The methodological basis of the study is the pedagogical heritage of F. Froebel and K. Ushinskyi; theory of scientific knowledge. The study is based on the principles of historicism, systematics, scientificity, mobility, child-centeredness, creative approach to the personality as a subject of the educational process. The scientific novelty of the study is, that: a comparative analysis of game methods of the child`s physical development through the prism of pedagogical systems of F. Froebel and K. Ushinskyi is given for the first time; the process of professional training of future PE teachers is modeled on F. Froebel's pedagogical ideas; further development of the content and methodological support for the formation of professional mobility of future teachers to implement the provisions of F. Froebel and K. Ushinskyi on children's play activities. Friedrich Froebel (1782-1852) developed the theory and methodology of the game as a means of harmonious development of the child. His system of preschool education was extremely widespread in the world, and is also used today in Europe, particularly in Germany. Konstantin Ushinskyi (1824–1870) formulated the following pedagogical conclusions about the game: games predict the future character and destiny of the child; the game has a great influence on the development of children's abilities; children's games have their nationalities, their centuries-old history; children are constantly creating new games. The study led to the following conclusions: 1. The study of the theory of children's play in the pedagogical concept of F. Froebel showed that it is based on the principles of child centrism, creativity, amateurism, children's self-development, fun, constructive activity through the expression of children's feelings, thoughts, gestures, songs, stories. 2. K. Ushinsky defines the importance of game in the physical and mental development of the personality, argues and critically evaluates the "children's gifts" of F. Froebel. Theoretical and practical study of children's games in modern conditions is an important professional competence of future PE teachers, methodical provisions on their expediency were substantiated by K. Ushinskyi. The conducted historical and pedagogical analysis of the works of F. Froebel and K. Ushinskyi testifies to the important scientific achievements of teachers in the field of children's play theory. 3. Froebel's didactic material was aimed at mastering by students the method of developing children's physical abilities, their ability to constructive activity, logical thinking, which today acquires special significance not only in physical education but also in professional sports. Froebel's pedagogy is designed to educate the future teacher not only of physical culture, but also "culture" in the broadest sense of the word, forms his professional and mobile competencies of the combinatorial type. 4. Necessary pedagogical conditions for the implementation of the main tasks of physical education in the scientific heritage of K. Ushinskyi are compliance with the principles of humanism, nationality, conformity to nature, rational use of effective ways, means and forms of strengthening and preserving mental and physical health of students on the requirements of high moral and professional qualities of teacher's personality.
Conference papers on the topic "Didactic support material"
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Santisteban, Maria, Jose Miguel Davila, Aguasanta Miguel Sarmiento, Juan Carlos Fortes, and Jose Antonio Grande. "EDITION IN ELECTRONIC SUPPORT OF DIDACTIC MATERIAL FOR INTERACTIVE SELF-LEARNING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0222.
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Blas, Maria Julia, Federico Hauque, Santiago Re, and Marta Castellaro. "A support tool designed as didactic material for teaching and learning programming." In 2017 XLIII Latin American Computer Conference (CLEI). IEEE, 2017. http://dx.doi.org/10.1109/clei.2017.8226382.
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Stamin, Cristina Manuela. "Digital technologies in support of students, teachers and parents." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p185-187.
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The use of digital teaching-learning methods and technologies in the didactic activity contributes to the improvement of the quality of the instructive-educational process, having an active-participatory character and a real active-formative value on the student's personality. In the socio-cultural tradition, ICT is defined as a means of mediation for knowledge, and from a dialogical perspective, it is seen as a means of opening, deepening and broadening the aspirations of dialogue. We must not forget that learning does not only involve the accumulation of knowledge, but growth, enrichment, evolution. Some rules can be stated for the successful integration of ICT in teaching. First of all, we must be sure that we have control over the material, both in terms of content and format, even if you are supported by an ICT specialist. Then it is necessary to have a plan on paper, separate from the material on digital media, the purpose and form of the presentation should not be very clear. Above all, the focus must be on the student and his learning needs. The biggest danger in any teaching-learning project that includes ICT and to be more focused on technology / creativity, not on the student-receiver and his learning needs.
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Schulz, Kristina Maria. "Approaches to promote self-directed learning in Software Engineering." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9355.
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Software engineering is a profession, that requires expertise, but also underlies fast changes of contents and requirements. To cope with these challenges students in this subject need self-directed learning competencies. This paper explores Just-in-Time Teaching as one exemplary teaching method known to support self-directed learning processes. The focus in this analysis lies on a didactical evaluation of the sensitive use of this method concerning the special target group of software engineering students, the teaching content and material. The aim is to avoid a mere transfer of didactical approaches to students without additional value for the learners. Additional didactial consideration are directed towards (already existing) learning strategies of the students, which are essential for enabling students to efficiently benefit from self-directed learning arrangements. Resulting issues need to be evaluated through a serious data collection and analysis, that will be carried out in the subject of software engineering.
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Zhou, Ziyu, Valentina Rognoli, and Camilo Ayala-García. "Educating designers through Materials Club." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8206.
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Material education is becoming a crucial element in the process of change that is involving the teaching in the field of design. The affirmation of fab labs in design education is increasingly manifested both in traditional classroom didactics and prototyping practices in studio. The growth number of fab labs in universities, have a high potential to change the original material didactics into participatory activities. Based on this situation, this paper aims to analysis how existing fab lab systems can be reframed to maximize benefits in the material education in design domain. As a result, we elaborate the concept of Materials Club as an enabling system to support design students developing their design projects with materials and being highly involvement inside the co-creative study community. In conclusion, Materials Club as an optimize of the fab lab system, can increase the effectiveness in material education. This scenario also promotes us to think about a universal method, which is valorizing the resources which already exist in university and integrate them in a virtuous system for reinforcing the design and material education.
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Bondar, Vira, Jonas Nuber, Manuel Zeyen, Guillaume Schiltz, and Günther Dissertori. "Engaging Physics Tutoring: A didactical toolbox for teaching assistants (TAs)." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12949.
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In this paper we present a project dedicated to the development of a didactical toolbox of material for teaching assistants (TAs) supervising exercise classes for non-physics majors at ETH Zurich. With our materials we were able to support TAs in preparing high-quality exercise sessions for their class which go beyond direct instruction and activate students intellectually and emotionally. The materials are developed for 13 exercise sessions and are presented in the form of an eBook. The materials were immediately used by several TAs in dedicated focus groups. The positive feedback of students and TAs suggests that our material helped to activate and engage the students, enhancing their learning - even in the challenging setting of online teaching.
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Nieuwenhuysen, Paul. "Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3497.
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This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy should be integrated in the curriculum of all students. • Libraries should not neglect contemporary information systems. • Study materials should be adapted to the upcoming mobile information technology tools. • Regional training and workshops on information literacy didactics would be welcome. • Data management skills become important besides information literacy. These challenges should be faced constructively and therefore we formulate for each challenge also a recommendation towards stakeholders. This paper is based mainly on recent project activities of organizations of higher education in Flanders, Belgium, aimed at 1. getting a view on the growing expertise in didactics to upgrade the level of information literacy in their region, and paving the way towards more efficient cooperation on information literacy didactics with partner universities, mainly in developing countries, 2. sharing their experience with universities in developing countries, in Asia, Africa and America, in the form of a fruitful international workshop and follow-up activities.
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Marti´n-Gutie´rrez, Jorge, and Manuel Contero. "Augmented Books Applied to Engineering: An Attractive Tool for the Student and Useful for Learning." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48163.
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Learning and teaching procedures need to evolve, regarding the high technological profile most students have. The Teacher might consider that in some cases, outdated teaching methods create barriers for students who are used to interaction with modern technological gadgets and computers. Augmented Reality technology emerges as a great potential tool in the teaching environment. Augmented reality (AR) is a cost-effective technology which has the ability to coexist with paper books supplying students with more attractive and didactic contents meaning rebirth of classic textbooks. In this work we present the developed didactic material supported by AR technology for learning sketching, designation and rules of standard mechanical elements. This book has been included in the curriculum of engineering graphics subject of the Mechanical Engineering Degree in a Spanish University for performing a pilot study seeking comparison of academic performance acquired and motivation for study between two groups of students. One group uses AR based material meanwhile the other uses traditional class notes.
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Herta, Christian, Benjamin Voigt, Patrick Baumann, Klaus Strohmenger, Christoph Jansen, Oliver Fischer, Gefei Zhang, and Peter Hufnagel. "Deep Teaching: Materials for Teaching Machine and Deep Learning." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9177.
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Machine learning (ML) is considered to be hard because it is relatively complicated in comparison to other topics of computer science. The reason is that machine learning is based heavily on mathematics and abstract concepts. This results in an entry barrier for students: Most students want to avoid such difficult topics in elective courses or self-study. In the project Deep.Teaching we address these issues: We motivate by selected applications and support courses as well as self-study by giving practical exercises for different topics in machine learning. The teaching material, provided as jupyter notebooks, consists of theoretical and programming sections. For didactical reasons, we designed programming exercises such that the students have to deeply understand the concepts and principles before they can start to implement a solution. We provide all necessary boilerplate code such that the students can primarily focus on the educational objectives of the exercises. We used different ways to give feedback for self-study: obscured solutions for mathematical results, software tests with assert statements, and graphical illustrations of sample solutions. All of the material is published under a permissive license. Developing jupyter notebooks collaboratively for educational purposes poses some problems. We address these issues and provide solutions/best practices.
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Barana, Alice, Michele Fioravera, and Marina Marchisio. "Teacher training: a model for introducing innovative digital methodologies for learning Mathematics." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5303.
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This paper shows a model of teacher training developed by the XXX of the ZZZ, aimed at introducing teachers to the use of innovative methodologies for learning Mathematics and for developing disciplinary and cross-cutting competences. The learning methodologies proposed are mainly based on Problem Posing and Problem Solving, the use of an Advanced Computing Environment, of a Virtual Learning Environment and of an Automated Assessment System. The training model, designed in blended modality, mainly relies on the creation of an online community of practice, where teachers, supported by tutors, collaborate in the creation of interactive learning materials for their classes. They acquire competences not only in the use of learning technologies, but also on sharing and collaborating in virtual environments; they learn how to develop self-tailored didactic methodologies. The key strengths of this model are highlighted and the results, achieved after the experimentation in several projects, are discussed, showing the effectiveness of the model.