Digital transformation of education and learning - past, present and future : IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, Tampere, Finland, August 17-20, 2021, proceedings / / edited by Don Passey [and four others]

• Pubblicazione: Cham, Switzerland : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (303 pages)
• Disciplina: 371.334
• Soggetto topico: Computer-assisted instruction; Education - Data processing
• Persona (resp. second.): PasseyDon
• Note generali: Includes index.
• Nota di contenuto: Intro -- Preface -- Organization -- Contents -- Digital Education Across Educational Institutions -- An Integrated Model of Digitalisation-Related Competencies in Teacher Education -- Abstract -- 1 Introduction: Background and Objectives -- 2 Theoretical Basis of the Integrated Model -- 3 Structure and Components of the Integrated Model -- 4 The Competency Areas and Competency Goals in Detail -- 5 Implementation and Conclusion -- References -- Primary Education Student Teachers' Perceptions of Computational Thinking Through Bebras Tasks -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 The Study -- 3.1 Participants -- 3.2 Bebras Tasks' Analysis -- 3.3 Method -- 3.4 Findings -- 4 Discussion and Conclusion -- Acknowledgement -- Appendix 1 Candy Vending Machine -- Appendix 2 Shields and Swords -- Appendix 3 Park Cleaning -- References -- Programming Concepts in Lower Primary Years and Their Cognitive Demands -- Abstract -- 1 Introduction -- 2 Programming Concepts at Primary Level and Their Difficulty -- 2.1 Computing with Emil: Project Background -- 3 Method -- 3.1 Designing the Assessment Tasks -- 3.2 Data Analysis -- 4 Results -- 4.1 Experts and Teachers' Justifications of Their Rankings -- 5 Discussion -- Acknowledgments -- References -- "Literacy from Python" -- Abstract -- 1 Introduction -- 2 Method -- 3 Outcomes -- 4 Future Plans -- References -- Advocating for Educational Support to Develop Socially Disadvantaged Young People's Digital Skills and Competencies: Can Support Encourage Their Human Development as Digital Citizens? -- Abstract -- 1 Introduction -- 2 Relevant Literature -- 3 Methodologies -- 4 Findings -- 4.1 Autonomous Participation in Learning Computing Skills and Knowledge -- 4.2 Computer Programming Leading to the Joy of Computational Thinking -- 4.3 Supporting the Youths as a Co-learner Rather Than a Teacher. ; 4.4 Computing Capacities Augmenting the Expected Roles -- 5 Discussion -- 6 Conclusion and Limitations -- Acknowledgments -- References -- Developing Inclusive Digital Pedagogies: Reflections on the Past, the Present and Future Directions -- Abstract -- 1 Introduction -- 2 Disabled Children's Childhood Studies and Digital Education -- 3 Reflecting on the Past: Developing Inclusive (Digital) Pedagogies -- 3.1 Children and Human Rights Legislation -- 3.2 Inclusive Education -- 3.3 Digital Education -- 3.4 Developing Inclusive (Digital) Pedagogies -- 4 Exploring the Current Context -- 4.1 Children's and Human Rights Legislation -- 4.2 Inclusive Education -- 4.3 Digital Education -- 4.4 Developing Inclusive (Digital) Pedagogies and Future Directions -- 5 Developing Fully Inclusive Digital Pedagogies -- 6 Conclusions -- References -- Students' Conceptions of Programming in the Context of Game Design -- Abstract -- 1 Introduction -- 2 Theoretical Background and Related Work -- 2.1 Educational Reconstruction -- 2.2 Students' Conceptions of Programming and OOP -- 2.3 Game-Design in Computer Science Education -- 2.4 Research Questions -- 3 Study Design -- 3.1 Pilot Study -- 4 Evaluation -- 4.1 Associations of the Term Programming -- 4.2 Conceptions of Game Design -- 4.3 Conceptions of the Game Tetris® -- 5 Discussion -- 6 Conclusion and Further Work -- A Interview Guideline -- Part I - Game Design: -- Part II - Individual Background: -- References -- A Closer Look at and Confirmation of the General and Study Interests of Future Computer Science Students -- Abstract -- 1 Introduction -- 2 Related Work -- 3 Methodology -- 3.1 Research Objective -- 3.2 KAUA - Data Collection Framework -- 3.3 Pupil and Student Cohorts -- 4 Data Analysis -- 4.1 Differences Between Pupil Cohorts [Q1] -- 4.2 Differences Between Pupil Cohorts and AAU Students [Q2]. ; 4.3 Correlations Between Interests [Q3] -- 5 Discussion -- 5.1 Differences Between Pupil Cohorts [Q1] -- 5.2 Differences Between Pupil Cohorts and AAU Students [Q2] -- 5.3 Correlations Between Interests [Q3] -- 6 Threats to Validity -- 7 Conclusion -- References -- Starter Projects in Python Programming Classes -- Abstract -- 1 Introduction -- 1.1 Starter Projects -- 1.2 Starter Projects and Tinkering -- 2 Starter Projects and Examples -- 2.1 Types of Starter Projects -- 2.2 Starter Projects and Worked Examples -- 3 Self-observations on Learning with Starter Projects -- 3.1 Processing Starter Projects -- 3.2 Initiated Learning Activities and Effects -- 3.3 Tinkering Versus Problem Solving -- 3.4 Motivation for Creative Development -- 4 Discussion -- 4.1 Active Writing -- 4.2 Desire for Challenge -- 4.3 Creativity -- 5 Conclusion -- References -- National Policies and Plans for Digital Competence -- Computer Education in Australia Fifty Years Ago -- Abstract -- 1 Introduction -- 2 Computer Education Pre-history -- 3 Research Methodology - Curriculum History -- 4 The Commonwealth Defence and PMG Computing Projects -- 4.1 The Programmer in Training Scheme -- 5 Information Technology Hardware in This Period -- 5.1 Non-computer Information Technology -- 5.2 Early Mini and Micro Computer Technology -- 5.3 Development of the Internet and Email -- 6 Tertiary Courses in Computing -- 7 Computer Education in Australian Schools -- 7.1 Educational Software -- 8 Educational Computers Specially Built for Schools -- 9 Computers in Secondary Schools -- 9.1 Computer Awareness Courses -- 9.2 Secondary School Computer Science Courses -- 9.3 Use of Computers in Other Subject Areas -- 10 Conclusion -- References -- Computational Thinking - Forces Shaping Curriculum and Policy in Finland, Sweden and the Baltic Countries -- Abstract -- 1 Introduction. ; 2 Computational Thinking in Compulsory Education -- 2.1 Nordic Countries -- 2.2 The Baltic Countries -- 3 Discussion -- 4 Conclusions -- References -- Changing Computer Curricula in Australia -- Abstract -- 1 Introduction and Context -- 1.1 A Nationally Developed Curriculum -- 1.2 The Proposals of the Review -- 2 The Issue of Coding -- 2.1 The Current Place of Coding -- 2.2 Coding in Other Countries -- 3 Views of Pre-service Teachers -- 3.1 Granularity -- 3.2 Language -- 3.3 Year-On-Year Progression -- 4 Discussion -- 4.1 Responding to the Research Questions -- 4.2 Responding to the Symposium Focus Points -- 5 Conclusion -- References -- Development of IPSJ Data Science Curriculum Standard -- Abstract -- 1 Introduction -- 2 Related Works -- 2.1 EDISON Data Science Framework [7] -- 2.2 ACM Data Science Curriculum [6] -- 2.3 Data Scientist Skill Checklist [8] -- 3 Curriculum Development Policy -- 4 Integrating Classification Criteria -- 4.1 General Principle -- 4.2 Individual Considerations -- 5 Assigning Education Time -- 5.1 General Principle -- 5.2 Individual Considerations -- 6 Adjusting Educational Contents -- 7 Conclusion and Future Direction -- Acknowledgement -- References -- Proof of Concept Teaching for 21st Century Digital Literacy in Portugal: A Pedagogical Approach Towards a New Educational Model -- Abstract -- 1 Context -- 1.1 Literature -- 2 Research Plan and Methods -- 3 Learning Spaces: From a Classroom to a Digital Lab -- 4 Educational Structure -- 4.1 What to Teach and How to Teach It -- 4.2 The Equipment - Designed to Teach -- 5 Conclusions -- References -- Use of Vclass in Mathematics Education Delivery: The UEW Experience -- Abstract -- 1 Introduction -- 2 Related Literature -- 2.1 Conceptual Framework -- 3 Methodology -- 3.1 Participants -- 3.2 Data Collection and Analysis -- 4 Results. ; 4.1 Mathematics Lecturers' Experience in the Use of Vclass -- 4.2 Mathematics Students' Experience in the Use of Vclass -- 4.3 Challenges Experienced by Lecturers and Students in Using Vclass -- 5 Conclusion -- 6 Recommendations -- References -- Needs and Challenges of Smart Agriculture and Entrepreneurship Education - A Case Study by the University of Agricultural Sciences, Dharwad, Karnataka, India -- Abstract -- 1 Introduction -- 2 Key Challenges and Policies for Higher Agricultural Education -- 3 Agriculture Education and Careers -- 4 Smart Agriculture Initiatives at UAS Dharwad -- 5 Entrepreneurship Development Initiatives at UAS Dharwad -- 5.1 Course on Entrepreneurship Development in Undergraduate (UG) -- 5.2 EDP and Ideation (Ideathon) Workshops -- 5.3 Incubation Centre -- 6 Conclusion -- References -- Learning with Digital Technologies -- Vocational Education During School Shutdown - A Danish Case on Emergency Remote Teaching -- Abstract -- 1 Introduction -- 2 Theoretical Framework -- 3 Methodology -- 4 Results -- 5 Discussion -- 6 Conclusion and Perspectives -- References -- Analysis of Practical Examples of a Real-Time Online Class on Agriculture in Space, Using the Collaborative Learning Tool "Digital Diamond Mandala Matrix" -- Abstract -- 1 Introduction -- 2 Structure of Online Class -- 3 Results of Analysis Applied to dDMMs -- 4 Summary and Future Work -- Acknowledgements -- References -- AsTRA - An Assessment Tool for Recognition and Adaptation of Prior Professional Experience and Vocational Training -- Abstract -- 1 Introduction -- 2 Foundations of the Project -- 2.1 Formal Recognition of Former Competencies in Higher Education -- 2.2 Research Questions -- 2.3 General Approach -- 3 AsTRA - Assessment Tool for Recognition and Adaptation -- 3.1 Development of AsTRA -- 3.2 How Can AsTRA Support Recognition?. ; 4 Structure of the "Permeability Project".
• Titolo autorizzato: Digital transformation of education and learning - past, present and future
• ISBN: 3-030-97986-5
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 996464450203316
• Lo trovi qui: Univ. di Salerno
• Serie: IFIP Advances in Information and Communication Technology Ser.