Conference Proceedings. The Future of Education

International Conference The Future of Education 5th Edition Florence, Italy 11-12 June 2015 Conference Proceedings Edited by Pixel Conference Proceedings he Future of Education Edited by Pixel 5th Conference Edition Florence, Italy 11-12 June 2015 Proprietà leteraria riservata © libreriauniversitaria.it edizioni Webster srl, Padova, Italy I diriti di traduzione, di memorizzazione eletronica, di riproduzione e di adatamento totale o parziale con qualsiasi mezzo (compresi i microilm e le copie fotostatiche) sono riservati per tuti i Paesi. Nessuna parte di questa pubblicazione può essere riprodota, distribuita o trasmessa in qualsivoglia forma senza l’autorizzazione scrita dell’Editore, a eccezione di brevi citazioni incorporate in recensioni o per altri usi non commerciali permessi dalla legge sul copyright. 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A reviewer who feels unqualiied to review the research reported in a manuscript notify the Editor and excuses himself from the review process. Contents ART EDUCATION Encouraging the Acquisition of Transferable Lifelong Learning Skills in a Hybrid Pre-vocational Ballet Classroom: Blurring Boundaries between the Traditional and Student-centred Democratic Pedagogy . . . . . . . . . . .14 Tina Zubovic Fine Metal Innovative Visions between Tradition and Modernity to Confirm the Features of the Mecca’s Identity . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Neivein Abdul Ghafar Ahmed, Mona Ibrahim Hussein Learning that Grows with the Learner: Following Waldorf Education in Kindergarten “Under the Sun”. . . . . . . . . . . . . . .17 Vida Drąsutė, Rūta Umbrasaitė Particles or waves? Seeing through the lens of an Artist/ Scientist to invigorate per-service teacher’s sense of curiosity . . . . . . . . . . . . . . . . . . . . . . .18 Anne Marie Morrin E-LEARNING A Qualitative Evaluation in Usability of Educational Simulations . . . . . . . . . . . . .20 Nesrin Özdener Dönmez, Zeynep Gökkaya Course Design for Culturally Diverse Learners . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Gülten Kartal, Elif Toprak, Evrim Genç Kumtepe E-learning Hubs and Edu-business: How Private Companies Can Serve Common Good. The Case of Samsung School. . . . .22 Silvia Dell’Acqua Engaging the Twenty-first Century Foreign Language Student: the Validity of Hybrid E-learning and E-portfolios in the Foreign Language Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Fiorentina Russo Iconic Representation in STEM Virtual Learning Environments . . . . . . . . . . . . . . .24 Nicole Simon Instructional Dialogic Behaviors in a Distance English Class. . . . . . . . . . . . . . . . .25 Evrim Genc Kumtepe, Nazife Sen Ersoy Learning Authentically through HIPON Platform. . . . . . . . . . . . . . . . . . . . . . . . .26 Olga Riccioni, Maria Solomou, Goce Armenski, Charalambos Vrasidas, Luka Brcic, Ljupcho Antovski, Annemieke Smeets, Sven Seiwerth, J. Han J.M. van Krieken, Andreas C. Lazaris he Future of Education, 5th edition Quality control in the online classrooms – Is zero plagiarism possible with digital students? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Michael D. Santonino III Training course of e-trainers – the students’ insight . . . . . . . . . . . . . . . . . . . . . . .29 Susana Henriques, Daniela Barros Training for New E-learning Role Profiles: the Case of E-virtue Project. . . . . . . . .30 Adamantia Spanaka, Achilles Kameas EDUCATION AND NEW TECHNOLOGIES A Constructivist Approach to the Integration of Mobile Assisted Language Learning in Enhancing the Writing Skills of Egyptian Adult ESL Learners . . . . . . .32 Lubna Adel Sherif Continuing Training for Natural Sciences Teacher: The Case of Earth Sciences in Series Final Elementary School . . . . . . . . . . . . . . . . .33 Samara dos Anjos da Costa, Alice Melo Ribeiro, Anete Maria de Oliveira DDLUB - Looking Forward to Online Education . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Michaela Logofatu DDLUB First Experience in Using Google Classroom Platform . . . . . . . . . . . . . . . .35 Bogdan Logofatu, Andreea Visan, Alina Branescu, Camelia Ungureanu Enhancing User Cognition in E-learning Scenarios with 3D Web Applications: A Comparison of 2D and 3D Visualizations with HTML5. . . . . . . . . . . . . . . . . . . . . .36 Gabriel Rausch Incorporating Social Media, Digital Learning Tools and CLIL in Language Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Liisa Wallenius Online Group Embedded Figures Test and Student’s Success in Online Course . . . . .38 Wook-Sung Yoo, Sahng-Ah Yoo Quality in Training and Evaluation (QUTE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Ida Cortoni, Pierpaolo De Luca Post, Comment, Read, Help, Like: The Facebook Group in the Foreign Language Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Manred Sablotny Students’ Perspectives on Synchronous Oral Computer-mediated Communication (SOCMC). . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Berit Grønn, Brit W. Svenhard The Distributional Effects of the ‘Digital School’ Project . . . . . . . . . . . . . . . . . . .42 Paweł Penszko, Piotr Zielonka The Effects of a Task Based Instruction (TBI) Software for Teaching Vocabulary to Young Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Özge Kutlu The Impact of Social Networks on EFL Medical Students’ Academic Performance at Jazan University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Ahmed Altayeb Alhaj, Norah Hussain Banai 6 Contents The Use of Cartoons in Reading-Writing Lessons of Young Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Özge Kutlu EDUCATION AND PEOPLE WITH DISABILITIES Autism: Considerations for the Future Education of Children with Autism in Mainstream Schools: Experiences from Research in Ireland . . . . . . .47 Emer Ring Constructing a Ludic and Acoustic Environment for the Deaf; the Technology as a Tool in Music Education of the Deaf . . . . . . . . . . . . . . . . . . . .48 Argyro Papathanasiou, Manthos Santorineos, Stavroula Zoi Construction of an Inclusive Learning Environment: towards a New Ecological Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Bagnariol Silvio Understanding special educational provision in the Republic of Ireland: Implications for support and teaching strategies . . . . .50 Michael Shevlin, Richard Rose INNOVATIVE TEACHING AND LEARNING METHODOLOGIES “Avanguardie Educative”: A Cultural Movement for the Educational and Organizational Transformation of the Italian School. . . . . . . . . . . . . . . . . . .52 Chiara Laici, Elena Mosa, Lorenza Orlandini, Silvia Panzavolta A Qualitative Study that the Effect of Scamper Technique on Concept Learning Is Analyzed: Ege University Example. . . . . . . . . . . . . . . . . . . .53 Banu Çiçek Seyhan, Habibe Bay Analysis of Computer Literacy Education in Terms of Self-Directed Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Buket Taşkın, Hakan Tüzün Applying New Methodologies and ICTs for Effective Lecturing in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Maria Morant, Jaume Monfort, M. Salomé Moreno, Roberto Llorente and Using Transformational Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Carmine Gibaldi Blended Learning in Building Engineering Education . . . . . . . . . . . . . . . . . . . . . . .58 Lars-Åke Mikaelsson, Mats Barthelson, Fredrik Hermansson, Jonas Jonasson, Soia Widmark, Nils Nilsson, Åsa Lindgren DigiMathArt – Connecting Math and Art through Programming. A Method of Creating New Neural Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Roxana Drăgănoiu, Adriana Brăescu Digital Maturity: What Is and how to Build it . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 Roberto Vardisio, Patricia Chiappini Education in Architectural Conservation: New Models and Strategies. . . . . . . . . .61 Alessia Bianco 7 he Future of Education, 5th edition Effects of Problem Based Learnıng on Prospectıve Scıence Teachers’ Problem Solvıng Skılls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Erkan Özcan, Ali Günay Balım English Language Learning through Music and Song Lyrics – The Performance of a Lifetime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Diane Boothe, Jef West Improving the Coherence in the Psychology Curriculum a Pilot Study . . . . . . . . . .64 Leoniek Wijngaards-de Meij, Joris Veenhoven Living with the Lab: Application-focused Education for Engineering and the Physical Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 David E. Hall Management Skills Development through Experiential Knowledge Creation Networks in Higher Business Education: A Case Study . . . . . .66 Stefan Leuenberger Proposal of QR Codes Implementation in Teaching Methodology . . . . . . . . . . . . . .67 Gerard Casanova Pastor, María Dolores Sánchez-Adsuar, José Miguel Molina-Jordá School Structures and Space as an MMORPG Platform and the Question of Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Eleni Timplalexi, Manthos Santorineos Taking the Classroom to the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Hoong-Chor Chin, Soon-Hoe Chew Teachers’ Professional Development through Teaching-Learning-Evaluation Portfolio Processes . . . . . . . . . . . . . . . . .70 Michal Nachshon, Amira Rom Teachers’ Background and Atitudes towards CLIL in Secondary Education . . . . . .71 Francisco Guillamón Cuesta, María Luisa Renau Renau Goerudio project the use of associativeimages (models) to form conception in Natural Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Aiva Gaidule, Uldis Heidingers Towards OER-based Personalised Learning Sets for Entrepreneurial Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Cristina Stefanelli, Raniero Chelli, Martina Zipoli Wikis and Prezi at Work: Poetry Composition and Textual Analysis in a Classical Mythology Class . . . . . . . . . . . . . . . . . . . . . . .74 Valerio Caldesi Valeri MEDIA EDUCATION CINAGE - European Cinema for Active Ageing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Altheo Valentini New Perspectives on Teaching Film Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Lena Eckert, Silke Martin 8 Contents MUSIC EDUCATION Strategies for Inclusion of Students with ADHD through Music and Physical Education in Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 Anca Simion PACTICAL TIPS FOR EFFECTIVE TEACHING An Eye on Using Authentic Reading Materials: Practice & Adaptation. . . . . . . . . . .81 Munira Al-Wahaibi, Wafa Al-Hosni Enjoyable Classes, Retentive Memories: Using Foldables in English Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Saadet Korucu Kış Insights into Post 16 Teacher Training Curriculum: Strengths and Challenges for Pre-service Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 Joyce Elemson The Experience of a New University Teacher: The Participation in a Training Program for Novices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Maria Isabel Brun-Martos Umbrella Organisation of Teachers’ Subject Networks and Continuous Professional Development, Innovation at the Grassroots Level . . .85 STATEGIES FOR EFFECTIVE TEACHING Design and Effect of Multimedia Based Health Education Program for Young Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Eun Young Yoo Concept-Test-Realization in the architectural design process . . . . . . . . . . . . . . . .88 Dirk Donath, Bernd Rudolf, Juergen Ruth, Asgedom Haile How to Prevent Students Falling down in a Flipped Classroom . . . . . . . . . . . . . . . .89 Arif Selcuk Ogrenci Making the School a Learning Organization by Teachers’ Internal Evaluation . . . .90 Amira Rom The Effect of Reflective Thinking Strategies Used in Teaching of the Subject of Neural System on Undergraduates’ Academic Achievement and Knowledge Permanence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 Banu Çiçek Seyhan The Examination of Vocational Teachers’ Methodological Culture . . . . . . . . . . . .92 Gyula Gubán, László Kadocsa Tourism Education as a Way to Create Value for the Industry: an Example from Haaga-Helia University of Applied Sciences . . . . . . . . . . . . . . . . .93 Ivan Berazhny, Alexandre Kostov University Education and Students’ Integration to Research Activities . . . . . . . . .94 Valentina Milenkova 9 he Future of Education, 5th edition STUDIES ON SECOND LANGUAGE ACQUISITION A Corpus Based Study on Gerundials: Finding the Primary Gerundial Structures for Teaching Turkish as a Foreign Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 Bülent Özkan Cross-cultural Differencies in Writing Styles of L2 Students of English . . . . . . . .97 Roxanne Wong Intercultural Interaction, Utilization of Cultural Elements and Second Language Education: The Example of French Institute in Izmir . . . . . . . . . . . . . . . . . . . . . . . .98 Nesibe Mirza, Nurkan Açıkgöz STUDIES ON EDUCATION A Comparative Study of Blended Learning versus Traditional Teaching in Middle School Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Saloom Aslam A Discursive Analysis of Curriculum+ Platform: Openness, Collaboration and Authorship in the Educational Space? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Ana Abreu A Micro-Teaching Session Procedure in Young Learner Classrooms . . . . . . . . . . . . 102 Dönercan Dönük Analysis of Lifelong Adult Education Through Open and Distance Learning. . . . . 103 Deniz Tasci, Cengiz Hakan Aydin, Evrim Genc Kumtepe, Alper Tolga Kumtepe, Guzin Kiyik Kicir, Gokhan Deniz Dincer Critical Pedagogy and the Transformative Power of Creative Writing: Teaching & Learning with the Urban Poor Children. . . . . . . . . . . . . . . . . . . . . . . 104 Elizabeth Morales-Nuncio, PhD Digital Disruptions: Media, Communication, and New Learning Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Martin Laba Encouraging Students into STEM Related Disciplines . . . . . . . . . . . . . . . . . . . . . 106 Eduardo Gerlein, Sonya Coleman, Anne Hinds, Heather Sayers Equity in Five Mediterranean Countries Education Systems . . . . . . . . . . . . . . . . . 107 Anabela Serrão, Luís Custódio, Carlos Pinto-Ferreira Examining the Factors in Lifelong Open and Distance Learning: Case of Eskisehir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Deniz Tasci, Cengiz Hakan Aydin, Evrim Genc Kumtepe, Alper Tolga Kumtepe, Guzin Kiyik Kicir, Gokhan Deniz Dincer Identifying Excellence: A New Model for the Teacher Education Practicum . . . . . 109 Amy Burns Improving Financial Literacy at School: a Way to Ensure Retirement Well-being. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Feliciana Rajevska, Didzis Stāvausis Investigating the Viability and Efficiency of the Teachers’ Training Curriculum in Romania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Daniel Andronache 10 Contents ‘Making Reel History’: Making History Real How a History Documentary Assignment Can Facilitate Third Level History Students in Their Study of the Past, While Equipping Them with a Multiplicity of Transferrable Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Vincent O’Connell Migration Students’ Educational Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Ragnar Arntzen, Odd Eriksen Performance Measurement in Private HEIs: Performance Indicators, Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 PISA – Models and the Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Anabela Serrão, Carlos Pinto-Ferreira Teacher Candidates as the Writers of the 21st Century Tales. . . . . . . . . . . . . . . . . 116 Orhan Özdemir, Vildan Özdemir Teacher Opinion on Multiplied Classroom Programs: Turkey Example. . . . . . . . . . 117 Banu Çiçek Seyhan, Tekin Güler The Essentials of Preparing Projects at High School Level Explained with a Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Kaan Gumrah, Alper Aksoy The Future of Eeducation in a Continuously Evolving Environment. Clarifications for the Impasses and Directions of Education in the Digital Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Manthos Santorineos The Relationship between Loneliness and Game Preferences of Secondary School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Mehmet Fatih Erkoç, Feridun Özçakir, Çiğdem Erkoç The Use of Social Media In Education: A Review Of Recent Research . . . . . . . . . . . 121 Feridun Özçakir, Mehmet Fatih Erkoç, Şahine Özçakir Transnational Cooperation Opportunities and Funds for Higher Education Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Elisabeta Delle Donne Schooling Effects in a Difficult Environment: the Case of the Palestinian West Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Dua Jabr, Sorel Cahan 11 ART EDUCATION he Future of Education, 5th edition Encouraging the Acquisition of Transferable Lifelong Learning Skills in a Hybrid Pre-vocational Ballet Classroom: Blurring Boundaries between the Traditional and Student-centred Democratic Pedagogy Tina Zubovic1 Abstract Interrogating some of the legacies of classical ballet, such as its traditional teaching methods and values, it was found that the authoritarian pedagogical style that uses drill and repetition to train the dancer is a common practice among ballet teachers, including the normalization of power imbalances in the classroom. My intervention with ‘tradition’ explores the ballet studio as the site in which by development and the application of democratically-oriented pedagogy and studentcentred learning and teaching methods in the ballet classroom, the educational aspect of ballet education is celebrated. hrough the research project that underpinned this article it was found that by incorporating collaborative activities, multiple ways of learning, and student active participation in the co-construction of knowledge, opportunities for the acquisition of transferable lifelong learning skills were provided. Students were encouraged to be more relective, inquisitive, and creative thinkers. Finally, I argue that this enhanced approach to learning and teaching in ballet supports pupils to become well-rounded, active, responsible, and self-reliant dancers. While there is a body of literature that considers the theory of democratic pedagogy and student-centred teaching and learning approaches, there is signiicantly less literature that speciically addresses the ways in which primary school ballet teachers atempt to apply this methods in practice. his paper presents the results from an action-based research that was designed, in part, to address this gap. Five female students, ages twelve and thirteen, from a staterun pre-vocational ballet school in Croatia participated in this qualitative research study. It has been found that the role of ballet education is not only to learn a codiied set of steps through ‘traditional’ pedagogy, but to foster an acquisition of transferable lifelong learning skills in order to meet 21st-century expectations for students’ learning. he traditional teacher-centred/didactic approach to ballet pedagogy was disturbed and extended by post-colonial ways of thinking. An ‘in-between’, ‘hybrid’ classroom space that connects the tradition and past with the present and the future was generated through this project. Such an alternative classroom environment stands for new opportunities for learning and meaningful teacher-student relationships. I suggest that through the process of negotiation across diferences between traditional and student-centred approaches in a hybrid classroom, it is possible to refashion ballet education to overcome the contradictions and tensions that exist in the traditional ballet studio. 1 Primary School for Classical Ballet and Contemporary Dance at Primary School Vezica (Croatia) tinazub@gmail.com. 14 Abstract Fine Metal Innovative Visions between Tradition and Modernity to Confirm the Features of the Mecca’s Identity Neivein Abdul Ghafar Ahmed2, Mona Ibrahim Hussein3 Abstract Research heme Mecca is a holy city has the grand mosque which contains Kaaba. So as that area has the soul of originality with the holy place in parallel beside the civilized development with the modern life. he community of Mecca has the features of diferent races from all kinds coming from several places. So it is considered multi cultural community that allows reforming that area with various artistic features and it has unique model of traits that relects the nature of the place[1].herefore the role of art education teacher comes in emphasizing the tradition and modernity, its impacts on the style of art education students. hus, the aim of the development of art education teacher artistic creative ideas to contribute to the consolidation of heritage and focus on the most important landmarks in the kingdom, and linking Mecca heritage and the contemporary emphasis on the Arab identity and culture of Saudi Arabia[2]. So,his current study applies the experimental method in the practical side on the students of Department of Art Education-Umm Al Qura University in Saudi Arabia through a set of artistic applied practices which representing an important role in various creative processes formation of the technical methods used in the implementation of the bi-metal crats techniques or threedimensional, to ind connection and efective communication between the teachers and students of art education with the surrounding environment to emphasize the features of the Arabic culture and identity. he problem Possibility of integrating the features of the original and modern arts of Mecca’s heritage in Saudi Arabia to produce metallic artworks to be a new entrance for emphasize the Arabic cultural identity in Saudi Arabia? Research importance he development of creative thinking skills for students of art education through the study of ancient heritage of Mecca and practicing the experimental thinking using the metal techniques to introduce contemporary metal artworks. 2 Department of Art Education Faculty of Speciic Education Alexandria University (Egypt) neivein@ gmail.com. 3 Faculty of Education - Umm Al Qura University in Kingdom of Saudi Arabia (Saudi Arabia) prof.m.hussein@hotmail.com. 15 he Future of Education, 5th edition Objectives 1-he possibility of adapting the metal in the formulations of art that combines the nobility of heritage and contemporary technology. 2-Emphasize the identity and culture of Saudi Arabia to the students of art education. Research Methodology Follows the descriptive and analytical method in the theoretical side, and follows the experimental method in the practicing side. Applications and Results Applied experience depends on the Group of metal crats for students of the Department of Art Education at the University of Umm Al-Qura, which is characterized by emphasizing the aesthetic and functional values by integrating with contemporary originality contribute to the development of creative thinking skills. References [1] Abdel, M. (2003) Global civilization and its efect on identity, Cairo, Fourth scientiic conference “Developing ine art education in the globalization”, Helwan University. [2] Al Emary; Obaid (1985) he heritage and modernity. Book of Nation n. 10th, 1st Edition,Qatar. 16 Abstract Learning that Grows with the Learner: Following Waldorf Education in Kindergarten “Under the Sun” Vida Drąsutė4, Rūta Umbrasaitė5 Abstract Waldorf education, which is based on human development that addresses the needs of the growing child, has its roots in the spiritual-scientiic research of Rudolf Steiner – Austrian scientist and thinker, social reformer, architect, and esotericist who founded Anthroposophy. He is considered the father of Waldorf education, biodynamic agriculture, anthroposophical medicine, and spiritual science [1]. Waldorf educators seek to transform education into teaching/learning from natural experience which educates the whole child: spirit, soul and body. When children relate what they learn to their own experience, they are alive and interested much more in many things, and what they learn belongs to them. Everything what surrounds the child is important: environment, atmosphere, people, the things they do, the games they play and how they play. here are many Waldorf kindergartens, but non two of them are identical, starting from outside and seeing to inside. Waldorf educators develop ideas and generate them with inner enthusiasm for learning within every child; they could achieve this in a variety of ways, looking to children internal characteristics, behavior, features, as well using their creativity, feeling, point of view to life from diferent perspectives. he Waldorf curriculum is broad and comprehensive, structured to respond to the three developmental phases of childhood: from birth to approximately 6 or 7 years, from 7 to 14 years and from 14 to 18 years. Rudolf Steiner emphasized to educators that the best way to provide meaningful support for the child is to comprehend these phases fully and to bring “age appropriate” content to the children that nourishes healthy growth. his article deals with the experience and positive impact in quite newly opened private Waldorf kindergarten “Under the sun” (orig. “Po saule”) in Kaunas, Lithuania, created by parents and which is developed following Waldorf education and managed in accordance with social trinomial model. Article presents child education in self-experience based environment, games inluence of child’s growth, learning that grows with the learner and its importance in future education and self development. 4 Public institution Kaunas Waldorf kindergarten “Under the sun” (Lithuania) info@darzelisposaule.lt. 5 Public institution Kaunas Waldorf kindergarten “Under the sun” (Lithuania). 17 he Future of Education, 5th edition Particles or waves? Seeing through the lens of an Artist/ Scientist to invigorate per-service teacher’s sense of curiosity Anne Marie Morrin6 Abstract Facilitating children to develop skills in creativity and imagination with the anticipation that they will generate original artwork is a priority for Visual Art Educators. he context of this study stems from a belief system that places the role of art practice and enquiry central to an art experience for pre-service teachers. As an artist/art educator the development of critical thinking and improving ways in which these skills can be nurtured in learners is a continuous challenge. he purpose of this paper is to describe an investigative an Art/Science interdisciplinary educational project implemented in the spring semester of 2014 with pre service education students, contemporary artists and primary school children. Particles or Waves?7 is an educational research project which takes a scientiic theory like ‘how light travels’ equips and supports pre service teachers to investigate complex concepts with primary school children through art practice. Using visual methods of inquiry and following a sequence of stages: perception, conception, and expression. he author will observe on how the emersion of art practice for students involved can change the participants’ atitudes to teaching and develop skills in creativity and imagination that generates original artwork which in turn generates resourceful teaching. 6 Mary Immaculate College, University of Limerick (Ireland) annemarie.morrin@mic.ul.ie. 7 Particles or Waves? (POW) Was a National city of culture funded project which took place in Limerick in 2014. he collobortive partners included - Mary Immaculate College (MIC) in association with the Master of Arts in Art & Design Education, Limerick School of Art and Design (LSAD) and Paris based artist Cleary and Connolly, working with six primary and six secondary schools in Limerick City. (Over 250 particaptes engaged in the project). 18 E-LEARNING he Future of Education, 5th edition A Qualitative Evaluation in Usability of Educational Simulations Nesrin Özdener Dönmez8, Zeynep Gökkaya9 Abstract he purpose of this study is to examine the usability of simulations in an educational portal that is supported by Ministry of National Education and is extensively used by many teachers and students in Turkey. his study also aims to determine suiciency in evaluating simulations’ usability. Candidates of educational technologist as CEIT (Computer Education and Instructional Design) students taken CBI (Computer Based Instruction) courses in their bachelor are expected to evaluate training materials professionally. Methodology of this research is designed as a case study in three phases. In the irst phase, 14 criteria have been generated by literature review to determine simulation evaluating criteria and then interactive practices of the portal have been analyzed to remark simulations. In the second phase, 28 simulations have been assigned to 53 participants and each of these simulations has evaluated at least two participants. In the last phase, all of the simulations have been used by 27 participants. he participants have taken screenshot when they have faced a problem in simulation, and prepared reports for researchers ater discussing among them. Content analysis has been applied to these reports to detect the problems encountered by participants in using simulations. he indings in this study show that simulations should be improved in terms of usability. On the other hand, curriculum of programs to educate education technologists should be updated from the point of sotware evaluation. 8 Marmara University Ataturk Education Faculty(Turkey) nozdener@marmara.edu.tr. 9 Marmara University Distance Education Center (Turkey) zeynep.gokkaya@marmara.edu.tr. 20 Abstract Course Design for Culturally Diverse Learners Gülten Kartal10, Elif Toprak11, Evrim Genç Kumtepe12 Abstract In the information age, knowledge and technology develop at a great pace and this changes all existing paradigms including those education. he notion of an open society based on Information and Communication Technologies (ICT) points to the fact that the information society has been transformed into a network society. Globalization of education becomes more widespread in conjunction with increasing number of distance education and e-Learning practices in the recent years. It’s clear that culturally diverse learners have diferent interest, expectation and needs regarding the distance learning environments. Courses need to be designed taking account of cultural diversity in order to optimize “self-learning”. It can be argued that instructional designs that take global and local cultural diversity into account, lead more eiciently to learning outcomes and help to solve the problems. hrough these lenses, inding solutions via diferent cultural perspectives and developing instructional programs and preparing open course materials accordingly is a must. his presentation concentrates on a case from Anadolu University for studying the culturally sensitive instructional design principles for distance education, in the light of theories from leading researchers in the ield. he research indings about the feedback from students in Azerbaijan about the learning and communication media used in associate and bachelor degree programs point to valuable inferences. 10 Anadolu University Distance Education Department (Turkey) gultenkartal@gmail.com. 11 Anadolu University Open Education Faculty (Turkey) etoprak1@anadolu.edu.tr. 12 Anadolu University Open Education Faculty (Turkey) egkumtepe@anadolu.edu.tr. 21 he Future of Education, 5th edition E-learning Hubs and Edu-business: How Private Companies Can Serve Common Good. The Case of Samsung School Silvia Dell’Acqua13 Abstract “You are never too old, too young or too busy to learn”. his means that you can be a lifelong learner, truly enjoying your learning experience. his has been quite an interesting change of perspective in learning, that is worth investigating: both in environments primarily thought for education and during ad hoc experiences Edu-tainment is the leading star to perform at best and enjoy the deepening of your knowledge and skills. he theoretical aspect of Education and Learning is no more detached from the concept of “being able to apply notions”. Education is and remains a common good by all means, however it is no more an abstract and a stand-alone concept, rather it is considered more valuable if it serves a precise purpose in our society. Skills-based knowledge is what makes the diference today. It is no more the notion that is at the centre of the learning process, rather its links with the real world and the degree of impact that what you have learnt and experienced can make in the society, is what counts. Outlining this scenario is fundamental to pave the way to the analysis of the Copernican (R)evolution we are witnessing in the (educational) world: social beneit and private investments are now part of the same life-cycle. In my paper I will focus on the principles, reasons and consequences that are implied in this new phenomenon, which has already afected other domains (i.e. Eco-business). In my opinion, the “mix” between public and private investments will be increasingly relevant in the future of education, for two basic reasons: resources availability is more and more scarce; competitiveness is becoming stronger. It is extremely important to underline that in investigating this (R)evolution we need to be rigorous and distinguish among experiences, singling out the virtuous paterns that can be transferable and applicable to diferent contexts, ensuring that common standards are respected and that the nature of learning is not distorted. he participation of private actors in the (e)Learning process should not be considered as a way of relinquishing the inner nature of Education and Learning, rather, if well conceived and managed, the inal result proves to be completely the opposite. What should be always granted is the fairness of the processes, namely solid and sound policies have to be in place in order to provide the precise framework, in which a private actor can then intervene, complementing and integrating what the public authority has to assure to its citizens. In the paper the investigation of such a phenomenon will be complemented by the focus on a case study, with the purpose to shed light on the practical implications that this new educational scenario can lead to. Namely “Samsung School and Labs” will be under scrutiny. he purpose of innovation, in each domain, is to open up new scenarios: in Education and Learning ields it is particularly true that creativity is inspiring and, if well managed, can be revolutionary. 13 Vesalius College Director of International Programmes Projects and Outreach (Belgium) silvia.dellacqua@vub.ac.be. 22 Abstract Engaging the Twenty-first Century Foreign Language Student: the Validity of Hybrid E-learning and E-portfolios in the Foreign Language Classroom Fiorentina Russo14 Abstract Most foreign language instructors hailing from bench-mark institutions in the U.S. do not employ e-learning in performance courses from the beginner to the intermediate level, with very litle exception. he supporting rationale is that beginner through intermediate foreign language courses set the communicative foundation for the student, fostering the highly interpersonal skills of speaking and listening, along with what are believed to be the less social and more “passive” skills of reading and writing. Research however has pointed to the anonymity of the online seting as a most liberating environment that at times may be less intimidating to foreign language students than the more conventional face-to-face modality [Lanham 1994; Turkle 1995; Jones 1995; Herring 1996]. Further research points to the American student’s penchant for computer mediated communication, rendering the modality a highly engaging mode of communication for the American student’s sensibility [Beauvois 1998] he reconciliation of the needs of the foreign language student and the eicacy and appeal of the online setings may be reconciled in the hybrid modality. Indeed as students progress through their target language study and move beyond performance level courses, the employment of asynchronous online learning, in the hybrid modality, may prove to be beneicial. he later mode afords the instructor an asynchronous online meeting, complimented by a synchronous face to face class meeting, ensuring that all four skills are fully addressed vis ‘a vis the classroom and the online seting. he hybrid modality may indeed be a key medium in negotiating the almost inevitable paradox at hand when confronting an online seting, that of alienation versus efective, interpersonal communication. he creation of the social virtual space and the element of virtually sharing opinions, thoughts and experiences through online forums as well as through e-portfolios can be a very empowering experience for students and thus a valuable tool in the foreign language classroom. his paper will explore my irst-hand experience at employing the hybrid modality in foreign language teaching in the American University system, speciically in non-performance courses, as well as the validity of the e-portfolio as a complimentary means of virtual sharing beyond the classroom seting. 14 St. John’s University (United States) russof@stjohns.edu. 23 he Future of Education, 5th edition Iconic Representation in STEM Virtual Learning Environments Nicole Simon15 Abstract he use of imagery and iconic representation of scientiic concepts is a key component in improving Critical hinking (CT) skills while maintaining optimal Cognitive Load (CL) within higher education STEM learners. Laboratory experiences are a vital component within science education, while rote traditional lab experiments are currently not addressing inquiry nor linking with educational technologies [15]. Instructional approaches based on active discovery and problembased learning using digital games is becoming more commonplace in today’s educational forum. Opportunities to alternatively assess learning and evaluate comprehension in a digital learning environment are supportive from both a theoretical perspective [11] and an empirical research perspective [7]. Using educational games for assessment not only measures previously outlines learning objectives and goals, but allows learners to measure their cognitive load abilities in these scenarios. Existing research regarding science learning using visualizations for information design processes such as underscoring vital information through cueing [2] and color coding [5], have focused on presenting a dynamic association between the integration of multiple representations with one another. Current research on the interaction design features of dynamic visualizations focuses on learner control and manipulation of content for best practices in the facilitation of learning [3] [4]. Iconographic representations aid learners in comprehension as a form of intervention in learners who have a lower level of prior knowledge, while this method of assistance in higher levels of prior knowledge learners would impede further learning. Interaction design features must account for expertise reversal efect in the cognitive load schema targeting longterm memory [5] [7]. By mitigating for this efect while constructing intervention processes, researcher and educators can reduce the impact on working memory through the use of carefully integrating iconic representations into learning of complex problem-solving techniques. he research performed was a causal-comparative quantitative study with 150 learners enrolled at a two-year community college, to determine the efects of virtual laboratory experiments on CT skills and CL. Data collection involved a quantitative analysis of pre/postlaboratory experiment surveys that included a comparison using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientiic Atitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment [14]. By studying the manner in which learners comprehend information and reducing their cognitive load while conducting scientiic experiments in Virtual Learning Environments (VLEs), we are provided with the information required to structure pedagogical changes and appropriate technology resources in applicable teaching modalities [15]. 15 Nassau Community College (United States) nicole.simon@ncc.edu. 24 Abstract Instructional Dialogic Behaviors in a Distance English Class Evrim Genc Kumtepe16, Nazife Sen Ersoy17 Abstract his study was carried out as a survey research to examine dialogic behavior of learners in distance English Education Class. English class was ofered through 2013-2014 Fall semester in a higher education institution in the Aegean Region, Turkey. For the current study, the theory of instructional dialog (TID) ofered by Gorsky and Caspi was used as a theoretical framework to evaluate interactions among various actors and components in a distance learning system. he TID is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Additionally, every resource in a distance instructional system (e.g. instructor availability, face-to-face meetings, synchronous and asynchronous communication systems, self-instruction materials, etc.) can be analyzed in terms of the dialogue it supports. he data was collected through the Turkish version of “Tactical Approaches for Learning Questionnaire” developed by Gorsky and Caspi in 2005. he questionnaire was administered to all 1,912 learners who registered for the class and 171 learners returned. he responses were subjected to descriptive statistics and the results were tabulated in tables and igures. he indings allows us not only to understand dialogical behaviors learners face with conceptual diiculties during the process of English learning but also interaction types and preferences in such a learning system. 16 Anadolu University, Dumlupinar University (Turkey) egkumtepe@anadolu.edu.tr. 17 Anadolu University, Dumlupinar University (Turkey) nazife.sen@dpu.edu.tr. 25 he Future of Education, 5th edition Learning Authentically through HIPON Platform Olga Riccioni18, Maria Solomou19, Goce Armenski20, Charalambos Vrasidas21, Luka Brcic22, Ljupcho Antovski23, Annemieke Smeets24, Sven Seiwerth25, J. Han J.M. van Krieken26, Andreas C. Lazaris27 Abstract Today’s global educational environment is rapidly changing. Our perspective with regard to the future of medical education is experiential learning. Learning authentically implies that learners, simulating their present or future professional practice, gain medical experience in the process of diagnosing human diseases. his challenge is linked with a main educational task undertaken, i.e., structuring an inter-active e-learning platform in the context of a novel teaching strategy. he relevant project entitled “ICT emodules on HistoPathology: a valuable online tool for students, researchers and professionals – HIPON”, and co-inanced by the Lifelong Learning Program of the Education, Audiovisual and Culture Executive Agency, he Commission of the European Union, has been launched at the beginning of 2013. he project has resulted in an autonomous well-structured and user friendly, multi-language e-learning platform, speciically focused on histopathology, which provides a valuable teaching tool for students, researchers and professionals. he modern technologies’ fast progress in recent years brings about the development of new teaching tools. he implementation of e-learning programs has progressively increased in medical education. Our up-to-date platform combines a virtual portfolio, a list of resources and links and, most importantly, characteristic case studies, presented on such a basis that way of thinking and experience is conveyed and acquired, instead of mere information. he basic concept underlying 18 1st Department of Pathology, School of Medicine, he National and Kapodistrian University of Athens (Greece), School of Medicine, Sapienza University of Rome (Italy) olga.riccioni@outlook.com. 19 Centre for the Advancement of Research and Development in Educational Technology LTD (Cyprus) maria.solomou@cardet.org. 20 Faculty of Computer Science and Engineering, “Ss. Cyril and Methodius” University (Macedonia) goce.armenski@gmail.com. 21 Centre for the Advancement of Research and Development in Educational Technology LTD (Cyprus) pambos@cardet.org. 22 Institute of Pathology, School of Medicine, University of Zagreb (Croatia) lbrcic@mef.hr. 23 Faculty of Computer Science and Engineering, “Ss. Cyril and Methodius” University (Macedonia), Department of Pathology, Radboud University Nijmegen Medical Center (Netherlands) ljupcho.antovski@ inki.ukim.mk. 24 Department of Pathology, Radboud University Nijmegen Medical Center (Netherlands) a.smeets@pathol.umcn.nl. 25 Institute of Pathology, School of Medicine, University of Zagreb (Croatia) seiwerth@mef.hr. 26 Department of Pathology, Radboud University Nijmegen Medical Center (Netherlands) j.vankrieken@pathol.umcn.nl. 27 1st Department of Pathology, School of Medicine, he National and Kapodistrian University of Athens (Greece) alazaris@med.uoa.gr. 26 Abstract HIPON’s methodology is to follow mixed learning pathways based on case studies, always taking advantage of modern visual technology. he later includes enlargeable, high resolution images, virtual slides and educational videos. he step by step analysis of the diagnostic thought is the crux of the mater. hrough the educational aspects provided by HIPON platform, users will familiarize with the diagnostic process and become highly knowledgeable about using all their acquired knowledge in order to achieve the correct diagnosis; in other words, users will learn authentically how to think as experienced pathologists. 27 he Future of Education, 5th edition Quality control in the online classrooms – Is zero plagiarism possible with digital students? Michael D. Santonino III28 Abstract Over the past few years, universities, colleges, and schools have made a substantial investment into the new learning online management systems aimed at improving the quality of courses with technology innovation tailored toward today’s digital student. Integrated analytics are gaining more traction to diferentiated online instruction and optimize the learning experience for students. here are trends evolving in online learning education with diferent models for institutions to meet the various student proiles (e.g. traditional versus non-traditional students). What makes each learning model approach unique? What innovative technology features standout? Which institutions are considered to be best-in-class for innovation, cost, access, and quality? he purpose of this paper is to provide a framework for quality control in online courses for faculty to act as agents for quality assurance in the digital classroom environment; which includes: process steps for faculty to inspect writen assignment for a zero plagiarism tolerance, student surveys, online course evaluations, faculty surveys, faculty peer reviews, and a faculty course clearance process. Examples of innovative institutions with best-in-class performance in online learning is used as supportive evidence throughout the paper. he value of this paper lies in its practical, yet comprehensive treatment of the subjectmater. here is a responsibility gap between faculty, administrators, and the various institutions in the implementation process of quality control in online courses, university policies, and the actual process for those responsible for executing the oversight in the digital classroom. Academic leaders and faculty should consider the best-in-class performance of institutions that are implementing action-oriented quality control measures and assessments by faculty or online quality control managers. In lieu the societal inluence of technology that has provided readily accessible information from the internet, educators must rethink ways to measure student’s performance in the digital classroom to assure academic integrity, and ultimately assessing future calls for education reform with digital students. 28 Embry-Riddle Aeronautical University Worldwide (United States) santonim@erau.edu. 28 Abstract Training course of e-trainers – the students’ insight Susana Henriques29, Daniela Barros30 Abstract Technological progress and the advent of the Internet led to the emergence of network society marked by sharp changes in the economy and the labour market, boosting the birth of new paradigms, models, educational communication processes and new learning scenarios. Indeed, the relationship between technology and pedagogy substantially changed the paradigm we are used to, breaking with the tradition of a student-centred teacher as “source of knowledge” and the strict observance of a predetermined curriculum. he introduction of information and communication technologies in diferent scenarios of human activity, including the training, has contributed to strengthening the working methods of drawing and learning based on cooperation among its members. he acquisition of such skills, cooperative and collaborative, is of great relevance and should be across all scenarios of people’s lives. In this paper we start from an Online Trainers Training course organized around motivating and lexible methodologies, which integrate diferent teaching resources, dynamic and interactive content, which diversify the channels of communication, ways of working, learning scenarios. In this course students should develop and strengthen skills and knowledge regarding teaching, pedagogy and technologies that could be appropriate to an educational framework of changing and innovation. In a context of modern network societies that require the consolidation and anticipation of new learning scenarios, the results of the evaluation of the course by the trainees, are important indicators of the quality of this training. It also provide some additional information on the challenges facing the excellence in training processes. At the end of the course we applied a survey to the students that atended, covering the following aspects: professional and personal characterization; assessment of each module; pedagogical guidelines; pedagogical usability; continuous quality improvement. he results of this survey supplemented with the comments that were being collected by the course coordination team is what we propose to present and discuss in this paper. 29 Universidade Aberta (Portugal) susana.henriques@uab.pt. 30 Universidade Aberta (Portugal) daniela.barros@uab.pt. 29 he Future of Education, 5th edition Training for New E-learning Role Profiles: the Case of E-virtue Project Adamantia Spanaka31, Achilles Kameas32 Abstract Since the beginning of 21st century, the term “e-learning” has become the most prominent feature of distance educational systems. Various tags are currently used to describe it, but for the purposes of this paper, a deinition of e-learning that encompasses an educational orientation has been chosen: e-learning describes the application of computer hardware, sotware and networks to any aspect of teaching and learning. In this context, the e-Virtue project (htp://groupspaces.com/ eVirtue/), funded by the European Commission in the context of LifeLong Learning Programme, conducted an in-depth research of the competences and skills necessary for trainers so that they meet the requirements of emerging, technology-based training job roles. Six new specialized elearning professions have been identiied and described, namely: E-learning architect, E-learning content developer – full-time specialist role, E-learning content developer – part time role, Elearning curriculum designer, Online tutor and Virtual classroom facilitator. Because of the European scope of the project and of the technological nature of the professions, descriptions have been based on the European e-Competences Framework (e-CF), an emerging CEN standard that is compatible with the European Qualiications Framework (EQF). In addition, a set of guidelines to design trainings that would provide qualiications that match the speciications of each of the new role roles has been developed, to be used by Vocational Education and Training (VET) providers, employers and employees. hese are based on a thorough review of current training and educational ofers and present in a practical way a complete structure of learning units that should be designed by VET organisations who are active in the ield of e-learning professions. In order to design the guidelines, we collaborated closely with training institutions as well as policy makers and experts in the ield of e-learning professions from ive European countries: France, Germany, Greece, Poland and United Kingdom. he training guidelines are centered on learning outcomes, ofer ideas on the development of learning units and present examples of how they can be realized. 31 Hellenic Open University (Greece) madspa@otenet.gr. 32 Hellenic Open University (Greece) kameas@eap.gr. 30 EDUCATION AND NEW TECHNOLOGIES he Future of Education, 5th edition A Constructivist Approach to the Integration of Mobile Assisted Language Learning in Enhancing the Writing Skills of Egyptian Adult ESL Learners Lubna Adel Sherif33 Abstract he traditional ESL classroom has been supplemented by a digital world which rests on the use of technology inside and outside the classroom. Teachers, in such a digital world, depend on a variety of mobile applications in order to enable their students to develop and acquire new skills – since usually, the class time is not enough for the teacher to cover all the learning outcomes – and to introduce and practice relevant knowledge and skills. One of the skills teachers notice that their students are struggling over in Egypt is writing; thus, they seek opportunities outside the classroom to help the students to enhance it. he integration of applications students can access from their smart mobile phones facilitates students’ beneit from the feedback of both the teacher and their peers. Such applications also enable the teacher to monitor student’s progress, and to provide further insights on their needs, specially, if the teacher has a large number of students. Since both the teacher and the student prefer such applications because they make learning more active, enjoyable, and collaborative, the present study reviews the mobile application of Padlet and suggests various activities which can be used to enhance the writing skills of adult ESL learners in Egypt within the framework of the constructivist approach. 33 he British University in Egypt (Egypt) lubna03@gmail.com, lubna.adel@bue.edu.eg. 32 Abstract Continuing Training for Natural Sciences Teacher: The Case of Earth Sciences in Series Final Elementary School Samara dos Anjos da Costa34, Alice Melo Ribeiro35, Anete Maria de Oliveira36 Abstract he primary purpose of this work is to initially make a diagnosis about the study of geosciences in elementary school, moreover, plan together with teachers of Basic Education, one short course of continuing education, with topics and teaching strategies to be deined during the research, that fosters interdisciplinarity of knowledge to other areas of education and to assist in the mediation of geoscience concepts in natural science classes. his proposition will be performed with the help of Moodle, the course will be directed by the researcher, and will be mediated by online and in-person meetings. he participants will be teachers working in elementary school, they have no training in natural sciences, and who long continue the study of geoscience, engaged in social and environmental aspects, integrated, set within a historical and evolutionary context and directed to the area of teaching. 34 UnB (Brasil) samara.anjos2@yahoo.com.br. 35 Institute of Biology UnB (Brasil) alice.ribeiro.unb@gmail.com. 36 Faculty UnB Planaltina UnB (Brasil) ribeiroalice@me.com. 33 he Future of Education, 5th edition DDLUB - Looking Forward to Online Education Michaela Logofatu37 Abstract he acronym DDLUB will be used to identify the Department for Distance Learning of the University of Bucharest, Romania. his department was established in 1999, based on the university’s Senate Decision. he University of Bucharest has been actively contributing to the development and modernization of Romanian education, science and culture. A brief chronological history is presented on the oicial site. During 2015, DDLUB will celebrate 16 years of existence and the University of Bucharest will celebrate 151 years of existence. he DDLUB’s achievements, during the period 1999-2013, in the domain of promoting ICT in education, were presented in the article “Modernizing the University – Enhanced Teaching and Learning through Digital Technologies” published in the Journal of Sciences Education named “REPERE”, ISSN-L 2247-1065, volume 7, number 1(2013). he present article is aiming to outline the DDLUB’s actions (2014-2015) aiming to prepare this department for ONLINE system of education. his article might be considered a case-study. In the irst chapter, some aspects related to the ONLINE education, all over the world, and the trends anticipated for 2015 are summarized. In the second chapter, the author presents the current status of the DL (Distance Learning) system in Romanian education, particularly within DDLUB; in practice RO-DL is very similar with blended-Learning system from Western countries. Fortunately, just now, the Romanian DL system of education needs only a small step forward to became fully ONLINE! he third chapter presents the “online actions/elements” implemented within DDLUB and the feedback received from the student and the staf. his article might be considered as DDLUB case-study. here are a number of pictures included in the article based on the assumption that “a picture is worth a thousand words”. he 4th chapter includes the conclusions. 37 University of Bucharest, Department for Distance Learning (Romania) michaela@logofatu.ro. 34 Abstract DDLUB First Experience in Using Google Classroom Platform Bogdan Logofatu38, Andreea Visan39, Alina Branescu40, Camelia Ungureanu41 Abstract he acronym DDLUB will be used to identify the Department for Distance Learning of the University of Bucharest, Romania. his department was established in 1999, based on the university’s Senate Decision. he University of Bucharest has been actively contributing to the development and modernization of Romanian education, science and culture. A brief chronological history, starting with the Decree of Creation (decree no.756 of 4/16 July 1864), is presented on the oficial site [1]. During 2015, DDLUB will celebrate 16 years of existence and the University of Bucharest will celebrate 151 years of existence. Meanwhile, Google Corporation has released the Classroom platform on 12th August 2014, [2]: “classroom weaves together Google Docs, Drive, and Gmail so teachers can create and collect assignments paperlessly”; new features were added on 10th December 2014 like archiving the closed classes. DDLUB was continuously focused on promoting the digital technologies in education. DDLUB has applied to obtain the statute of GAFE-Google Apps for Education for its domain “credis-virtual.net”. In November 2014 DDLUB has started to implement the Google Classroom platform for the students enrolled with the academic classes delivered by professor Bogdan Logofatu: more than 350 students and seven classes; the study programs were at the level of Bachelor Degree (one program with 185 students) and Masteral Degree (four programs with 165 students). his article is aiming to present the DDLUB experience, acquired during the academic year 2014-2015: the irst implementation of the Google Classroom platform within higher education institution in Romania, University of Bucharest. 38 University of Bucharest, Department for Distance Learning (Romania) logofatu@credis.ro. 39 University of Bucharest, Department for Distance Learning (Romania) andreea.visan@credis.ro. 40 University of Bucharest, Department for Distance Learning (Romania) alina.mureanu@credis.ro. 41 University of Bucharest, Department for Distance Learning (Romania) camy68us@yahoo.com. 35 he Future of Education, 5th edition Enhancing User Cognition in E-learning Scenarios with 3D Web Applications: A Comparison of 2D and 3D Visualizations with HTML5 Gabriel Rausch42 Abstract Introduction As the web has evolved into a mature platform for building Rich Internet Applications (RIA), technologies to render three-dimensional elements in the browser have become commonplace [1]. While it is tempting to believe that the visual potential of 3D on the web will enhance users’ perception of information and facilitate new approaches to how we learn and gather information, numerous previously proposed approaches to 3D e-learning scenarios, such as Google’s “Zygote Body”, have not yet been widely adopted [2]. Building on the work of Tavanti and Lind, Cockburn’s fundamental research established general behaviors regarding users’ perceptions of 2D and 3D visualized information [3, 4]. Focusing on the web interfaces proposed by Jankowski suggests an approach that mixes 2D and 3D elements to boost users’ cognition [5]. We developed the foundations of this project to explore the potential of browser-based user manual scenarios as a method to evaluate the efectiveness of user cognition in the presence of three-dimensional elements. Test Setup and Methodology Comparing diferent visualization technologies to evaluate the potential of 3D on the web, we created a series of browser-based user manuals for electrical and mechanical products in collaboration with our industry partners. For each product, three test applications were prepared: • An interactive 3D version with live rendered models based on WebGL • A 2D version with images and illustrations • A video version to describe the user manual in animated sequences In order to both gain deeper insight intro the thoughts of users and to gather empirical qualitative data, a combination of methods from usability evaluation and ield studies was applied, including the think-aloud-method and monitoring. he evaluation of the data follows the methodology set forth by Mayring [6]. Results • Spatial cognition: Participants coped with tasks more efectively while using the 3D interface than while using the video or 2D versions. • Quality of visualization: Participants using the 3D interface were convinced by the visualization and felt entertained by the task procedure. • Contextual References: representations information should be simpliied. • Usability: 3D interactions yielded diiculties for most of the test subjects, especially older participants. • Accessibility: 3D on the web requires a high-level hardware and sotware setup. his technical condition limits the potential user base. 42 Bauhaus-Universität Weimar (Germany) gabriel.rausch@uni-weimar.de. 36 Abstract Incorporating Social Media, Digital Learning Tools and CLIL in Language Classroom Liisa Wallenius43 Abstract Digitalisation and social media are a fundamental part of our environment today in business and education as well as our everyday lives. Incorporating digitalisation into language learning can increase learner motivation, learning and it creates a link between language and other studies as well as links work life competences. On Porvoo Campus of Haaga-Helia University of Applied Sciences the approach to learning is enquiry learning. Nearly all learning modules are integrated into semester projects commissioned by enterprises. Even the language classes are involved in the semester projects. his paper discusses experiences of the CLIL classroom where social media and digital tools are used to enhance learning and learner involvement. he experiences will be illustrated with practical examples in the programme in tourism and the Swedish classes where e-marketing and -sales in leisure tourism are in focus. Furthermore, the author is a member in an ongoing national project on developing Swedish language teaching in higher education, and she will present some of her project indings. he social media incorporated in the language class are Facebook, blogs, Trip Advisor and YouTube. Also, e-learning tools and digital games, such as Padlet, Today’s Meet and Kahoot, are used to increase learner involvement and empowerment. In addition, the presentation will exemplify how digital portals and applications of various distributors and service produces are used as authentic learning materials in CLIL. 43 Haaga-Helia University of Applied Sciences (Finland) liisa.wallenius@haaga-helia.i 37 he Future of Education, 5th edition Online Group Embedded Figures Test and Student’s Success in Online Course Wook-Sung Yoo44, Sahng-Ah Yoo45 Abstract A growing number of students are enrolling in distance learning online college degree programs these days and MOOC (Massive Open Online Course), an online course aimed at unlimited participation, enables free university-level education on an enormous scale. Despite many exciting developments and applications of online courses, however, online education is not for all students: MOOCs classes have average completion rates of less than 13% and recent study of Washington State community college students showed that the students who took online courses were more likely to fail or drop out of the course than students who took the same course in person. It is partly because an online learning style is considerably diferent from a traditional classbased learning style and many students fail to adapt the online learning style as each individual perceives, interact with and respond to the learning environment diferently. Given the growing popularity and beneits of online learning, improving the success rates of online learners will be extremely beneicial to each individual student and educational institution. In this paper, we examine the possible correlation between individual’s cognitive perceptual ability and the success rate in online course by using Group Embedded Figures Test (GEFT) as a research tool. GEFT is a perceptual test originally developed to test a subject’s cognitive ability to locate a simple shape embedded within a complex igure. GEFT is also used as an assessment tool for other purpose exploring analytical ability, social behavior, and problem solving style. To conduct the research, we irst redesigned Online Group Embedded Figures Test (OGEFT), a web based testing tool to administer the Group Embedded Figures Test (GEFT) over long distances. OGEFT, initially developed in 2006 using Java Applet, was newly designed using the latest web technology (HTML5, CSS, jQuery) in 2014 to resolve the browser compatibility issue and adding an auto-grading feature to conduct the research for widespread geographic population at the minimum eforts. Seventy-ive students at the Fairield University participated the experiment and our preliminary experimental results showed a meaningful relationship between the score of GEFT and the success rate of the online course of individual student. We plan to have extensive research to larger populations to verify the results to support the idea of using GEFT score to advise students properly before they are taking online course. Statistical analysis and future plan are also discussed. 44 Fairield University(United States) wyoo@fairield.edu. 45 Columbia University (United States) s.yoo@columbia.edu. 38 Abstract Quality in Training and Evaluation (QUTE) Ida Cortoni46, Pierpaolo De Luca47 Abstract QuTE (Quality in Training and evaluation) is a digital platform that can be used for monitoring and evaluating the quality assurance in the main dimensions of the educational process: planning, delivery, satisfaction and impact assessment. he comprehension of the quality responds to the question of the transparency and control by the citizen, who is directly involved in the social choices and wants to participate in making political decisions. he transparency concept is connected to the certiication of the learning outcomes and educational procedures (UNESCO, 2011: 11-12). In the irst case, within the European Community a common code for the instructional and educational systems has been shared (EQF), through which the mobility and lifelong learning, as well as the recognition and validation of the non-formal and informal learning, are guaranteed. In the second case, Common Quality Assurance Framework (CQAF) is an instrument of support, introduced by the EU, for developing and improving the quality, which starts from monitoring and evaluation of the ongoing systems and educational practices QuTE does not look at the quality of competencies and performances of those delivering the service or at the certiication of the competencies acquired, but the focus shits to the quality of the educational processes, which represent the basis for the achievement of the atended learning outcomes. he sotware provides procedural indications, tools for analysis, monitoring and evaluation strategies for checking the diferent levels of competencies in an innovative perspective. he objective of reaching quality responds, therefore, to the continuous need for qualiication and updating of internal competences of an organization, as well as for identifying and reducing the functional weaknesses in order to be competitive at the market. he main goal of the sotware is to standardize the educational procedures of action and of learning evaluation, emphasizing more efective strategies and methods and reducing methodological lacks. he starting point of this paper is focused on quality parameters of an educational process. In particular, the paper will deepen the mater of the quality in the operative processes, starting from the international shared parameters. To achieve this goal, we structure and put forward a model of the quality analysis. From the methodological point of view, the structure of the techniques and tools for data collection is in line with the indications of the CQAF. We re-contextualize the main indicators, we build the connected variables, we atribute them a semantic weight and we create a quality index, in order to verify the educational efectiveness. 46 Department CoRIS and Digizen, Sapienza University of Rome (Italy) ide.cortoni@uniroma1.it. 47 Department CoRIS and Digizen, Sapienza University of Rome (Italy) p.deluca@promedia2000.it. 39 he Future of Education, 5th edition Post, Comment, Read, Help, Like: The Facebook Group in the Foreign Language Classroom Manred Sablotny48 Abstract While social media are nothing new anymore in the foreign language classroom, their integration into existing classroom structures as a supplement to more traditional in-class activities still oten constitutes a challenge to both teacher and student. his paper will take a look at the possibilities that the Facebook group function has to ofer for the foreign language classroom. he author will share his experiences with using Facebook in German courses at a university in Taiwan to illustrate how social media can be used to practice foreign language skills and broaden the scope of foreign language contact, while engaging in meaningful conversation with others. In the case at hand, students with varying levels of experience with German were registered as members of a Facebook group which had been created for the speciic purpose of enhancing the learning experience. In order to achieve close integration with the in-class syllabus, guidelines and basic rules for interaction in the group were established and students were asked to document their group activities and submit them for evaluation on a regular basis. he paper will discuss both beneits and challenges encountered while using Facebook as a social teaching and learning tool. 48 Department of Foreign Languages and Literature, Tunghai University (Taiwan) manred@thu.edu.tw. 40 Abstract Students’ Perspectives on Synchronous Oral Computermediated Communication (SOCMC) Berit Grønn49, Brit W. Svenhard50 Abstract An important aspect of modern second language learning (SLA) is developing oral communicative skills. Creating a learning environment that both enhances such skills and provides course content may pose some challenges in web-based language teaching, but it also allows for both creative and competent use of language and technology. As web-based language courses proliferate and the technology advances, it becomes increasingly important to evaluate good practice. his paper addresses these concerns and discusses oral computer mediated communication (OCMC) from the students’ perspective and their learning experiences trying to co-create meaning using semiotic and technological artifacts. Here, we rely on sociocultural theories and dialogical principles [1]; [2] in combination with an SLA approach based on Swain’s concept of collaborative dialogue [3]; [4], where students construct knowledge through ‘saying’ and relecting on ‘what was said’. Our research draws upon experiences and data from two web-based courses ofered at a university college in Norway, one Spanish grammar and communication course at intermediate level and one in-service course ofering formal qualiications for teachers of English at primary and lower secondary level. Both groups participate in synchronous computer mediated communication (SCMC), in dialogue-based web lessons involving voice, video and chat tools. he lessons contain both peer interaction in groups, teacher-student interaction, and plenary sessions. Our concern is the connection between students’ expectations, perceived needs and their perspectives on their individual learning processes in the aforementioned synchronous web meetings. he paper discusses didactic aspects such as the importance of supporting listening and speaking environments, developing purposeful communication skills (listening and uterances), and how the use of artifacts contributes to the co-construction of meaning. We ask what the students own relections are on the efectiveness of the semiotic and technological tools available. For this purpose, we make use of electronic questionnaires, student logs and in-depth online interviews, taking Bakhtin’s response theory as a point of departure, but also Wolwin & Coakley’s categories of listening skills [5], as well as Brownell’s framework for listening and response styles [6]. With this research, we aim to document which factors the students ind contribute to their learning outcome in synchronous oral computer-mediated communication (SCMC) and what the implications might be for future course designs. 49 Østfold University College (Norway) berit.gronn@hiof.no. 50 Østfold University College (Norway) brit.w.svenhard@hiof.no. 41 he Future of Education, 5th edition The Distributional Effects of the ‘Digital School’ Project Paweł Penszko51, Piotr Zielonka52 Abstract In the last decade, one laptop per child projects were implemented in many countries. Such projects are usually intended to improve quality of instruction (although speciic goals may difer between projects). Logically, follow-up investigations should determine how pupil competencies were inluenced, as measured by standardized testing. his paper presents such an investigation, conducted within the ex-post evaluation study of the ‘Digital School’ project implemented in Poland in academic year 2012/2013. A unique trait of this study as compared with other similar work is the rare conjunction of three features. Firstly, use of a randomized project design to construct a valid control group, secondly, focus on the impact of the ‘Digital School’ on test score distribution, beyond the usual comparison of means and thirdly, using inal exam results from two years, 2013 and 2014, allowing inquiry on how the efects of the intervention change over time. Owing to these aspects of the study design, conclusions could be drawn about likely beneits to some low-scoring pupils, although efects seemed to be short term. 51 Instytut Badań Edukacyjnych (Poland) p.penszko@ibe.edu.pl. 52 Instytut Badań Edukacyjnych (Poland) p.zielonka@ibe.edu.pl. 42 Abstract The Effects of a Task Based Instruction (TBI) Software for Teaching Vocabulary to Young Learners Özge Kutlu53 Abstract Due to the increasing demands to use technological tools in education, many institutions around the world seek for a program which can be utilized in the teaching processes. Because of this situation, language teachers face with diiculties while satisfying the needs of their students regarding technological tools. On this aspect, the combination of an approach with a technological tool may yield fruitful results. As an approach, it has been found out that TBI can provide a diferent experience for young learners (Carless, 2000). In another study, Butler and Zeng (2013) highlighted the interactional paterns that are available thanks to task based assessment. For this purpose, the the study is going to create a task based instruction experience for young learners who are 4th grades of a primary school in Turkey. For the implentation of such an experience, the researcher is going to create a task based course in line with the class. he researcher is going to use such a task in one of the classrooms (experimental), and the other classroom (control) is going to continue to use their own syllabus. In addition to obtaining the statistical data, the researcher is also going to ask for the comments of the students in order to gather qualitative data. 53 Mersin University (Turkey) ozgekutlu33@gmail.com. 43 he Future of Education, 5th edition The Impact of Social Networks on EFL Medical Students’ Academic Performance at Jazan University Ahmed Altayeb Alhaj54, Norah Hussain Banai55 Abstract Social networks such as Twiter, Blackboard and Instagram are the most feasible tools to enhance EFL medical students’ academic performance through collaboration. his study aims at investigating the impact of social networks in increasing the students’ improvement and creativity in learning medical terminologies at Jazan University. It examines the impact of Social networks, enhancing higher education students’ motivation to collaborate on creating creative stories by using medical terminologies. he research adopted the descriptive, analytical and empirical methods. A survey of 15 items distributed to 150 students in 2015. he (computer) results indicate that networking has a great inluence on students’ enhancement and performance. Students are active in sharing personal experiences and ideas in creating creative stories about terminologies and solving complex medical problems through collaboration. Basing on these indings, the study recommends the application of social networks in EFL classroom interaction in creating a healthy environment. 54 Jazan University (Saudi Arabia) dobasi77@gmail.com. 55 he University of Limerick (Ireland) e_nhb@yahoo.com. 44 Abstract The Use of Cartoons in Reading-Writing Lessons of Young Learners Özge Kutlu56 Abstract he aim of the study is to prepare reading-writing extracurricular activities of cartoons in line with the syllabus to eliminate the extracurricular material problems of a speciic group. hese skills are emphasized in that the aim is to test the efects of cartoon sotware on a receptive skill (reading) as well as a productive skill (writing). For this purpose, the cartoon designed by the researcher has been given as an extracurricular activity for the young learners. he students have been asked to read the cartoon as homework and write what they see similarly in another cartoon in line with the pictures of cartoon. Dönük and Kutlu [3] has already found out fruitful results by the use of cartoons in a receptive skill. In that sense, the results of the present study highlight the use of visuals for receptive skill (reading) rather than a productive skill (writing). 56 Mersin University (Turkey) ozgekutlu33@gmail.com. 45 he Future of Education, 5th edition EDUCATION AND PEOPLE WITH DISABILITIES 46 Abstract Autism: Considerations for the Future Education of Children with Autism in Mainstream Schools: Experiences from Research in Ireland Emer Ring57 Abstract he quality agenda remains at the heart of global education discourse [1]. Including children with special educational needs in mainstream education provision is one of the key tenets of advanced education systems internationally. In particular the inclusion of children with autism presents particular challenges for education systems globally. he future inclusion of children with autism in mainstream education is dependant on the ability of schools to provide quality education for both children with autism and children who do not have autism in the same classroom [2]. In this paper, a theoretical framework for autism is linked to implications for school systems and teachers’ practice in the classroom in providing quality education experiences for children with autism and their peers who do not have autism. his paper is based on research conducted by the author in ten schools in Ireland with forty-two children with autism, aged from three years and nine months to sixteen years and eight months with a range of additional needs ranging from mild to severe to profound general learning disabilities, language delay and challenging behaviour. Data from twenty individual semi-structured interviews with school principals and teachers of children with autism, ten focus-group interviews with other teachers in the schools, photographic classroom data and video-data comprising periods of classroom observation of twenty-six to ity-four minutes were collected. Individual children’s on-task behaviour was determined from the video data through a two-minute time-sampling process. Analysis of the data suggests that children’s on-task behaviour is optimised when the following factors are a feature of practice: the physical layout, organisation and environmental stimuli of the classroom are addressed; teaching approaches and strategies consider the visual learning style of children with autism; a range of teaching approaches and strategies is used; the sensory and perceptual diferences of children with autism are accommodated and classroom assistant support is efectively managed. 57 Mary Immaculate College, University of Limerick (Ireland) emer.ring@mic.ul.ie. 47 he Future of Education, 5th edition Constructing a Ludic and Acoustic Environment for the Deaf; the Technology as a Tool in Music Education of the Deaf Argyro Papathanasiou58, Manthos Santorineos59, Stavroula Zoi60 Abstract Can music become perceivable to an extent that it can constitute a learning process, when the sense of hearing is absent? In which ways is the music education of the deaf carried out? Can technology be a contributor to the music education of the deaf? In which ways is the music education of the deaf carried out and can technology be a contributor? hese questions led to the development of the system:”Immersense; step into the world of sound” which consists of an experimental tool under development for the music education of the deaf, through gaming technologies. he research for the construction of the system is based on three main axes. he irst one focuses on the utilization of the ways through which the sound can be perceived when the sense of hearing is absent. he second axis explores the emergence of the importance of music education for the deaf while the last one investigates the ways through which this research can be imprinted in a digital environment. he ultimate goal for this system is to become a comprehensive educational tool and also to integrate digital technology, and particularly low-cost virtual reality systems in the process of music education of the deaf. An additional aim is to ofer a novel form of contact with sound through a ludic and interactive environment. An important feature of this efort is the use of technological means as a lexible and an afordable solution, which can easily be used by music institutions, schools, cultural places or even at home. he interactivity in such an application will result into two more beneits. Due to the active participation of the user, the experience itself becomes more efective and interesting. Additionally the system of interaction is able to produce valuable data that with appropriate statistical and mathematical analysis can result to further development of the system itself. 58 Athens School of Fine Arts (Greece) argpap.net@gmail.com. 59 University Paris 8 (France) msantori@otenet.gr. 60 University Paris 8 (France) voula.zoi@gmail.com. 48 Abstract Construction of an Inclusive Learning Environment: towards a New Ecological Class Bagnariol Silvio61 Abstract he Italian school inclusion and integration process still involve considerable troubles and dificulties: “integration is not at issue, yet it is oten unsatisfactory” [1]. Junior high school and high school students with intellectual disability tend to take litle part in the learning process or, even worse, to remain in a situation of separation most of the time [2]. his two-group experimental study focused on six classes from a vocational high school. he assumption was that a learning environment expressly designed [3] to encourage “analogical” tools, processes and languages can efectively help all students – not only students with intellectual disability – to learn and to relate beter. he “ecological” approach [4], started from a rearrangement of the traditional classroom, which was divided into diferent “learning environments”, speciically designed for static, movement, materials and new technologies. he “seting” of student tables and of the teacher’s desk – which is no longer an “active mediator” in high school [5]- was rearranged in order to allow all students to play an active part in the learning experience. hroughout a few weeks, the new learning environment based on the “capability approach” made it possible to set [6] the speciic analogical languages of that student with intellectual disability – such as images, pictures, charts, cards, drawings, videos, concept maps – allowing the whole class to experience a laboratory learning training. Cognitive tests proved that the experimental classes managed to develop beter learning processes in speciic cognitive domains. Furthermore sociometric test results, which were recorded in a few socio-grams, showed an increase in popularity and involvement of the students with intellectual disability. 61 Cà FoscariUniversity (Italy) silviobagnariol@hotmail.com. 49 he Future of Education, 5th edition Understanding special educational provision in the Republic of Ireland: Implications for support and teaching strategies Michael Shevlin62, Richard Rose63 Abstract his research describes a longitudinal study of special and inclusive education in Ireland. Data were collected from a national survey and ield visits to primary, post-primary and special schools across the country. Illustrative case studies were developed in order to provide a picture of the inluences of policy and provision on the experiences and outcomes for pupils with a diverse range of needs and abilities. his paper focuses, in particular, on quality of supports available in school and teacher conidence in responding to the learning needs of children and young people with special educational needs. he research suggests that there is a commitment to supporting the development of inclusive education provision in schools. Examples were seen of innovative teaching and the development of support systems that enable pupils to access both academic and social learning. Teacher conidence in addressing a range of SEN is variable and expertise in this area oten resides with specialist teachers rather than across a whole teaching staf. he implications of this research for developing appropriate supports and pedagogical strategies will be discussed. 62 Trinity College Dublin mshevlin@tcd.ie. 63 University of Northampton richard.rose@northampton.ac.uk. 50 Abstract INNOVATIVE TEACHING AND LEARNING METHODOLOGIES 51 he Future of Education, 5th edition “Avanguardie Educative”: A Cultural Movement for the Educational and Organizational Transformation of the Italian School Chiara Laici64, Elena Mosa65, Lorenza Orlandini66, Silvia Panzavolta67 Abstract his paper describes “Avanguardie educative” (htp://avanguardieeducative.indire.it), a Movement of innovative schools being researched by INDIRE with the aim of studying how teaching and organizational changes may be implemented within a school and mainstreamed to other schools. he main ideas of the Movement are described in its “Manifesto” writen by INDIRE with the contribution of the 22 school head teachers who are the co-promoters of the Movement. he Manifesto is built around seven pillars that, together, provide the vision for a new school model that is more aligned with the challenges of an ever-changing and -demanding knowledge society: transforming the lecture-based model of schooling (where the teacher speaks and students listen); exploiting ICT’s potential to promote new ways of teaching, learning and assessment; rethinking the learning environment; rearranging the school time; aligning the school culture to the challenges of the knowledge society; investing in networking and fostering relationships (i.e. school-community and school-work relationships); making innovation transferable and sustainable. Based on this vision, the Manifesto showcases some innovative practices that challenge traditional views of learning space and time, and teaching and learning processes themselves. Among these practices some trends can be discerned. he traditional lesson scheme was abandoned and students became protagonists of their own learning, fostering their creativity and critical thinking. Furthermore, these practices engendered a rethink of the learning environment, together with its furniture and internal learning layout, since more lexible and interactive activities occur. Another trend observed was a change of the schedule of the lesson, together with the need for closer collaboration with the school itself and with the socio-cultural context. At present, the Avanguardie educative Movement involves 22 advanced schools and 127 practitioners, and it is open to more schools that want both to test/adapt one or more innovation practices and to propose new ones. he common objective is to transform the current model of schooling that is no longer adequate for a new generation of students and for our knowledge society. Schools that choose to test one or more innovative practices will be involved in a blended learning course, using online platforms and face-to-face meetings, and will be provided with coaching assistance by the 22 existing advanced schools and INDIRE. 64 INDIRE: National Institute for Documentation, Innovation and Educational Research (Italy) c.laici@indire.it. 65 INDIRE: National Institute for Documentation, Innovation and Educational Research (Italy) e.mosa@indire.it. 66 INDIRE: National Institute for Documentation, Innovation and Educational Research (Italy) l.orlandini@indire.it. 67 INDIRE: National Institute for Documentation, Innovation and Educational Research (Italy) s.panzavolta@indire.it. 52 Abstract A Qualitative Study that the Effect of Scamper Technique on Concept Learning Is Analyzed: Ege University Example Banu Çiçek Seyhan68, Habibe Bay69 Abstract Education regarded as the process that an individual engenders any terminal changes in his/her behaviours by his/her experiences and purposively comprises about a span of 16 years in an individual’s life including undergraduate study in Turkey. It is seen that learning some terms and concepts aren’t still able to be provided in either theory or application although education and training that individual receives during this period, and the undergraduate study in the ield that individual aims at end. he main reason of this is that as a result of the traditional teaching method the terms and themes that the individual learns are learnt theoretically but can`t be used in practice or the inability to individualize the required codes to transmit knowledge from short term memory to long term one and to not use actively. In this studymeasuring SCAMPER [Oriented Brain Storming] technic`s efect which is thought to be helpful on the individualization othe knowledge with abstract, complex or foreign terms partsater cognitive process and making them permanent have been aimed. In accordance with this purpose the population of the study is composed of Ege University and the sample is othe 4. Class students of Department of Midwifery in İzmir Atatürk Vocational Health School. he sample group who is on the verge of inalizing their bachelor degree has been asked what the term they had diiculty in learning during their bachelor education and the frequency and percentage distribution with SCAMPER technic has been evaluated. han this term is identiied by analysis as DIC. he sample has been determined randomly by having been separated into test and control group and groups were asked what they remember about DIC and their readiness were determined accordingly. Before the application began DIC phases were explained to both groups besides test group was given information about SCAMPER technic. Ater the application control and test group have been asked what they have learnt and test group has been also asked to do the application on how they can pass through cognitive process with SCAMPER technic. he data obtained has been subjected to content analysis with qualitative analysis method. As a result of the analysis of data; among the students of control group level of knowledge on DIC with traditional teaching method has been observed to increase while among the students of test group it has been observed that students learn the most diicult term beter with SCAMPER technic which helps knowledge to be individualized and passed through the cognitive process and at that process by organizing the necessary regulations [uniication, adaptation, alteration, using with diferent purpose, annihilating and rearranging] and leting them to learn the most diicult term beter. 68 Giresun University Faculty of Educatıon, Ege University Institue of Health Science (Turkey) banu.cicek@giresun.edu.tr. 69 Giresun University Faculty of Educatıon, Ege University Institue of Health Science (Turkey) habibe.bay@ege.edu.tr. 53 he Future of Education, 5th edition Analysis of Computer Literacy Education in Terms of Self-Directed Learning Buket Taşkın70, Hakan Tüzün71 Abstract Within this study, self-learning processes of children who have never used a computer before were observed by leaving them alone with a computer. Aterwards, brief information was given to participants based on their level and questions were asked to arouse their curiosity. In this research where participants were let with a computer both individually and as a group, self and collaborative learning processes were organized. his study was conducted as an ethnographic action research in Diyarbakir which is a region with a mixed ethnic and cultural structure in Turkey. Within the scope of the research; observing computer and technology training process with a new perspective, accessing to detailed and authentic data on the learning process, measuring the efectiveness of self-learning and examining the impact of the peer education and cooperative learning on self-learning process were primary goals to be achieved. he work group consisted of 16 children and their ages ranged between 6 and 10. During the research process, ield notes were taken, observations were made, thinking aloud notes, video and audio recordings were taken. At the end of the research, interviews were conducted with students, asking for what they have done and learned and their experiences in the process were asked. Children gave diferent names to the procedures and computer parts among themselves. At the end of the time they spent on computer, almost all of them improved themselves in using mouse and keyboard, learned the distinction between click and double clicks and closed the window they wanted. Within a few days on their own they learned tasks such as starting a game and playing, browsing the internet, opening and closing MS Oice documents, writing via MS Word, and drawing through Paint. During the research it has been observed that boys were more willing to play games and make drawings using the Paint program while girls were more eager to search on the Internet and write texts using MS Word. Starting education process with young age groups in such a way is so crucial in that students will be able to internalize the value of the education provided by the teachers at the beginning stages of learning process. It has been thought that leaving students alone with educational materials or assignments at the beginning is not only efective in technology education but also in all educational processes and this fact needs further research to yield more results. 70 Hacetepe University (Turkey) buketaskin@hacetepe.edu.tr. 71 Hacetepe University (Turkey) htuzun@hacetepe.edu.tr. 54 Abstract Applying New Methodologies and ICTs for Effective Lecturing in Higher Education Maria Morant72, Jaume Monfort73, M. Salomé Moreno74, Roberto Llorente75 Abstract he advances in new technologies have contributed to the design of novel practical-oriented learning methodologies included in current European Space of Higher Education (ESHE) studies. In this paper, we overview new learning methodologies implemented at the Universitat Politècnica de València (UPV), Spain, in diferent Bachelor and Master Degrees of Telecommunication, Building and Civil Engineering. Cross-disciplinary learning techniques are proposed to create cooperative learning groups comprising students from diferent disciplines with a common background. he results obtained at the UPV point out that both Master and Bachelor level students enhanced their learning process when working in cooperative groups. It was also observed that students’ motivation increases if the students take part in the design of the lecture contents. A new methodology tested at UPV involved Master Engineering students in the preparation of a laboratory session which improved the learning outcomes. We found also important to evaluate the efectiveness of feedback and feedforward to provide useful information about the students’ learning progress. It was observed that the students’ motivation increases when combining traditional learning with new information and communication technologies (ICTs). In this paper we also investigate options for more efective lecture by integrating students’ mobile devices (e.g. smartphones or tablets), new ICT tools like wearable devices (e.g. smartwatches or Google Glass) and social networking platforms (e.g. Facebook) in the learning process. 72 Universitat Politècnica de València (Spain) mmorant@ntc.upv.es. 73 Universitat Politècnica de València (Spain) jaumemonfort@csa.upv.es. 74 Universitat Politècnica de València (Spain) smoreno@upvnet.upv.es. 75 Universitat Politècnica de València (Spain) rllorent@dcom.upv.es. 55 he Future of Education, 5th edition Working with Adult Learners and Using Transformational Learning Carmine Gibaldi76 Abstract Transformational Learning came from the work of Jack Mezirow (1981, 1994, & 1997). Transformational Learning is deined as learning that induces more far-reaching change in the learner than other kinds of learning, especially learning experiences which shape the learner and produce a signiicant impact, or paradigm shit, which has an impact on the learners future experiences (Clark, 1993). Many authors since Mezirow have published numerous papers on various aspects of transformational learning, and they have collectively identiied factors that produce transformational learning in adult students/learners. Characteristics of the instructor, student, course content, learning environment, and instructional activities as they inluence transformational learning have been discussed and examined and are known to be important. Key is atempting to address the following two questions; what factors contribute to transformational learning? And, what challenges arise for the instructor who teaches in transformational learning environments? Two authors in the ield Baumgartner (2001) and Taylor (1998) present an overview of the theories, various contributions of “signiicant” authors, and some unresolved issues in transformational learning. Once again, the earliest of writers regarding transformational learning (Mezirow, 1981) developed the concepts of “meaning perspectives” (one’s overall world view), and “meaning schemes” (smaller components which contain speciic knowledge, values, and beliefs about one’s experiences). A great number of meaning schemes work together to generate one’s meaning perspective, and are passively acquired early in life through our youth, and are the target of the transformation that occurs through experience during adulthood. hey operate as perceptual ilters that determine how an individual will organize and interpret the meaning of his/her life’s experiences. Meaning perspectives naturally change and evolve in response to life experiences, especially those which induce powerful emotional responses in the individual. Mezirow (1997) also states that we do not make transformative changes in the way we learn as long as the new material its comfortably in our existing frames of reference. Mezirow has identiied three common themes that characterize his theory of the mechanism of transformational learning in the classroom. hese are experience, critical relection, and rational discourse. he student’s life experiences provide a starting point for transformational learning (Mezirow, 1991). Mezirow considered critical relection to be the distinguishing characteristic of adult learning, and saw it as the vehicle by which one questions the validity of his world-view. He identiied rational discourse as a catalyst for transformation, as it induced the various participants to explore the depth and meaning of their various world-views, and articulate those ideas to their instructor and classmates. As those of us that studied under Jack (Mezirow) know he emphasizes that transformative learning is rooted in the way human beings communicate, and does not link it exclusively with signiicant life events of the learner. hrough this combining of relection and discourse, the 76 Harvard & St. John’s University (United States) cgibaldi@fas.harvard.edu. 56 Abstract student was/is able to make shits in his/her world view which produced a more inclusive worldview. Mezirow felt that one of the beneits of transformational learning was the development of greater autonomy as a person, which is a deining condition of adulthood (Mezirow, 1997). Boyd (1998) difered from Mezirow in two major ways. First, he believed the emotional component, not the rational component of the transformational experience was the major catalyst for change. Second, he believed the desired outcome of transformation was not autonomy, but a greater interdependent and compassionate relationship with other people. Some, including Dirkx (1997) have expanded transformational learning into the realm of spiritual questions such as exploration of self and one’s life purpose, core questions in human seeking. 57 he Future of Education, 5th edition Blended Learning in Building Engineering Education Lars-Åke Mikaelsson77, Mats Barthelson78, Fredrik Hermansson79, Jonas Jonasson80, Soia Widmark81, Nils Nilsson82, Åsa Lindgren83 Abstract he building engineering education at Mid Sweden University has been commited to be a pilot case for blended learning [2] [3] [4]. All courses in the building engineering program are from the autumn 2012 adapted to a blended learning concept. hat means that all courses are available in an integrated mix of ordinary campus and online distance education in real time. he basic online tools are a course platform (Moodle) together with a communication tool (Adobe connect) [4] [5]. It is up to the student to decide how he or she will use the online distance tools and the campus education and form a mixture between these forms. Blended learning is a way of taking in account diferent needs concerning student study situation. Adult students, bound with house and families, oten prefer more distance education while younger students need more campus education [3]. Traditional lecturing [1] [3] is usually based on the concept “one size its all”. In blended learning the learning process is adapted to the needs of diferent student groups in one concept. Adapting traditional classroom courses for blended learning involves a range of diferent adjustments and actions. In blended learning the focus is shited from traditional lecturing towards creating high-quality learning activities for the students [3]. So far, the results of the project demonstrate that integration of campus-based courses with distance courses functions well [2]. he quality of the education has improved due to adjustment to diferent students’ conditions and demands. he atraction of the program has raised since many high qualiied motivated students who can´t move to the university campus, can do their studies from home and still participate in a campus classroom situation. Even the study situation of the campus students has improved since all online tools are available also for them. he pilot case referred here is the irst case of blended learning in a whole engineering education program. Since the building engineering education is integrated to other engineering programs the next step in the development is to involve the other engineering programs and courses in the process. 77 Staf board of Building Engineering, Mid Sweden University (Sweden) lars-ake.mikaelsson@miun.se. 78 Staf board of Building Engineering, Mid Sweden University (Sweden) mats.barthelson@miun.se. 79 Staf board of Building Engineering, Mid Sweden University (Sweden) redrik.hermansson@miun.se. 80 Staf board of Building Engineering, Mid Sweden University (Sweden) jonas.jonasson@miun.se. 81 Staf board of Building Engineering, Mid Sweden University (Sweden) soia.widmark@miun.se. 82 Staf board of Building Engineering, Mid Sweden University (Sweden) nils.nilsson@miun.se. 83 Staf board of Building Engineering, Mid Sweden University (Sweden) asa.lindgren@miun.se. 58 Abstract DigiMathArt – Connecting Math and Art through Programming. A Method of Creating New Neural Networks Roxana Drăgănoiu84, Adriana Brăescu85 Abstract Learning should be a natural, pure and joyful experience – even in schools, if we take into account that the old English scōl, scolu, came via Latin from the Greek skholē, which means leisure, philosophy, lecture place (according to the Oxford Dictionaries). Many people think that Math, or Programming, or Art are tough jobs, that require special talent or dedication. hey are taught, in schools or otherwise, that they use only some speciic types of intelligences, and the others are simply switched of – which is not true, as neurosciences try to prove for some time, since neuroimaging took its turn in the investigation methods of the brain function. Here comes the DigiMathArt, an experience that involves many regions of the brain – both from right and let hemispheres – a method that captivates and engages in further approach by its unique concept – using Math to create Art forms through Programming. Kids are thrilled to create, and crave to learn more in order to generate new forms and colours – fractals are the most complex. Most of the pupils involved are girls, who discover the world of programming through art. he development of special neural networks and the general brain development are studied by comparison to the classic learning style of the same math concepts. 84 Association Re-Design (Romania) roxanadraganoiu@yahoo.com. 85 Association Re-Design (Romania) braescuadriana@yahoo.com. 59 he Future of Education, 5th edition Digital Maturity: What Is and how to Build it Roberto Vardisio86, Patricia Chiappini87 Abstract New generations of citizens and workers have grown up alongside new technologies that they use to view their options, to communicate and decide. Because of this they implicitly expect and demand innovative learning models and languages. hese new training tools should not however be limited only to so-called ‘digital natives’: the development of new skills and new ways of solving problems concerns all generations of workers. he continual need for knowledge updates, rapid analysis and response, lexibility and receptiveness to change and the integration of systems and persons is of prime importance for all types of organizations. he approach, and mental and operative habits of those employed in highly digitalized environments cannot remain the same as they were for those employed in past workplaces: we must therefore develop what we call Digital Management Competencies (DMCs). In this contribution we will atempt to explain what is meant by DMCs by comparing them with similar concepts such as e-skills and e-leadership competencies that have been described in studies conducted by the European Community. We will focus on the importance of DMCs for current organizational models and for the future evolution of organizations. Developing this line of reasoning will lead us eventually to consider the broader concept of Work Maturity that currently needs to be reassessed in the light of the changes mentioned previously. In this way we will be able to explain a new type of maturity that we will call Digital Maturity. In this paper we describe some examples of the use of Serious Games in company training, to demonstrate how these innovative tools meet the formative needs of a society and work environments that are undergoing profound change. Playing games is not only useful for developing skills and knowledge; it is also closely connected with the building of personal identity and is ‘interwoven’ with the construction of group and company culture. he potential SGs have for making a contribution to development of this kind undoubtedly represents one of the most interesting paths to explore in the future. 86 Entropy Knowledge Network (Italy) roberto.vardisio@entropykn.net. 87 Entropy Knowledge Network (Italy) patricia.chiappini@entropykn.net. 60 Abstract Education in Architectural Conservation: New Models and Strategies Alessia Bianco88 Abstract Presence of women in technical professions had over the last three decades a remarkable development however its incidence, especially in terms of ability to access to decision-making roles, still remains low. If you look then the range of niche expertise, you can note that within several specialist qualiications, women are still given a role relating to creativity and education, but less to technical-operative or strategic decision-making professions. he profession of architect and engineer, as well as that one of the skilled technician, are a good example; not a litle part of woman architects prefers teaching, oten she is not manager-referent of professional or technical oice, if not in collaboration with men; inally her presence in highly specialized technical and operative roles, such as diagnostic investigations or infrastructural building sector is still today very poor and indeed. In fact on the total number of graduates in Architecture in Italy, women were 25.6% in 1992, 28.9% in 1999, 40.6% in 2010 they could become the absolute majority in 2027. National Council of Architects, 2011. In the university ield in the 2003/04 academic year, women placed in the role of Italian professor at the Faculty of Architecture are 17% (on a percentage of the graduates 40.6%), 6% in engineering (on a percentage of the graduates 24.7%), while are 42.4% in English Language and Literature Foreign or 39.0% in Psychology. And again: on eighteen of Public Research Institutes (which see women on average a total estimated at 38.4%), only one is in 2006 chaired by a woman. Ministry of Labour, 2006. In this sense, compared to no more than a decade ago, this process seems to sufer an involution, that could be more diicult to be recovered than its primordial conquest. It is therefore a both horizontal occupational segregation, because it puts women’s employment in a limited number of sectors and technical decision-making professions, and vertical, as it sees a particular concentration of women at the lower levels of hierarchy of technical roles, especially practical-operative ones; however, why are the restorer or interior decorator more widespread than woman-mason or woman- upholsterer? hese operative and artisan professions in the construction ield are very similar each others. It would appear a certain intellectualization of manual professions, when they are inlected in the feminine world; the feeling, to be beter investigated, is that the dense policy statement of formal and substantive equality in training and professionalization, also in terms of compensation, has produced new kinds of gender segregation, adapting these professions to supposed female atitudes, with an impoverishment of their technical and practical content. Nevertheless, there are some good experiences, not surprisingly irst of all in agriculture (social micro-housing, sustainable construction, restoration), where it was atempted a conversion of this trend through gender mainstreaming policies (in terms of integration and equity, not of facilitation) and capacity building (deined as participation in the building of human capital), proposing for instance micro-inancing and woman cooperative credit tools, aimed at entrepreneurship, but even more at women technical and operative training. 88 School of Engineering and Architecture-Istanbul Kemerburgaz University (Turkey) alessia.bianco@kemerburgaz.edu.tr. 61 he Future of Education, 5th edition Effects of Problem Based Learnıng on Prospectıve Scıence Teachers’ Problem Solvıng Skılls Erkan Özcan89, Ali Günay Balım90 Abstract It can be said that teachers have an important role as a guide in science and technology education. When it’s about training successful teachers, problem solving skill and positive thinking skill comes to foreground. Problem based learning, which is an efective approach on problem solving might have a positive efect on these skills. Within this scope this study’s aim is to research efects of problem based learning on prospective teachers’ problem solving skills. Experimental practice was made with science prospective teachers who were studying fourth grade in Dokuz Eylul University Buca Faculty of Education. his study is conducted with pre test post test quasi experimental research design. Courses of experiment group continued with problem based learning while courses of control group continued with general biology laboratory instruction program. Problem Solving Skills Scale applied on prospective teachers in experiment and control groups. In addition, semi structured interviews applied on prospective teachers in experiment group ater experimental practice. Analysis of obtained data made with SPSS program. Ater data analysis, it is determined that a signiicant diference found in problem solving skill perceptions between experiment and control group in favor of experiment group. 89 Dokuz Eylül University, Buca Faculty of Education (Turkey) erkan.ozcan@deu.edu.tr. 90 Dokuz Eylül University, Buca Faculty of Education (Turkey) agunay.balim@deu.edu.tr. 62 Abstract English Language Learning through Music and Song Lyrics – The Performance of a Lifetime Diane Boothe91, Jef West92 Abstract he number of English language speakers and demand for English language Learning (ELL) is growing at an exponential rate. Ongoing learning that is student centered and engaging promotes success and gives students the competitive edge as they develop and retain ELL skills and content. Music lyrics and song not only provide tools to strengthen and reinforce vocabulary, comprehension, and writing, but increase learning and grammatical variations with auditory skills and rhythmic paterns that stimulate brain activity and encourage imagination. Learning with music and song is supported by integrating complex interactive roles creating a positive environment with high levels of student achievement. Action research supports a connection between language and song, as well as actively engaging learners in stimulating activities and discovery. his presentation/publication outlines strategies for using songs, song parody and lyrics to introduce and strengthen ELL in the context of musical paterns, melodies, rhymes and creative vocabulary. Once students engage in ELL through music lyrics, the next step is to customize learning by composing their own lyrics and, for the capable and creative, set their lyrics to original self-composed melodies. he innovative aspects and insights of this strategy for ELL will be presented in a lexible, collaborative step-by-step method that supports this pedagogy delivery system. Cultural enrichment as well as an increased command of the English language is an asset accompanying seamless language learning in this transformational model that compliments traditional English acquisition methods. Information communications technology (ICT) can be incorporated to enhance and strengthen learning while sparking inspiration and creativity. Highlighting this presentation/publication are original song lyrics and melodies that will be demonstrated featuring singer, musician and song writer, Jef West. 91 Boise State University (United States) dianeboothe@boisestate.edu. 92 Singer and Songwriter (United States). 63 he Future of Education, 5th edition Improving the Coherence in the Psychology Curriculum a Pilot Study Leoniek Wijngaards-de Meij93, Joris Veenhoven94 Abstract To teach students a solid and coherent knowledge of how to do research in Psychology, and of how to review research in the ield of Psychology, an easily accessible overview of the research skills that are taught and used in the diferent courses of the Psychology Bachelor is important. To improve the accessibility of the content of the research skills curriculum a web tool was designed that allows both students and teachers to see where they learned and used diferent research skills. Students are oten directed at the content of a Psychology course and on passing the exam of the course. With the newly designed web tool students can be stimulated to place the new knowledge (from a certain course) in their existing knowledge, the research skills they have already learned in previous courses. Over and above, the use of the web tool allows teachers to improve the alignment of the curriculum. With the same web tool lecturers and teachers can easily oversee the curriculum of the Psychology Bachelor and by doing that, they can improve the alignment of the courses. During a meeting (once a year) the alignment of the curriculum is discussed. Furthermore, in the Psychology courses that are not aimed at Methodology & Statistics lecturers can refer more easily to previously taught knowledge on research skills. In the bachelor of Clinical and Health Psychology of Utrecht University a pilot study is being done where both students and teachers are involved in creating the content of the web tool, and in using the information in their courses. At the end of their Bachelor Psychology students are doing their own Psychological study (or involved in a larger research project). By using the web tool they have an easy access to the research skills they have learned during the irst two years of their bachelor. From the beginning of the bachelor they are stimulated to relect on the accumulation of their knowledge on doing en reviewing research within the Psychological Field. A grant is awarded to expand the use of the web tool to other bachelor studies, such as veterinary medicine and theater, ilm and television studies. 93 Utrecht University (Netherlands) l.wijngaards@uu.nl. 94 Utrecht University (Netherlands) j.veenhoven@uu.nl. 64 Abstract Living with the Lab: Application-focused Education for Engineering and the Physical Sciences David E. Hall95 Abstract Living with the Lab is an educational approach that boosts experiential learning through student ownership of inexpensive laboratory equipment. First-year engineering students at Louisiana Tech University purchase a robotics kit along with a collection of tools, sotware and supplies to provide a platform for laboratory and design projects. Student ownership of laboratory equipment expands the scope and complexity of projects that can be undertaken with large groups and provides a mechanism for building the knowledge, skills and spirit that lead to innovation. Our irst-year experience includes three courses taught in a year-long sequence. hese courses are taken by all engineering majors, involving over 600 students and 12 faculty members each year. he courses include engineering and science fundamentals, projects, technical enabling skills, non-technical skills, and broadening activities. he irst-year experience culminates in the openended design of a smart product conceived and prototyped by student teams and presented to panels of judges at the Design Expo. he availability and ease of use of student-owned learning platforms provides important alternatives to virtual learning approaches. Students enjoy leaning by doing. his paper describes how our student-owned approach has produced a large and sustainable boost in hands-on learning with minimal increases in faculty workload. Other opportunities to use technology to boost hands-on learning are discussed. 95 Louisiana Tech University (United States) dhall@latech.edu. 65 he Future of Education, 5th edition Management Skills Development through Experiential Knowledge Creation Networks in Higher Business Education: A Case Study Stefan Leuenberger96 Abstract Traditional business teaching lacks relevance for professional practice and therefor practitioners’ engagement in its formal learning and assessment processes should be proposed. However, business accreditation standards widely rule out their involvement and, as a consequence, professionals’ engagement in higher education has only been researched marginally. Experiential knowledge creation networks, business educator-practitioner networks, as the synthesis of connectivist and experiential forms of knowledge development, might be supportive in order to improve business education’s practical relevance: they engage practitioners in collaborative learning communities and are integrated into higher education’s formal business learning, teaching and assessment processes. he paper illustrates preliminary results of a case study, conducted at a Swiss Business School. he research examines, how professionals in experiential knowledge creation networks efectively promote business students’ practical management skills development and shall guide business educators how to practically institutionalize them in order to improve practical relevance and congruence of business school programmes. 96 HSO Business School Switzerland (Switzerland) stefan.leuenberger@hso.ch 66 Abstract Proposal of QR Codes Implementation in Teaching Methodology Gerard Casanova Pastor97, María Dolores Sánchez-Adsuar98, José Miguel Molina-Jordá99 Abstract he integration of the Information and Communications Technologies (ICT) in the classrooms contributes to improve the understanding of both, the concepts related to a speciic subject and their teaching resources themselves, ampliies the possible teaching strategies and facilitates the preparation of the teaching materials. Moreover, with the almost unlimited source of teaching materials that internet brings, it is possible to tailor the diferent materials used to the students diferent learning needs, and even to make them accessible to students with learning diiculties associated to physical, sensory or intellectual limitations, this is, with Special Educational Needs (SEN). Working on these principles, in this contribution the use of QR codes in teaching methodology to help SEN students is presented. he methodology implantation for this educational supporting tool should be adapted to the context, student characteristics and pedagogical principles to guarantee a signiicant learning. 97 Faculty of Education, University of Alicante (Spain) gerardcasanova75@gmail.com. 98 Department of Inorganic Chemistry, University of Alicante (Spain) dori@ua.es. 99 Department of Inorganic Chemistry, University of Alicante (Spain) jmmj@ua.es. 67 he Future of Education, 5th edition School Structures and Space as an MMORPG Platform and the Question of Violence Eleni Timplalexi100, Manthos Santorineos101 Abstract Edutainment games, serious games, COTs games and games designed by educators enter the classroom and get integrated in the school curriculum. he latest trend of gamiication, which introduces digital ludic elements in formal education, seems to take for granted that school itself lacks any ludic dimension. We examine the possibility of school being seen as a ludic phenomenon, and more precisely as a role playing game platform. Role playing can be met in the school yard, in the class and as a method for teaching and learning. What are the implications that emerge if school is approached as a role playing game? What are the similarities and the diferences that may be highlighted by a comparison between the physical school space and MMORPGs space? What discourse is developed and what conclusions are possible? In the paper, we will be addressing school as a (digital) role playing game, an MMORPG speciically. he theme of violence and its forms will be examined and juxtaposed in school and MMORPGs, in order to raise interest for a discussion about potential efective games that will help students and teachers deal with and prevent school violence, which will occupy the new hybrid space emerging between the real and the virtual. he study seeks to retrace, through comparison and analysis, the ethical dimension of the ludic limits of games and to deine a more pragmatic approach to gaming and life reality. 100 heatre Studies Dept. University of Athens (Greece) elentimple@theatre.uoa.gr. 101 European Master “Art, Virtual Reality and Multiuser Systems of Artistic Expression”: Athens School of Fine Arts & University Paris 8 (Greece) msantori@otenet.gr. 68 Abstract Taking the Classroom to the Field Hoong-Chor Chin102, Soon-Hoe Chew103 Abstract Civil Engineering students are trained to deal with a wide range of engineering work through solving well-structured textbook-type problems. However, in practice civil engineering problems are more complicated than what are typically presented in textbooks and tutorial problems. To overcome this limitation, we design a third-year module that requires students to apply their broad engineering capabilities to tackle a real-life project involving a ield trip and for the purpose of developing an infrastructure master plan for the village. he module is conducted in 3 phases over a 2-semester period: (1) a pre-trip phase, for students to receive instructions on infrastructure planning and to identify the ield problem remotely, (2) a 2-week ield-trip, for students to engage the villagers and township oicials and to conduct ground surveys to scope the problem and (3) a follow-up phase, for students to acquire advance technical knowledge to inalize their proposed infrastructure master plan. his module has 3 distinctive features: out-of-classroom learning, out-of-comfort-zone experience and out-of-box thinking. he out-of-classroom learning takes the students into the ield where the real-life problem needs to be correctly identiied and solution amiably derived through stakeholder engagement. he out-of-comfort zone experience is accomplished by adopting a ield project in a small rural mountain village in China, away from the convenience of highly-urbanized Singapore. he out-of-box thinking requires students to draw on their understanding in various engineering and non-engineering disciplines to generate a feasible integrated infrastructure master plan for the village, while taking into consideration various constraints and conditions which are less familiar to the students. he adopted teaching method proves to yield several important beneits as borne out in an evaluation survey. he complexity of the problem warrants the students to work as a team, particularly because they need to cross check their understanding of local issues. he opportunity to address real-life societal needs also helps to incentivise the students for life-long learning. he students ind immense gratiication, not just in producing a useful master plan for the villagers but also in winning the hearts of the villagers. 102 National University of Singapore (Singapore) ceechc@nus.edu.sg. 103 National University of Singapore (Singapore) ceecsh@nus.edu.sg. 69 he Future of Education, 5th edition Teachers’ Professional Development through Teaching-Learning-Evaluation Portfolio Processes Michal Nachshon104, Amira Rom105 Abstract he educational system in general and teachers speciically, have been undergoing many changes over the years. he system is dynamic and unstable, sufering from phenomena such as teacher turnover, the need to absorb new teachers, overburdened teachers juggling with many classes each year, etc. In order to develop signiicant teaching, the educational system must ofer more effective professional development methods than those existing today-ones that can upgrade teaching methods and improve learners’ achievements. he purposes of the research were: 1. to clarify and represent the contribution of the pedagogic processes to teachers’ professional development, and 2. to examine and characterize which trends are relected through science teachers’ pedagogical and teaching processes over four years. A four-year longitudinal study examined Science for All teachers’ work quality, as expressed in their students portfolios. he Science for All program is appointed to high-school students who are not majoring in sciences studies. he results describe the teachers’ teaching and pedagogical processes. Most indices show that the teachers’ teaching and pedagogical processes were improved. he parameters that evaluated in teaching processes were: integration of scientiic ideas in assignments and expression of individual thinking by students. he parameters that evaluated in pedagogical processes were teacher-student dialogue, evaluation characteristics and assignment diversity. Alongside these indings there are qualitative indings. Teachers developed unique initiatives that relected through the pedagogy and didactics they implemented in the teaching-learning-evaluation processes. On the basis of this experience, a model was developed, representing the ranked professional development of the science teachers based on integrating the portfolio in the ongoing learning process. 104 Oranim, College of Education (Israel) michaln@tx.technion.ac.il. 105 he Open University of Israel (Israel) amiraro@openu.ac.il. 70 Abstract Teachers’ Background and Attitudes towards CLIL in Secondary Education106 Francisco Guillamón Cuesta107, María Luisa Renau Renau108 Abstract he ability to express and communicate appropriately in English has become an imperative requirement in society, which is typiied by internationality and mobility across countries. Within this context, Content and Language Integrated Learning (CLIL) emerges in European education as an efective method to enhance and reinforce students’ competence in English and skills while covering traditional content areas. his paper presents a research study into CLIL in secondary education in Spain, speciically in the Alcalatén region, which is located in Castellón in the Valencian Community. For the evaluation of this, the irst aim of the research work comprises determining whether or not any of the content subjects in the four secondary schools of the area are being delivered using English as the vehicular language. Secondly, the study also seeks to identify which are the atitudes and background of both English and content teachers of those centres in relation to CLIL. In order to do so, two types of CLIL questionnaires were distributed among the English and content teachers. Results reveal that CLIL has not been introduced in any of the four schools, even though two of them have applied it to some modules of nursery and primary education. Besides, results also indicate that both English and content teachers show a positive atitude towards the efects that CLIL could have on students, and predisposition to cooperate in its implementation. However, only a small amount of them are willing to adopt CLIL. 106 he research conducted in this article is part of the Education and Innovation ressearch project: Proyecto de Innovación Educativa Universitat Jaume I 2779/13 Parámetros de aproximación a la evaluación de las destrezas orales en lengua inglesa: tipología, diseño de test y criterios de validación. 107 Universitat Jaume I (Spain) al187807@uji.es. 108 Universitat Jaume I (Spain) renau@uji.es. 71 he Future of Education, 5th edition Goerudio project the use of associativeimages (models) to form conception in Natural Sciences Aiva Gaidule109, Uldis Heidingers110 Nowadays information is an umlimited resource which should be used in right way.unlimited here are countless deinitions,interpretations of physical ,biological ,chemical and mathematical processes ,formu;as with deinite notations ang units.Accesible ,and what`s the main,the amount of information which should be acquired by students is enormous. It makes it diicult for many students while stydying.Part of students study mechanically trying to stuf their heads with a huge amount of information.But knowledge thus aacquired has no long-lasting value.As the informatiom got soon escapes memory and very oten it is diicult to use it in some deinite situations,for example,when solving problems,tasks in physics,chemistry or mathematics. A lot of teachers are looking for solution in the above mentioned problems in their routine work trying to select such methodical ways which stimulate students` understanding and integrating it on the basis of earlier acquired knowledge.Only being able to understand just acquired information a pupil will really successfully use it in the next educational theme. A team of teachers of Riga English Grammar schoolhas found a possible solution,cooperating with the Latvian Education Found in 2011.In fact ,it is alternative aproach towards the process of teaching nature science and mathematics.At the basis of this aproach lies an equilization of complicated exact system to some process or phenomenon observed in eveyday life. Such a teaching method has been used in Riga English Grammar school in everyday teaching process of chemistry ,physics ,biology and mathematics for three years.It has constantly been improved with assistance of the project “ Goerudio project” which is Lfe -Long programme by European Commision where Riga English Grammar school acts as an associate partner. One of the aims of the project is a formation of innovative teaching methods meant for exact subjects.Teaching methods meant for students have been worked out.Besides,methodical recomendations based on observations and resolutions while teaching have been worked out for teachers to use them in class. A special website www.goerudio.com has been created where all the modeles created by students are collected. Just mentioned aproach has been also described in scientiic publication “ Method and Tool to Achieve Necessary Level of Comprehension”(US-China Educational Review-vol2. number 8,2012).he usage of it has been reported in the international scientiic conference.’’he Future of education’’(2012.Florence ,Italy) To acquire full and objective information about the increase of level of comprehension in natural sciences and mathematics forming modules of concepts,processes and phenomena in future we plan to inish the research and to process static data.he analyses of these data would provide an information about the improvements needed for the methidical aproach which could be widely used. 109 Riga English Grammar School (Latvia). 110 Riga English Grammar School (Latvia). 72 Abstract Towards OER-based Personalised Learning Sets for Entrepreneurial Education Cristina Stefanelli111, Raniero Chelli112, Martina Zipoli113 Abstract Linkage with Open Educational Resources and the entrepreneurial sector is in an early stage of investigation. StartUP is an action-research project aimed at illing the blank spot for where no open and lexible entrepreneurial training opportunities are in place for reaching the lifelong learner. he project aims at developing an innovative pedagogy and assessment approach, based on Open Educational Resources (OER), to support the diverse individual learning pathways and to beter assess all types of learning outcomes and future learning needs related to entrepreneurship competences (entrepreneurial mind-set and sense of initiative), a key competence for the lifelong learner. he project challenges the matching process between available OER and individual training needs, with the aim to promote the use and re-use of OER in a pedagogically-rich context, increasing the number of OER users and foster the efectiveness of OER for entrepreneurial educational purposes. StartUP is to pilot entrepreneurship in a novel way, as prospective part of the curriculum for learners. It also includes the training of trainers to the use and adoption of OER. With innovative ICT tools and combined institutional approaches, StartUP takes up the development of entrepreneurial competence by increasing use of OER. he project addresses a wide target audience, composed by secondary school, higher education teachers and students, VET trainers and trainees, adult learners and professionals. he paper draws on the results of the StartUP project, a 32 months project co-funded with support by the Lifelong Learning programme of the European Commission. StartUP stands for “Intelligent training needs assessment and Open Educational Resources to foster entrepreneurship” and it was launched in January 2013. 111 Sophia R&I (Bulgary), (Italy) c.stefanelli@sophiari.eu. 112 Sophia R&I (Bulgary), (Italy) r.chelli@sophiari.eu. 113 Sophia R&I (Bulgary), (Italy) m.zipoli@sophiari.eu. 73 he Future of Education, 5th edition Wikis and Prezi at Work: Poetry Composition and Textual Analysis in a Classical Mythology Class Valerio Caldesi Valeri114 Abstract With the steady burgeoning of new technologies, teaching requires, beside expertise in the subject mater and in communicating it efectively, the ability and willingness to keep abreast of the latest developments in educational tools. his sort of challenge confronts instructors in any ield, including those among us who teach disciplines relating to the ancient world. Large classes, such as Classical Mythology at my institution, oten supplement the more traditional face-to-face class time with online components. he question then arises as to which technological devices work best for which types of uses. his paper explores how Wikis and Prezi can be successfully incorporated into a Classical Mythology class in order for the students to experience irst-hand the process of poetry composition and for the teacher to conduct lectures on textual analysis, respectively. As students of classical mythology are introduced to the epic poems of Iliad and Odyssey, a wiki format lends itself particularly well to digitally recreating the circumstances of oral poetry composition. In their oral form, ancient poems were the result of a tension between tradition and innovation. Ancient bards orally created their poems by relying on a set of ixed verses passed down by tradition that they would have redeployed, but also by composing their own innovative verses. In the class, students have the opportunity to somewhat relive online the ancient poet’s experience when they are requested to contribute their verses to a wiki entitled an “Unsung Greek Poem.” he wiki consists of the instructor’s irst verse and of the verses their classmates have added up to that point. In this way, much like the ancient poet, students build on what has already been writen (tradition) while also providing their own contributions (innovation). Both Iliad and Odyssey feature proems which encapsulate all the major themes that will be developed in the remainder of the poem and thus demand a close textual analysis as well as atention to the ways in which the proems respond to each other. Traditional PowerPoint slides prove to be a quite inadequate vehicle for this type of analysis mainly due to the space constraint they impose. he proems must be unnaturally split between diferent slides if one wishes to accommodate a running commentary in the same slide. Litle space is then necessarily let to include anything other than the bare text. On the contrary, Prezi ofers a virtually limitless canvas that can be populated with visually compelling and meaningful imagery, and also a countless number of frames illed with a modicum of text without ever feeling crowded. In short, the Prezi canvas provides an invaluable means for commenting and comparing texts. he proem’s text can easily be accommodated within a single frame at the center of the canvas encircled by satellite frames that house commentary and images. he teacher’s presentation and student comprehension beneit from such structure. 114 University of Kentucky (USA) vcaldesiv@uky.edu. 74 Abstract MEDIA EDUCATION 75 he Future of Education, 5th edition CINAGE - European Cinema for Active Ageing Altheo Valentini115 Abstract As a response to Europe’s demographic ageing and the consequently increasing of social stigma about older people, four European countries – Portugal, Slovenia, Italy and United Kingdom – came together to develop CINAGE – European Cinema for Active Ageing (Project No.: 538672-LLP-1-2013-1-PT-GRUNDTVIG-GMP), a project that ofers a new approach on learning for active ageing through ilm practices and shared cinematographic experiences. CINAGE ultimately aims at producing, testing and validating a package of ilm-oriented tools and learning strategies that will be the base for a cinema course for elders, culminating in the production of 12 short ilms by citizens of the speciied age group, by 2015. Alongside with fomenting critical thinking and self-relection methodologies, CINAGE’s innovative character is its andragogical dimension, since it will engage the elderly with ilmmaking practices to creatively explore their age experiences, and thus promote a change in mentalities towards achieving a more active ageing. he CINAGE project (www.cinageproject.eu) is a Grundtvig multilateral project, supported by the EU Lifelong Learning Programme. his publication relects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. All the information contained in this paper are the results of the combined eforts from the four CINAGE partners. 115 Associazione Centro Studi Cità di Foligno (Italy) altheovalentini@egina.eu. 76 Abstract New Perspectives on Teaching Film Education Lena Eckert116, Silke Martin117 Abstract In our presentation we want to introduce the audience to new perspectives on teaching ilm education, which we developed in the framework of a Master module on ilm education held at Bauhaus-University in the summer of 2013. In this module, the central question was: how can ilm be taught and how can the teaching of ilm be taught to teachers and students. Film education presents a relatively new ield in Germany. In order to develop our own conceptualisation of ilm education we draw upon our experiences from the Master module yet also upon the longstanding ilm education traditions from France (Bergala, Bourgeois), and from (Aidelman and Colell) and connect those with the works of German ilm educators (Pauleit, Henzler, Pantenburg and Schlüter, Wegner, Zahn). Moreover, philosophies of education are joined with the practice of ilm education in order to develop a theoretical and practical concept of ilm education and the teaching of it. In the framework of the taught Master Module we developed a series of methods with which research based and practice based teaching and learning can be brought together. he module was on the one hand based on the reading of (traditional) philosophies of education, which discuss concepts such as the relationship between subject and world, aesthetic experience, medial composition and acquisition of culture in educational processes (e.g. Humboldt, Adorno, Horkheimer). We also addressed questions such as (de-)subjectivation, gender, alterity and self and other (e.g. Butler, Ricken, Wimmer). heories of ilmmaking, the spaces of ilm and knowledge about it (the cinema, festivals, internet) as well as the central aspects of ilm production also played an important part in the module. On the other hand, together with the students we organised irstly a symposium to which we invited ilm educators to speak of their work, secondly an expert talk with two directors of children’s’ ilms and thirdly a workshop with children of a primary school to make ilms. We were also able to visit a children’s ilm festival with our students and observe how children react to ilm in the cinema and how such a festival is organised. Ater the Module we published a collection of essays on “FilmBildung” (Film education) including a co-writen paper by our students. hrough our research and practice based teaching method we were able to combine a number of diferent approaches to ilm (and) education and could develop those into new perspectives on teaching ilm education. 116 Bauhaus-University Weimar (Germany) christina.annalena.eckert@uni-weimar.de. 117 Bauhaus-University Weimar (Germany) silke.martin@uni-weimar.de. 77 he Future of Education, 5th edition MUSIC EDUCATION 78 Abstract Strategies for Inclusion of Students with ADHD through Music and Physical Education in Primary School Anca Simion118 Abstract Musical and physical education classes are very common among the Romanian curriculum for primary school. he classes are limited to two hours per week. Students with ADHD are included in the Romanian public school system without special requirements. he current paper presents an experimental program that consists in extra-curricular music and physical education classes. he primary school teacher indicated to the parents of students with ADHD that it is important to create a educational context that is appropriate for their needs. he parents were open to consider the experimental program that was suggested. Novelty is an important element in the case of ADHD students. Considering the structure of music and physical education classes, we can ind the perfect elements that can help the student to overcome the manifestations of ADHD. he experimental program started in a school from Cluj-Napoca, Romania. he children involved in the program had an improvement in dealing with certain tasks at the classroom. 118 Babeş-Bolyai University (Romania) ancasimion1@gmail.com. 79 he Future of Education, 5th edition PACTICAL TIPS FOR EFFECTIVE TEACHING 80 Abstract An Eye on Using Authentic Reading Materials: Practice & Adaptation Munira Al-Wahaibi119, Wafa Al-Hosni120 Abstract his paper is intended to provide practical guidelines to language teachers who are thinking of using authentic language materials for the irst time, or those who are seeking new pathways to utilize such materials in their ESL reading classes. To accomplish this goal, the paper contains three main sections. he irst section exhibits the researchers own deinition and categories of reading authentic materials based on their own teaching experiences and their readings about some previous theories and publications and atitudes and beliefs of some educators around the world on this issue. In fact, they divide the authenticity of any language reading materials into three dimensions; text, task and learner authenticity. hen, the paper concentrates on exposing students to these three categories of reading authentic materials in real classroom setings in order to reveal their perspectives about whether using these materials will help gearing them toward enhancing their language reading comprehension skills. Finally, the paper highlights the challenges the researchers face in harnessing such materials for providing an enjoyable, useful and comprehensible language reading classes. 119 Sultan Qaboos University (Oman) munirasqu@gmail.com. 120 Modern College of Business and Science (Oman) wafaa@mcbs.edu.om. 81 he Future of Education, 5th edition Enjoyable Classes, Retentive Memories: Using Foldables in English Language Teaching121 Saadet Korucu Kış122 Abstract Being the most outstanding organ of the human body, the brain consists of diferent parts with diferent functions. In educational setings, this means that if we want our students to learn effectively, we should help them make the most of their minds by ofering various activities in our classrooms since brain gets more activated when it is exposed to diferent stimuli such as words, colors, images or movements. Foldables, which are three-dimensional and oten colorful graphic organizers, provide students not only with verbal and visual information but also with kinesthetic activities, thus addressing to a variety of learning modalities. Consistent with Ausubel’s theory of subsumption, Piaget’s notions of accomodation and assimilation, Vygotsky’s semiotic mediators and Gardner’s multiple intelligences, foldables help learners organize information, see relationships, make new connections, improve retention and they promote active learning. Although foldables can be efective learning and teaching tools, we can not ind many experimental studies related to their use in the ield of language teaching. herefore, the aim of this study is to introduce foldables to increase awareness about them among language teachers as well as giving practical ideas to teachers on the use of these tools while teaching English. 121 his study was supported by Research Fund of the Necmetin Erbakan University. Project Number:152518001-072 122 Konya Necmetin Erbakan University (Turkey) saadetkorucu@yahoo.com. 82 Abstract Insights into Post 16 Teacher Training Curriculum: Strengths and Challenges for Pre-service Teachers Joyce Elemson123 Abstract he objective of the presentation is to provide an insight into teacher training programme at the UK post 16 level following huge inancial sector job losses in recent years. he curriculum will be examined as part of the skills that trainees must develop in preparation for real time practice ater the training. Another objective is to investigate the efectiveness of the curriculum against in service practice, teacher preparedness for work, teacher resilience, compliance with government education policy and meeting the demands of the role within FE. Recommendations will be provided to improve the curriculum towards real time practice. An essential support mechanism is the appointment of a mentor to ofer guidance and direction. he lack of a worthwhile remuneration for this added responsibility means that the role leaves nothing to be desired, leading to a strained relationship between the mentor and mentee. Confronted with a heavy teaching schedule, the teacher’s day, in addition to teaching is illed with administrative duties, tutorial sessions, pastoral guidance, meetings, interventions with students at risk, monitoring of atendance and punctuality, assessment procedures. Further to these are compulsory participation in CPD events to improve pedagogy and updates on e-learning and innovative practices. Internal and external observations to monitor and raise quality of teaching and learning present additional challenge to the teacher. here are pressures to improve on previous academic year’s statistics on success rates, achievement, retention and atendance. As a mentor to trainee teachers, it has been observed that these trainees fulil the criteria of the training following pre-service subject qualiications and sometimes industry experience similar to the bankers mentioned at the outset. he reality is that these newly qualiied teachers are ill prepared for the demands of the job, leading to a large teacher turnover. A teacher support network reports that lack of support is responsible for large teacher turn over, which further reports that those who quit are inexperienced, leaving within the irst 5 years. A University of Buckingham research concludes that 40% of newly qualiied teachers drop out within the irst six months of recruitment. As stated by Hatie (2009), well trained teachers can efectively manage diferent ages and learning needs through support by their school administration, an indicator of good institutional performance, the absence of which creates a domino efect that produces a cause for concern evidenced by teacher absence, low morale and an overt nonchalant atitude leading to poor learning experiences for students. It is expected that the presentation will critique current provisions of teacher training programmes and strategies to overcome the inherent challenges. he programme will need to be completely reviewed to equip teachers to meet the dynamic needs of young people. Transparency of real practice must be relected in the curriculum so that teachers’ expectations in the discharge of their pedagogy in the main domain are real to help them make an informed decision. 123 London (UK) joyceelemson111@btinternet.com. 83 he Future of Education, 5th edition The Experience of a New University Teacher: The Participation in a Training Program for Novices Maria Isabel Brun-Martos124 Abstract he irst teaching experiences at university are known to have a huge impact in the overall performance of the teacher in the future. It is for this reason that a good initial training that specially guides the beginner to the irst teaching tasks is remarkably important. Many Spanish universities have implemented programs to train the newly-come teachers. his is the case of the University Jaume I (Castellón). Hence, the aim of this study is to analyse the program of training and mentoring addressed to novice teachers promoted by this university, highlighting my own experience as a novice teacher and recent participant in this initiative. Additionally, and as part of the training program, I explain the teaching improvement developed in my second year at the university. Ater the analysis, I stress the positive impact that my participation in all the stages of the program has reported me, and the positive efect of the improvements carried out compared with the irst year. Finally, I emphasise the great importance of these training programs for beginners, and I encourage them to participate in these initiatives to overcome the limitations that novice university teachers encounter in Spain due to our limited pedagogical training. 124 University Jaume I (Spain) mbrun@uji.es. 84 Abstract Umbrella Organisation of Teachers’ Subject Networks and Continuous Professional Development, Innovation at the Grassroots Level Einar Rull125 Abstract Umbrella organisation of teachers’ subject networks is trying to ind the best practices in Estonian schools and present them in conferences to representatives of subject teachers’ networks, using botom-up approaches to balance existing top-down practices. All good ideas, what to do in the classroom are certainly not yet invented. We should give the ideas and inspiration the opportunity to spread and adapt. Diferent teachers need diferent ideas. At the same time umbrella organisation, is trying to spread evidence-based and scientiically proved ideas from other countries, for example ideas of Dylan Wiliam and John Hatie, Andy Hargreaves and Guy Claxton. For the same purpose quarterly bulletins and conferences are used. he bulletin also informs members about meetings and trips of diferent subject teachers’ networks. Umbrella organisation organises competitions in order to ind good ideas to foster teacher cooperation and the best of them get inancing. To help the spread of new ideas we also organise programs for school teams and school heads. he project started as ESF programme “Raising the qualiications of general education teachers 2008 – 2014 and continues, based on national inancing. he aim of the programme is to create conditions that support the professional development and other activities of general education teachers throughout their careers, support school principals and other staf. 125 Foundation Innove (Estonia) einar.rull@innove.ee. 85 he Future of Education, 5th edition STATEGIES FOR EFFECTIVE TEACHING 86 Abstract Design and Effect of Multimedia Based Health Education Program for Young Children Eun Young Yoo126 Abstract his study developed an early childhood health education program utilizing multimedia as the means to promote health literacy amongst 5 year-old children. Health literacy is distinguished into health-perception and health-promoting behavior. he educational content of this program consisted of four sub-factors of health; physical health, nutrition, mental health, and safety. his study adopted the Keller’s model which consisted of four steps: atention, relevance, conidence, satisfaction (ARCS). his health education program was applied to 56 ive-year-old children (the experiment group, 28; the comparison group, 28) for 26 sessions over a period of 16 weeks (from September 30th, 2010 to December 22nd, 2010) in S kindergarten located in Seoul, Korea. First, it was found that the children’s ‘total’ health-perception scores in post-test was higher at a statistically signiicant level in the experimental group. Speciically, the sub-factors of ‘nutrition’ and ‘mental health’ were higher at the level of statistical signiicance (overall health perception: t=4.01, p<.001, nutritional awareness: t= 5.56, p<.001, mental health awareness: t=3.06, p<.001). Second, the total score for health-promoting behavior in the experimental group was higher than the comparison group’s total score at a statistically signiicant level. In particular, ‘physical health’ and ‘nutrition’ sub-factors in the experimental group were higher at the level of statistical signiicance (overall health-promoting behavior: t=2.92, p<.01, physical health-promoting behavior: t=2.84, p<.01, nutrition-promoting behavior: t=3.36, p<.001). hese results indicated that multimedia based health education programs were efective in improving children’s health literacy. 126 Korea National Open University (Korea) eunvision@daum.net. 87 he Future of Education, 5th edition Concept-Test-Realization in the architectural design process Dirk Donath127, Bernd Rudolf128, Juergen Ruth129, Asgedom Haile130 Abstract “Building is more than architecture is”. Walter Segal, architect A major part of architecture design is learning how speciic architectural designs balance the internal and external constraints. he article explores the meaning of architectural prototyping, as a means of realizing prototypes to experiment with new architectural proposals in real size under real conditions with respect to a system under development. An architectural prototype is primarily used to explore and experiment with alternative material, systems and technology and design styles in order to balance diferent architectural qualities [1]. he article argues that architectural prototyping provides key insights that may otherwise be diicult to obtain before a design is built [2]. Architects always need to ‘being there’. he involvement in the realization of prototypes that relects essential architectural qualities and realities furthermore lead to a new proposal, which cannot be replaced by something else. here is no question about the importance of the involvement of experimental work into the educational stage. Experimental learning is necessary to transfer the theory into the practice and to get involved in the process, the diiculties, the details on site, to get responsible and prepared for all the stage of design and simulation before. he students involved in the design and construction process understood the construction’ opportunities, possibilities, and also its limitations and developed a feeling for the design idea and how it could be transferred in the building sector. he educational use of architectural prototypes is illustrated and discussed by three realized experimental prototypes [3]. hese real “design built” projects are a prelude to a whole series of full-scale experiments that have already been constructed in an international educational as well as research project between 2012 and 2015. hey are an example for a creative academic cooperation between a European and African institution too. 127 Bauhaus University Weimar, Fac. of Architecture and Urbanism (Germany) dirk.donath@uni-weimar.de. 128 Bauhaus University Weimar, Fac. of Architecture and Urbanism (Germany) bernd.rudolf@uni-weimar.de. 129 Bauhaus University Weimar, Fac. of Architecture and Urbanism (Germany) juergen.ruth@uni-weimar.de. 130 Addis Ababa University, EiABC (Ethiopia) asgedom.haile@eiabc.edu.et. 88 Abstract How to Prevent Students Falling down in a Flipped Classroom Arif Selcuk Ogrenci131 Abstract In order to serve the educational needs of the Y-generation, universities have witnessed a transformation in the way they teach. A popular concept is the lipped classroom where students digest the major course materials before the actual lecture hours. he lecture hours are used for handson practices, discussions, and practical work. he theoretical and practical parts of the learning process have changed their order. We will focus on the disadvantages in this work. We will also ofer some remedies for the problems based on empirical evidence. A major requirement for the lipped classroom to be successful is that students are aware of their responsibilities. Furthermore, the majority of students (almost 100% in our case) did not experience a similar instruction in their previous education. Hence, it is not an easy task for students to “stand-up in the lipped classroom.” In our case, we teach a freshman course, Engineering Guide and Ethics, in a blended way to a group of approximately 150 students for more than 15 years. In the last two years, we have also lipped the classroom based on positive responses from former students to do so. However, the initial observations have caused us to rethink about our strategy: A large group of students (80% in the start of the course, and 40% in the end of the course) did not perform what they had to do! he numbers are based on observations of two metrics: number of students participating in discussions, and grades of quizzes and exercises carried out during/ater the lectures. Even though the students soon realized that their quiz and exam grades are not satisfactory, we could not convince them to browse course materials before the lecture hours. he major reason seems to be the lack of previous experience, and the lack of motivation. A survey done ater the course has supplied valuable results: Students originating from private high schools performed signiicantly beter than students from public high schools where students are compared within groups of their entrance points to the university. (here are mainly three groups of students where all groups have a mixture of graduates from public and private high schools.) he survey revealed the result that students can adapt to the lipped classroom much beter if they have previous experience in project work where students are forced to work independently outside of the classroom. We have concluded that students have to be motivated to adopt the lipped classroom as they do not have a cultural ainity for the process. his year, we have included an orientation period for the lipped classroom as a sot transition where the initial lectures have been redesigned for increased student motivation. Results of this approach are promising that student participation has almost doubled with increasing student satisfaction. 131 Kadir Has University (Turkey) ogrenci@khas.edu.tr. 89 he Future of Education, 5th edition Making the School a Learning Organization by Teachers’ Internal Evaluation Amira Rom132 Abstract his study deals with the nature of the internal evaluation of school as an organization. Evaluation of teachers and teachers’ feedback are important elements of the educational process, and an important tool for achieving efective and professional improvement. Darling-Hammond indicates the importance of teachers’ evaluation approach which aims at evaluating the teachers’ performance, context and outcomes. he aim of this study is to examine the meaning of internal assessment processes in school organization that was not required to perform these procedures, and to ind out if there have been changes over the years when the issue began to be implemented in the educational system. he research method combines qualitative and quantitative methods, conducted through a questionnaire with closed and open-ended questions. Respondents were 75 ordinary teachers in primary schools that were not yet included in the teachers’ evaluation reform. 38 of them were questioned in 2007 and 37 in 2014. he picture that emerges from the 2007 questionnaires is not encouraging. Even when schools carried out evaluation and feedback processes, they didn’t use them systematically. he indings indicate that even in schools whose employees were subject to internal evaluation, the indings were not used for the beneit of the organization. Further, teachers were not aware of such use. his undermines the signiicance of the action. In all these cases, the indings of the teachers’ evaluation were not used for any purpose. Even most of the evaluants themselves didn’t do anything following the feedback. he results of 2014 show a signiicant improvement in the teachers’ evaluation processes. he change can be contributed to the new approaches of the educational system and to the constructivist reforms that see teachers’ evaluation as an integral part of the educational process, even if the schools in the sample are still not a part of the reforms. Unlike the teachers’ evaluation processes, the use of self-evaluation process in both years failed to take of. he indings indicate that the tool of self-evaluation was only partially implemented by the school. he indings in both years show that even when schools carry out feedback, those are actions that are not interpreted as a signiicant act that can beneit the organization. he indings show that teachers treat feedback as a trivial obligation and not as an important action. he obvious conclusion is that the organization must institutionalize the teachers’ selfevaluation process as a part of the school life. 132 he Open University of Israel (Israel) amiraro@openu.ac.il. 90 Abstract The Effect of Reflective Thinking Strategies Used in Teaching of the Subject of Neural System on Undergraduates’ Academic Achievement and Knowledge Permanence Banu Çiçek Seyhan133 Abstract his study has been conducted so as to determine the efect of relective thinking strategies used in teaching of the subject of neural system in Anatomy class on students’ academic achievement and knowledge permanence. he freshmen of First and Immediate Aid Department of Vocational Health High School of Mardin Artuklu University form the research sample. he research is a quantitative study and pretest-postest control group model from quasi-experimental design has been applied. he subject is taught by using relective thinking strategies in experimental group meanwile in control group, it is handled by conventional teaching method. Whether there is an equation between the groups has been searched by applying pretest-postest achievement test to the undergraduates generating work group. he application period of the research is 10 weeks and Academic achievement test has been used as data collection tool. his test has been applied to the same group in order to evaluate the permanence of knowledge as a permanence test ater 5 weeks the postest process of the application. Data analysis have been carried out with independent samples and paired samples tests in SPSS 18.00 package for data analysis. With reference to the result of this research, a signiicant diference has been observed between the achievement posttest scores of experimental and control group, the pretest-postest achievement scores of experimental group, the pretest-postest scores of control group, the postest-permanence test scores of experimental and control group. In consequence of all these analysis, it is deduced that training applications based on relective thinking strategies used in teaching the subject of neural system in Anatomy class enhance positively the success of undergraduates with regards to learning about the covered subject, and also their knowledge is more permanent by the way of these strategies. 133 Giresun University Faculty of Education (Turkey) banu.cicek@giresun.edu.tr. 91 he Future of Education, 5th edition The Examination of Vocational Teachers’ Methodological Culture Gyula Gubán134, László Kadocsa135 Abstract In the past two decades, the Hungarian vocational institutional system and its content were characterized by constant change, but the series of the reforms did not reach its aim ater all. While the participant of the economy may have counted on the well-trained workforce as the consequence of the development taking place in the training in the 90s, today we increasingly face criticism regarding the training and opinions criticizing the vocational erudition of graduated students. School leavers, considering both their quality and quantity were found increasingly more distant from the special claim of the labour market. his resulted in manpower shortage at smallholder organizations and unemployment among career starters. As a consequence of expansion of the education, more and more students registered into an institution giving high school graduation, while the skilled worker career sufered considerable loss of prestige. he manual labour was depreciated in spite of the fact that the vocational training policy recognised the signiicance of the vocational training already at the beginning of 2000s. In some industries (construction, mechanical engineering), skills shortage emerged, while – including adult education – more people obtained qualiication not required by the labour market, or let the school system without professional qualiication. he poor quality of the training and the simple methodological culture of the vocational teachers working in the vocational institutions play a considerable role in the development of the situation. In our study we wish to present the research and its results, which intended to eliminate partly the methodological deicit. his paper presents the important stages, milestones of Hungarian vocational education as well as the directions of development ahead of us. We present the research, the hypothesis of which was that most of the professional teachers mainly use the “traditional” teacher-centred methods, is hardly familiar with innovative methodological solutions for the development, diferentiation, or if they know them they generally do not apply them in practice. We sum up the experience we have gained from the questionnaires and interviews with the target group among Dunaújváros College engineering teacher students and their colleagues in the vocational institutions. 134 College of Dunaújváros (Hungary) laszlo.kadocsa@mail.duf.hu. 135 College of Dunaújváros (Hungary) gyulia.guban@mail.duf.hu. 92 Abstract Tourism Education as a Way to Create Value for the Industry: an Example from Haaga-Helia University of Applied Sciences Ivan Berazhny136, Alexandre Kostov137 Abstract he paper will report about a recent initiative by the authors (Haaga-Helia’s staf on Porvoo Campus) to use thesis seminar groups as a form of project work commissioned by one of the world’s leading IT solution providers in the travel and tourism industry. he paper will outline how such cooperation can be initiated, conceptualised, planned, and implemented, based on the competences in sales and services that have been extensively integrated by Haaga-Helia across its curricula with successful impacts on the work of the staf and on the students’ learning. he paper will show how a thesis seminar group became the optimal form for the students and the staf to create and deliver value for the commissioner, which resulted in new insights into the commissioner’s operational environment, new ideas on how to advance digital distribution of the commissioner’s products, and new employment opportunities for the students. he paper will also relect on how complex and challenging the process of securing and implementing such a commission can be and what university staf could do in adjusting their work practices so that the industry would see the students as partners and enablers of innovation. 136 International Business and Tourism Haaga-Helia University of Applied Sciences (Finland) ivan.berazhny@haaga-helia.i. 137 Tourism and Hospitality Haaga-Helia University of Applied Sciences (Finland) alexandre.kostov@haaga-helia.i. 93 he Future of Education, 5th edition University Education and Students’ Integration to Research Activities138 Valentina Milenkova139 Abstract he present paper aims to analyze some aspects of university education as a speciic environment for students’ involvement in research activities. he analysis is focused on the following issues: • What are the characteristics of students’ participation in research activities; • What personal traits are created in the process of research activities; • How young people evaluate various research activities. he focus of the analysis is students’ viewpoint for their involvement in research activities. he paper is based on results obtained during the course of the project “Integration of social sciences in a globalizing world”, carried out by professors and students from the Sociology Departments at South-West University in 2013. he main methods used for obtaining information are: Focus groups (three) with students from humanitarian studies; Students’ opinion survey (with 220 students from of SWU) Modern university education is a unity of teaching and research. Student centered learning is one of the crucial educational approaches, where the interests, perceptions and personality of the student underlie his/her studying, learning and understanding processes. he involvement of students in research activities is important because: • it improves students’ acquired qualiications and professional skills; • it contributes to the learning through applied research; • it forms an atitude towards future learning. hrough participation in the research activities: • students become more concentrated and interested in studying and training; • students apply what they have learned during the lectures and classes; Inclusion of research in the teaching methods is crucial for the efective education process because it is aimed at complex personal development both in terms of acquiring speciic skills and competencies, as well as the formation of the qualities that are important for the establishment of a common cognitive atitude. he paper concludes that students’ participation in research activities is a prerequisite for their future professional identity. he research emphasizes that the creation of students’ research skills is connected with the curricula, which should stimulate more creativity, individual approach and should be based on person-centered pedagogy. It is also necessary deining a variety of teaching and assessment methods inciting personality in the process of studying. 138 his article is presented with the inancial support of National Science Fund - Bulgaria, under the project “Culture of giving in the sphere of education: social, institutional and personality dimensions”, Team leader prof.P.Boyadjieva 139 South-West University (Bulgaria) vmilenkova@gmail.com. 94 Abstract STUDIES ON SECOND LANGUAGE ACQUISITION 95 he Future of Education, 5th edition A Corpus Based Study on Gerundials: Finding the Primary Gerundial Structures for Teaching Turkish as a Foreign Language Bülent Özkan140 Abstract Nowadays, linguistic studies can be conducted in databases in which research questions have the possible answers, and those answers of the research questions can provide descriptions. Gerundial, which provides expressive functions, prevents redundant use of the words and makes the thought easy to transfer, is important in Turkish regarding the frequency of use. Up to now, when the studies on gerundial have been taken into consideration, it can be claimed that previous studies have covered a limited area of Turkish archives. In that sense, it is of high importance to evaluate Turkish with a corpus to teach Turkish as a foreign language. herefore, the aim of the present study is to evaluate gerunds, participles, verbal adverbs, which are in the category of verbals/gerundial for many researchers, with a corpus of 35.000.000 words (+/-) to ind out the primary structures for teaching Turkish as a foreign language. In this respect, the research question of the study is “What are the primary gerundials in teaching Turkish as a foreign language?” his study has been prepared in line with the data of the project (number: 114R033) of he Scientiic and the Research Council of Turkey named as “Gerundials in Turkey Turkish” 140 Mersin University (Turkey) ozkanbulent@gmail.com. 96 Abstract Cross-cultural Differencies in Writing Styles of L2 Students of English Roxanne Wong141 Abstract his paper will give details of a cross-cultural study conducted between students in the United States and Hong Kong. he author looks at the diferences between language use, sentence structure and writing style between the two groups of students involved in the study. his study has more global implications in that the students come from a variety of ethnic backgrounds and are not a homogeneous group. As part of my PhD studies and in collaboration with Edsphere, a a study was undertaken in Hong Kong and Mississippi, to develop a Diagnostic Writing system that automatically score essays. A pilot was conducted with 1400 students in Hong Kong. hese students were asked to write a 500-word essay. A further 540 students from the USA wrote essays using the same writing prompts. he two sets of essays from both Hong Kong and the United States were subsequently double scored using the same rubric. he essays were analyzed for the diferences in the writing styles, vocabulary and grammar. he author will show some of the major diferences between the two groups of L2 learners. he implications of the indings to a more global language testing community will also be presented. 141 City University of Hong Kong (Hong Kong), University of Jyväskylä (Finland) elroxann@cityu.edu.hk. 97 he Future of Education, 5th edition Intercultural Interaction, Utilization of Cultural Elements and Second Language Education: The Example of French Institute in Izmir Nesibe Mirza142, Nurkan Açıkgöz143 Abstract For centuries, countries; accordingly, cultures have needed to communicate and interact with each other for many reasons (war, agreement, information, news, etc.) Furthermore, this need for communication has required the learning of other foreign languages. In order to learn about other cultures, humankind has started to learn foreign languages; however, nowadays, the use of cultural elements in foreign language classes has turned into a technique for the teaching of some cultural elements. he aim of this paper is to investigate the activities in giving information to the students about a speciic country and teaching its culture at a Cultural Institute and also to research its contribution to foreign language education and; thus, acquisition of a foreign language. In our study as academicians, the researchers are supported by the director of trainers at “Institut Français” (French Institute) for focus group interviews. 142 Dokuz Eylul University, School of Foreign Languages (Turkey) nesibecagdas@yahoo.com. 143 Dokuz Eylul University, School of Foreign Languages (Turkey) nurkan.acikgoz@gmail.com. 98 Abstract STUDIES ON EDUCATION 99 he Future of Education, 5th edition A Comparative Study of Blended Learning versus Traditional Teaching in Middle School Science Saloom Aslam144 Abstract he rapid growth in the use of technology particularly the use of web based technologies and communications have provided an opportunity to educators around the world to investigate the most suitable learning environments that would cater students’ diverse learning styles. he purpose of this study was to compare the use of blended learning in middle school science with traditional teaching. his study was conducted with one hundred and ity grade eight science students studying at local private schools of Lahore. A mixed method research approach was used which included pre – test and post – test design along with non-participant observations and interviews. he t- test analysis on independent samples revealed statistically signiicant diferences in students’ performance based on the results of pre-test and post-test of two groups (control and experimental). Based on the indings, blended learning model appears to be an alternative teaching strategy that should be embraced by science teachers in order to help students learn beter. 144 Beaconhouse School System (Pakistan) saloom.aslam@beaconhouse.edu.pk. 100 Abstract A Discursive Analysis of Curriculum+ Platform: Openness, Collaboration and Authorship in the Educational Space? Ana Abreu145 Abstract Discourse analysis is the theoretical and methodological foundation of our research, in which we analyze some potential changes in the processes of teaching and learning with the use of diferent digital resources. Our research corpus is the Curriculum+ initiative, which is conigured as an online platform for digital resources articulated with Sao Paulo State Curricula. he objectives of the Curriculum+ initiative (htp://curriculomais.educacao.sp.gov.br/) are: “to ofer digital pedagogical resources for teachers, as well as training and guidance for implementation, to make the classes more contextualized, meaningful, interactive and customized, in addition to providing the student digital resources to enhance, restore or supplement their studies within or outside the school.” In order to understand the Curriculum+ platform discursive function and its efects on the senses of authorship, collaboration and openness, we mobilized the concepts of archive, open educational resources, and reader efect. As results, we highlight the principles of collaboration and authorship as relevant in the process of an educational policy; technology as a social practice that places itself beyond the technical grounds and the importance of continuous analysis of the resources used in the educational context due to the fact that it allows us to understand the teaching and learning processes in times of transformation. (Funded by FAPESP- São Paulo Research Foundation). 145 Federal University of Sao Carlos (Brazil) anaabreu@ufscar.br. 101 he Future of Education, 5th edition A Micro-Teaching Session Procedure in Young Learner Classrooms Dönercan Dönük146 Abstract Teaching practice as a key issue holds its roots in Initial Teacher Education Programs, where prospective teachers are prepared for their teaching experiences. his critical span also serves as a threshold on which teacher candidates stand for a secure and fruitful professional life. he programs of ITE (Initial Teacher Education) improve teacher competencies thanks to some classroom applications. As an extension to it, this study aims to describe a course procedure in which PCK (Pedagogical Content Knowledge) (Shulman, [1]) as a teacher competency is fostered through the microteaching sessions in young learner classrooms. In these classrooms teacher candidates are expected to prepare lessons in line with the courses conducted at schools and present them in the classroom, where the feedback by the peers and the lecturer is relected upon ater each session is over. In this way, before starting with the real students, candidate teachers achieve the opportunity to practice and receive feedback from diferent points of view. Moreover, ater the session is over, each candidate is asked to write a relection related to his/ her class, also relying on the feedbacks. he purpose of this relection is to mirror to the self-practice and to ind out the strengths and the weaknesses of the course. 146 Mersin University (Turkey) candonuk@gmail.com. 102 Abstract Analysis of Lifelong Adult Education Through Open and Distance Learning Deniz Tasci147, Cengiz Hakan Aydin148, Evrim Genc Kumtepe149, Alper Tolga Kumtepe150, Guzin Kiyik Kicir151, Gokhan Deniz Dincer152 Abstract Learning is a lifelong endeavor that shape human beings’ quality of life. It is considered as one of the key skills of the 21st century that individuals should be able to learn, un-learn, and re-learn not only in schools but also throughout their lives. Lifelong learning thus is the voluntary and selfdirected efort of improving individual or professional skills. Within the scope of European Union Lisbon Strategy, lifelong learning is emphasized as one of the signiicant contributors for eicient implementation of the European Employment Strategy (EES). he current study, atempted to explore the trends in the ield and the expectations of general public from the oicial lifelong educations institutions. he sample is drawn randomly from a metropolitan mid-eastern city in Turkey. Employing a mixed-method research approach, utilizing both qualitative and quantitative measures, researchers investigated, particularly, the potential of distance education means in delivering lifelong learning needs to the public. Based on the data from 613 participants, the paper discusses the participants’ needs, their understanding of distance education, and recommendations for policy makers to reach a larger population with the possibility of various distance education media. 147 Anadolu University (Turkey) dtasci@anadolu.edu.tr. 148 Anadolu University (Turkey) chaydin@anadolu.edu.tr. 149 Anadolu University (Turkey) egkumtepe@anadolu.edu.tr. 150 Anadolu University (Turkey) atkumtepe@anadolu.edu.tr. 151 Anadolu University (Turkey) gkiyik@anadolu.edu.tr. 152 Anadolu University (Turkey) gddincer@anadolu.edu.tr. 103 he Future of Education, 5th edition Critical Pedagogy and the Transformative Power of Creative Writing: Teaching & Learning with the Urban Poor Children Elizabeth Morales-Nuncio, PhD153 Abstract he paper aims to: (1) explain how Freireian critical pedagogy can be used to defamiliarize and revolutionize a dialogue between the organic intellectuals (in NGOs) and co-intellectuals (urban poor children) through teaching-learning via creative writing workshops with the urban poor; (2) show the process of rethinking culture-sharing and culture-learning through a series of collaborative poetry workshops as a reconstructive method in achieving pedagogic goals; and lastly (3) discuss the indings and inal writings of urban poor children manifesting vivid consciousness and transformative actions towards self-realization and development away from conditions of poverty. his study covers the results of the researcher’s ethnographic ieldwork and immersion conducted in the relocation site of depressed families in Towerville, San Jose del Monte, Bulacan. he researcher is a member of bukalsining, a cultural and non-government organization that handles literary and street-theater workshops for urban poor children. he irst phase of the study is called pedagogic enculturation. his could be done by learning the situation, conditions and history of the community, the bukalsining and its respective members. he researcher irst conducted a case study of the community in Towerville and of bukalsining. Series of structured and unstructured interviews and focus group discussions were held among community and NGO leaders and the youth to situate the study. he second phase is called pedagogic acculturation. he researcher used participantobservation during the poetry workshop where the researcher became lecturer/ facilitator/ student during the sessions. It is in this stage when the researcher observed and analyzed the cultural-educational mechanism of dialogue (teaching & learning) between two diferent groups in raising their social consciousness through writing and towards liberation from the conditions of poverty. 153 Malayan Colleges Laguna (Philippines) bethmoralesnuncio@gmail.com. 104 Abstract Digital Disruptions: Media, Communication, and New Learning Environments Martin Laba154 Abstract New and emerging digital learning environments clearly mirror the accelerated and ongoing expansion of digital media and communication in broader social and cultural currents. In both actual physical and pedagogical terms, the traditional classroom is under considerable stress. here is vigorous debate among educators on how to re-imagine teaching and learning practices, and there are calls to renovate the learning environment of embrace a more expansive landscape. Such calls are properly motivated by the broader dynamics and transformations in the continuing emergence of digital culture. hese transformations demand that educational practices pursue the assets of an unbounded and malleable concept of the classroom. his paper arises out of a major research project concerned with the design of a university-level educational technology platform that pursued the needs and demands for participatory, collaborative, kinetic models of educational engagement. he project was less about technology, and more about teaching and learning strategies that are compelled to meet students at least partway on their own cultural ground-a ground of intense and daily engagement with digital media and communication. Educational technologies that are above all, driven by the values and principles of teaching and learning, become enabling tools that are deeply embedded in, and consonant with the socio-cultural realities of students. Changes in pedagogical approaches are necessarily informed by the accelerated pace and the quality of social and cultural transformation in the ongoing emergence of digital media and communication. Key in these transformations has been the democratizing dimensions of digital media and communication, new and emergent capacities for engagement and participation in digital media, and the erosion of distinctions between producers and consumers. his paper proposes new perspectives in the contexts and demands of broader currents in media and communication. 154 School of Communication Simon Fraser University (Canada) laba@sfu.ca. 105 he Future of Education, 5th edition Encouraging Students into STEM Related Disciplines Eduardo Gerlein155, Sonya Coleman156, Anne Hinds157, Heather Sayers158 Abstract Recent international studies have identiied a generalized trend in decreased number of students pursuing careers in science, technology, engineering and math (STEM). Many causes have been atributed to this situation, such as lack of interest and aptitude. he lack of interest may be motivated by the perception that STEM related subjects are diicult, or that generalized usage of technology in daily life has resulted in a career in technology not being seen as an atractive as before. his paper presents the methodology designed for a short course in Introduction to Programming based on constructivist learning theories, targeted at pupils in their last two years of secondary school in Northern Ireland, in which active learning is achieved through the presence of a large component of guided practice as a mechanism of knowledge consolidation in conjunction with encouraged collaborative learning. he basic concepts of computer programming are brought closer to secondary level students atempting to create opportunities for learning in the context of the progress to third level education while at the same time providing pupils with suicient knowledge to help them make informed decisions on undertaking further study and pursuing a career in computing and engineering disciplines, thereby improving retention within the subject. Assessments of the course have been gathered for several to evaluate the impact and possibly inluence career selection. 155 Ulster University (United Kingdom), Departamento de Electrónica, Pontiicia Universidad Javeriana (Colombia) gerlein-e@email.ulster.ac.uk. 156 Ulster University (United Kingdom) sa.coleman@ulster.ac.uk. 157 Ulster University (United Kingdom) a.hinds@ulster.ac.uk. 158 Ulster University (United Kingdom) hm.sayers@ulster.ac.uk. 106 Abstract Equity in Five Mediterranean Countries Education Systems Anabela Serrão159, Luís Custódio160, Carlos Pinto-Ferreira161 Abstract Public education systems ought to be equitable, ensuring equal opportunities to all students, irrespective of the socioeconomic status of their families. his political desideratum is based upon, not only on ethical considerations, but also – and mainly – by the need of fostering economic development and progress. To develop, at maximum, the potential of each and every individual in a community, it is imperative to reduce human resource lost and, consequently, to improve wealth creation. However, there exists the belief that the more equitable an education system is, the poorer it behaves in terms of learning standards. In fact, relevant empirical evidence points on the opposite direction: according to PISA – Programme for International Student Assessment, countries like Korea, Finland, Canada and Japan, “combine high average performance with equity and have a large proportion of top-performing students, which demonstrates that excellence and equity can go together” [1]. According to OECD, “Equity in education has two dimensions. he irst is fairness, which implies ensuring that personal and social circumstances – for example gender, socioeconomic status or ethnic origin – should not be an obstacle to achieving educational potential. he second is inclusion, which implies ensuring a basic minimum standard of education for all – for example that everyone should be able to read, write and do simple arithmetic.” [2]. he present research lies on the utilization of a set of indicators to encompass diferent factors and sources of inequity. To understand these factors, four groups of students were identiied, considering the economic, social and cultural status of their families (low or high) and the performance (low or high) they exhibit in the PISA mathematics tests (in 2003 and 2012), Taking into consideration the percentage of each one of these groups it is possible to perform a risk analysis (calculating relative risks, atributable risks, and odds ratio). his research aims at improving the understanding of the factors which afect the performance of education systems, in particular, those related with (i) unequal distribution of school resources, (ii) diferences between public and private schools, and (iii) dissimilar conditions between rural and urban schools. In this research a set of variables were selected and analysed in order to study three diferent levels of analysis: individual (gender, grade repetition, and immigrant status), family (economic, social and cultural status), and school (public/private, location, class size, and resources), for ive Mediterranean countries. 159 Instituto Universitário de Lisboa – ISCTE – Centro de Investigação e Estudos de Sociologia – CIES (Portugal) aserraopt@gmail.com. 160 Instituto Universitário de Lisboa – ISCTE – Centro de Investigação e Estudos de Sociologia – CIES (Portugal) lmmc@isr.ist.utl.pt. 161 Instituto Superior Técnico – IST – Institute for Systems and Robotics – ISR (Portugal) cpf@isr.ist.utl.pt. 107 he Future of Education, 5th edition Examining the Factors in Lifelong Open and Distance Learning: Case of Eskisehir Deniz Tasci162, Cengiz Hakan Aydin163, Evrim Genc Kumtepe164, Alper Tolga Kumtepe165, Guzin Kiyik Kicir166, Gokhan Deniz Dincer167 Abstract he current study will provide information on the existing literature and discuss the results of a quantitative survey study that examined the possible uses of ODL means. Data is randomly drawn from the participants who currently enroll in public education courses provided by the Ministry of Education and the local Municipalities in Eskisehir, Turkey. Based on the data from a sample of 324 participants, results are expected to provide new insight for students who strive to be lifelong learners and public institutions that try to reach a larger body of learners. Results depict that lifelong untraditional learners are welcoming the possibility of utilizing ODL means for the courses they are taking face-to-face. Factors that afect individuals’ acceptance of ODL, such as age, gender, level of education, and prior learning experiences will be discussed to provide information to policy maker who design such programs. 162 Anadolu University (Turkey) dtasci@anadolu.edu.tr. 163 Anadolu University (Turkey) chaydin@anadolu.edu.tr. 164 Anadolu University (Turkey) egkumtepe@anadolu.edu.tr. 165 Anadolu University (Turkey) atkumtepe@anadolu.edu.tr. 166 Anadolu University (Turkey) gkiyik@anadolu.edu.tr. 167 Anadolu University (Turkey) gddincer@anadolu.edu.tr. 108 Abstract Identifying Excellence: A New Model for the Teacher Education Practicum Amy Burns168 Abstract he paper proposed here will examine the eforts of one Canadian school district to redesign the current model used by schools and universities in placing pre-service teachers into practicum learning contexts. Historically, pre-service teachers from teacher education faculties in Canada have been placed with cooperating teachers through a partnership between teachers and principals and the university faculty. University faculty have requested the assistance of potential cooperating teachers and those that are interested in hosting a university student then respond to this request. While eicient and oten beneicial to all parties, there is litle atention given to the readiness of the practicing teacher, outside of recommendations around years of practice, to guide a pre-service teacher. his research will examine the on-going development of a new model for cooperating teacher identiication and selection. hrough a working group established in one Canadian school board, a protocol was developed for examining the readiness and passion of practicing teachers expressing interest in hosting pre-service practicum teachers. his protocol focuses on various areas of teacher readiness including knowledge of curriculum, diversity of pedagogical techniques, atention to diferentiated instruction and diversity of assessment practices. Notably, however, is the added ability of this protocol to highlight areas of passion for the practicing teacher, allowing university personnel to match pre-service teachers and practicing teachers on areas other than teaching specialization. Finally, this protocol involved school-based leadership in the identiication process, allowing the practicum to become a meaningful part of the professional development of all involved. While the existing literature base on pre-service teacher education practicum placements is broad, there is litle that questions the process by which that placement is made originally. his research will examine the theoretical assumptions around teacher readiness and present a new model for pre-service teacher education practicums that addresses the role of the school in identifying excellence. 168 University of Calgary (Canada) amburns@ucalgary.ca. 109 he Future of Education, 5th edition Improving Financial Literacy at School: a Way to Ensure Retirement Well-being Feliciana Rajevska169, Didzis Stāvausis170 Abstract According to OECD deinition inancial literacy is “a combination of knowledge and skills necessary to be aware of and efectively manage personal inances, make informed choice of inancial services and their use, ultimately ensuring private inancial stability and sustainability”. Latvia has introduced notional deined contribution (NDC) multi-pillar pension scheme in which responsibility to ensure suicient replacement income rate for retirement has shited away from state to individual. he average literacy rate in Latvia was evaluated with 20,6 points out of 99 during irst nationwide inancial literacy survey in 2014. he research revealed that people have the worst knowledge about pension system and its related services. Many scholars have outlined that satisfactory results can only be achieved if inancial literacy skills are being improved at school, because pupils have not developed particular behavioural paterns when dealing with various inancial issues which are then diicult to change. At this point it is possible to reach out to almost every member of the society. his is an eicient way how to inluence adult members of the society, because students tend to exchange the information and skills gained at school with their parents and closest relatives. Latvian pupils score slightly above the average result of all OECD countries when it comes to inancial literacy. However Latvia has fewer students who have very good or excellent inancial literacy skills. he curriculum is overloaded. Economics is an optional subject in high school, hence only 40% of pupils learn any basics of economics. In 2014 irst inancial literacy promotion strategy of Latvia was issued and it is a good chance to develop inancial education of all age groups and enhance capacity of civic knowledge- based society. 169 Institute of Social, Economic and Humanities Research of Vidzeme University of Applied Sciences (Latvia) rajevska@latnet.lv. 170 Institute of Social, Economic and Humanities Research of Vidzeme University of Applied Sciences (Latvia) didzis.stavausis@inbox.lv. 110 Abstract Investigating the Viability and Efficiency of the Teachers’ Training Curriculum in Romania Daniel Andronache171 Abstract For the substantiation of this study, an analysis of the specialized literature was made. Analyzing the curriculum from a diachronic and synchronic perspective, the vast specialized literature can conclud that each conceptual and praxiological approach of the curriculum derives from the different sets of values, sometimes in competition. We consider that many approaches to the concept do no more than to demonstrate the importance of the curriculum. It is therefore a fundamental concept of teacher training whose promotion is crucial in organizing the educational process as a whole. So, the design of teacher training curriculum is a comprehensive and extremely important segment of educational research and action. It aims to provide the real manifestation premises of the interactions and the interdependencies between educational objectives, contents, principles and strategies of teaching and learning, principles and strategies of assessment in formal educative contexts. he paper „Investigating the viability and eiciency of the teachers’ training curriculum in Romania”, aims at achieving an exploratory study to identify the opinion towards teacher training curriculum of the students and of the graduate students of teacher training programs. he sample of subjects involved in this study is comprised of students in pre-service teacher education (N=114) and of graduate students of teacher training programs (N = 110). To identify the opinion towards the teaching profession and curriculum for teacher training, so to analyze viability and eiciency of the teachers’ training curriculum, it was used as research method an investigation based on questionnaire. A Likert scale with ive ponints was used, containing 32 items and self-report measures of the variables were used to record data from participant students. Statistical data analysis were made using t test, and calculating averages. Education provider, in general, and curriculum designers, in particular, can use the results to beter understand, design and apply the curriculum of teacher trainig. 171 Babeș-Bolyai University, Departament of Educational Sciences (Romania) daniel.andronache@ubbcluj.ro. 111 he Future of Education, 5th edition ‘Making Reel History’: Making History Real How a History Documentary Assignment Can Facilitate Third Level History Students in Their Study of the Past, While Equipping Them with a Multiplicity of Transferrable Skills Vincent O’Connell172 Abstract When treated to a private screening of D.W. Griith’s Birth of a Nation at the White House in 1915 US President Woodrow Wilson is reported to have acknowledged ‘the possibility to write history through the projector.’ Yet in spite of the profusion of historical ilms and documentaries produced globally up to the end of the twentieth century academic historians have been reluctant to engage with the medium of ilm in teaching their students about the past. To Robert A. Rosenstone, Professor Emeritus of History at the California Institute of Technology the ilm-maker is as much a historian as the university academic. Whilst concurring with Rosenstone on this point, I would add that the historian or future historian may also be a ilmmaker. It is from this perspective that this paper will demonstrate how a third year undergraduate tutorial assignment undertaken by students at the University of Limerick in Ireland at once facilitated their knowledge about the past, while also equipping them with a multiplicity of transferrable skills that go beyond the realm of history and of academia itself. A cohort of ninety students worked in pairs where each pairing had to produce a ive minute narrated ilm-clip pertaining to speciic episodes, individuals or themes related to twentieth century European history. An accompanying script had also to be produced in typed format. Both the script and the ilm-clip had to be thoroughly referenced. To further enhance the task, students were taught to add ‘quick response codes’ (QR codes) to their scripts. his enabled the lecturer/ tutor to access the ilm clip via a smartphone app. he pioneering exercise was developed for a number of reasons. he primary aim of the endeavour was to produce greater student engagement with their subject. In this way it was essential that the students could connect with their learning through a familiar medium. he exercise was further propelled by an acknowledgement of the efectiveness of peer learning. A good deal of the new knowledge and skills which these students acquired originated from the brainstorming and laboratory sessions which were held during the semester. his initiative which was the irst of its kind to be carried out by the University of Limerick’s History Department was also of tremendous beneit to those teaching the module; the lecturer and tutors who also gained new technical skills during the ilmmaking workshops. he technical expertise was supplied by a teaching technologist employed by the university. 172 University of Limerick, Ireland vincent.oconnell@ul.ie. 112 Abstract Migration Students’ Educational Biographies Ragnar Arntzen173, Odd Eriksen174 Abstract We wish to highlight the Norwegian educational system in a multilingual and multicultural perspective, based on individual minority student`s own experiences, thoughts and relections. In the sample of students we have used the following criteria: We wanted to hear the stories of students from various parts of the world, students in various professional education programs, as well as students who moved to Norway at diferent times during their education. Some of the informants had to change languages repeatedly during their school history. he study uses material from semi-structured interviews/conversations with eight minority students at one university college. In the interviews, we focus on the following issues:- What are the challenges they have faced at various levels of education, and what factors do they experience as essential to their linguistic and educational journey through diferent school levels?- To what extent have they been able to utilize their previous linguistic, academic and cultural resources in their studies in Norway, and what are their relections on their own multilingual and multicultural capital?- What experiences do they have with diferent teaching methods in higher education, and how do they think that the university college can facilitate the eforts of multilingual students in a beter way?In the lecture, we will present some of the educational biographies and discuss the factors that appear most important in terms of making it possible for migrant students to succeed in Norway. We also discuss to what extent such narratives can be a useful teaching tool, in the sense that teachers may use personal learning stories as a foundation for relevant teaching and good learning. 173 Østfold University College (Norway) ragnar.arntzen@hiof.no. 174 Østfold University College (Norway) odd.eriksen@hiof.no. 113 he Future of Education, 5th edition Performance Measurement in Private HEIs: Performance Indicators, Data Collection and Analysis Abdullah M. Alsarmi175, Zuhair A. Al-Hemyari176 Abstract Quality of HEIs has become a very important issue in the world. Quality in the developing countries has been inluenced by many factors such as extended demand of students to higher education, weakness of preparing student to labor market, shortage of educational services, shortage of resources and limited public funding. his in turn has imparted some other problems. Some of HEIs in these countries might not have achieved a suitable level of students’ expectations or the perceived teaching Quality. herefore, they might be characterized by the lack of transparency and accountability. In order to foster the quality of HEIs; a number of methods like quality assurance techniques, accreditation standards and performative evaluations have been implemented in this ield. herefore, HEIs in the Sultanate of Oman are required to monitor their performance, be more responsible and focus on transparency, accountability and quality assessment/assurance. In order to monitor the performance of HEIs, goals need to be constructed and reined to have measurable objectives. Finally, a set of performance indicators should be identiied, selected and aligned along with the objectives stated. In this project, the goals, objectives and performance indicators are demonstrated. A set of quantitative indicators is applied. he data of the indicators are collected from 30 HEIs, the indicators are computed, and the performance is then studied. 175 Ministry of Higher Education, Sultanate of Oman (Oman) alsarmi@mohe.gov.om. 176 Ministry of Higher Education, Sultanate of Oman (Oman) zuhair.alhemyari@mohe.gov.om. 114 Abstract PISA – Models and the Reality Anabela Serrão177, Carlos Pinto-Ferreira178 Abstract he Programme for International Student Assessment – PISA – is the most ambitious endeavour of large-scale education systems evaluation ever implemented. he Organization for Economic Co-operation and Development – OECD – launched this exercise for the irst time in 2000, and in the 2012 edition 65 education systems were assessed. According to OECD, the programme “[…] is a triennial international survey which aims to evaluate education systems worldwide by testing skills and knowledge of 15-year-old students.” And, “[…] tests are designed to assess to what extent students at the end of compulsory education, can apply their knowledge to real-life situations and be equipped for full participation in society.” Albeit being a prestigious programme, entrenched in sound theoretical grounds, and notwithstanding all the eforts made by PISA experts to mitigate shortcomings, the PISA is not exempt from criticisms of various kinds. When analysing the quotes mentioned above, and taking into consideration the applied methodologies, several questions can be raised and some concerns should be pointed out. he irst question arising in the process of evaluation is that any measurement always afects, direct or indirectly, the system itself, disturbing its inner workings. his fact is particularly relevant when social systems are at stake. A second diiculty results when students from very diferent countries in what regards culture, tradition, and beliefs are subjected to the same test. Although all items are always carefully analysed by panels of experts in order to detect cultural bias or ofending interpretations, there is no complete guarantee that the inal set of items is adequate to evaluate all students. Another question regarding the fairness of PISA results is the fact that a paper-and-pencil (or computer) test, limited to three disciplinary domains, cannot encompass the possibly rich, diverse, and unsuspected knowledge and skills of 15-year-old students. here are also technical criticisms regarding the adopted approaches and methodologies, from the utilization of the Rasch model to negative remarks about the way data are collected and questions are coded. Some of what could be considered advantages of PISA – the literacy based instead of a curriculum based approach, the assessment of 15-year-old students instead of a particular school year pupils, and the deinition of a large set of indicators, as is the case of ESCS – have been also severely criticised. Finally, some of the criticisms reside, not in the PISA methods and characteristics themselves but on an excessive focus on country rankings, primarily promoted by media, and consequently followed by political leaders. he main objective of this research is to reframe diiculties and artefacts together with virtuous results of PISA, puting in perspective praises and criticisms to foster a beter understanding of this important programme. 177 Instituto Universitário de Lisboa – ISCTE (Portugal) aserraopt@gmail.com. 178 Instituto Superior Técnico – IST (Portugal) cpf@isr.ist.utl.pt. 115 he Future of Education, 5th edition Teacher Candidates as the Writers of the 21st Century Tales Orhan Özdemir179, Vildan Özdemir180 Abstract It is well known that using tales in teaching has a long history since they ofer numerous advantages to both teachers and learners [1]. Particularly for language teachers, they are valuable materials to facilitate teaching and learning process [2], [3]. hey are usually short texts with their simple plots and a few characters, and hence are suitable to focus on in one or two teaching sessions. heir themes are mostly universal and easy to comprehend. In addition, they are easily accessible and language teachers prefer using them in their classroom practices. For learners, they are appealing because they trigger their curiosity and imagination. Tales are accompanied with storytelling techniques most of the time and create a more sharing and cooperative atmosphere within classroom. Bearing the advantages of tales in mind, it might be useful for teachers and teacher educators to pay a special atention to use tales as language teaching materials. he purpose of this study is to ofer a model to be used in ITE (Initial Teacher Education) and to encourage teacher candidates to write their own tales by rethinking the seting, characters and messages, which are in line with the changing life styles in the 21st century. Instead of using the widely known tales, the new ones writen by teacher candidates can lead to new classroom implementations. 179 Mersin University (Turkey) orhanozdemir33@gmail.com. 180 Mersin University (Turkey) vildanozdemir@gmail.com. 116 Abstract Teacher Opinion on Multiplied Classroom Programs: Turkey Example Banu Çiçek Seyhan181, Tekin Güler182 Abstract he world constantly develops and with this development it continuously renews itself. he world develops rapidly and with the development it changes and updates itself all the time. Every individual who tries to live in a circulation has education right among many others. Education is one of the basic human rights in developing and changing world. Multiplied classroom programs date back to very old times when we look at the world and Turkish educational history. While these programs are applied only in under developed regions of the world, it is applied in almost half of the schools in Turkey [MEB,2005c]. According to the Turkish Constitution act 42: “No one can be avoided from learning rights”. First and secondary education is compulsory for male and female citizens and free at state schools. Government supports its citizens who is deprived of economical facilities via scholarships and other meals. Government takes the necessary precautions to supports the one who needs special training. “As mentioned in this act, both in rural and urban areas, education must be provided without making distinction”. his causes diferent applications in educational rights and inequality in opportunity in Turkish educational system. One of these is multiplied classrooms. he aim of this study is to deined the relection of this application on both teacher and student point of view. he environment of the study is composed of teachers from seven regions of Turkey with multiplied classroom and they took part voluntarily. For this reason, in order to gather data two column writing sample is used which is a relectional strategy. hee collected in this application which is a qualitative study have been subject to content analysis. As a result of this study, it has been possible to see their view of multiplied classrooms, their pros and cons, and also their view about the positive and negative efects of this application in general terms. 181 Giresun University Faculty of Education (Turkey) banu.cicek@giresun.edu.tr. 182 Giresun University Faculty of Education (Turkey) tekin.guler @giresun.edu.tr. 117 he Future of Education, 5th edition The Essentials of Preparing Projects at High School Level Explained with a Project Kaan Gumrah183, Alper Aksoy184 Abstract Dysprosium, which is the 66th element in the periodic table, is an element found on the outer surface of the disks in a HDD (Hard disk drive.) HDDs are found in almost every electronic device we use today, and in time these devices become old, and thrown away. hrough some steps, this dysprosium can be recycled and used again in industry. By shredding a disk into smaller pieces and puting them into hydrochloric acid (HCl) and sulfuric acid (H2SO4) solutions, each with different molarities, we were able to identify which solution with a speciic molarity was able to unravel most dysprosium. UV Light Spectrophotometer was used in order to specify Dy+3 ions. he amount of Dy+3 ions, which refers to recycled dysprosium, was greatest in 2M HCl solutions. Taking all these facts into consideration, instead of throwing HDDs away, recyclable parts can be regained, such as dysprosium, and can be reused in other industrial areas. Dysprosium is also used in wind turbines which means dysprosium is used in clean energy industry. Since the demand towards the clean energy is increasing day by day, dysprosium›s importance is also increasing. he document here is an altered version of the original experiment report; all values and calculations are the same as they are in the original report. Some additions were made in order to accommodate with the focus of the conference: Education. Additionally, some of the information that was unnecessary due to being academically complex or irrelevant was removed without afecting the integrity of the report here. 183 Hisar School (Turkey) kaan.gumrah@gmail.com. 184 Hisar School (Turkey) alperaksoy89@hotmail.com. 118 Abstract The Future of Eeducation in a Continuously Evolving Environment. Clarifications for the Impasses and Directions of Education in the Digital Society Manthos Santorineos185 Abstract Education from the period of its institutionalization through the structure of the University, in the 13th century, and the establishment of knowledge as social power through the diploma, the masters and doctorate, is directly connected with both the technology of each era and the sociopolitical events. From its irst steps the university is associated with the production of paper, the translations of Aristotle’s manuscripts, the development of the national languages and the geopolitical revolutions which afect its structure and social and technical existence. he exploratory and experimental structure of the university develops and gets completed in the 20th century where the phenomenon of its status as a product is intensiied. Based on the later the Countries can be divided into those Countries which provide free education and the ones in which the education is paid. In the digital era the university contributes to the development of the society of information by developing a powerful technology that has a social inluence at work, in education and the free time of an individual. he University no longer relies on the paper substrate but in the digital ground. On the other hand, a series of events directly afect the structure and function of the university causing a new stage of its status. hose events hierarchical are: A) in relation to technological development: the distance education, the free distance education, self-education through smart machines but also through search engines and social networks and B) in relation to the geopolitical events: the development of competitive, regarding its excellence, universities of diferent countries the such called rising new powers such as China, Hong Kong, Singapore, South Korea, Taiwan and India. Unquestionably the conditions are exceptionally strong and capable to cause a completely new form of the University. In this research the possible directions of the University will be formulated and analyzed as well as its implications to the society. 185 Co-Director at European Master “Art, Virtual Reality and Multiuser Systems of Artistic Expression”: Athens School of Fine Arts & University Paris 8 (Greece) msantori@otenet.gr. 119 he Future of Education, 5th edition The Relationship between Loneliness and Game Preferences of Secondary School Students Mehmet Fatih Erkoç186, Feridun Özçakir187, Çiğdem Erkoç188 Abstract Computer and video games have become a popular form of entertainment among adolescents and adults. Day by day, the numbers of computer and video game players have increased signiicantly. According to the “2014 Essential Facts About the Computer and Video Game Industry” report released by the Entertainment Sotware Association (ESA) in April 2014, total consumer spend on game industry has been $21.53 billion dollars in 2013. Recently, many researchers concentrate on the more negative aspects such as excessive play and addiction of adolescents’ computer game playing. However, the loneliness has been found to be one of the essential predictor of game addiction. he purpose of the current study was to determine the relationship between the loneliness level and game preferences of 5th, 6th, 7th, and 8th grade students. To accomplish this purpose, survey method was used and the data were obtained by a game playing habits and preferences questionnaire and loneliness scale. he participants of the study consist of 843 secondary school students, ranged from 11 to 14 years, in Istanbul, Turkey. he analyses of obtained data were presented and discussed at the results and conclusion section of the study. 186 Yıldız Technical University Education Faculty (Turkey) mferkoc@yildiz.edu.tr. 187 Okan University School of Applied Sciences (Turkey) feridun.ozcakir@okan.edu.tr. 188 Yenibosna Fatih Secondary School (Turkey) cigdemsakar@gmail.com. 120 Abstract The Use of Social Media In Education: A Review Of Recent Research Feridun Özçakir189, Mehmet Fatih Erkoç190, Şahine Özçakir191 Abstract Social networking sites a major category of social media, such as Facebook, Twiter, Instagram, and Flickr, have become an integral part of daily life of people. With the widespread use of social media among students, instructors and researchers, there has been an increased interest in using social media to support teaching and learning processes. As a result of this growing interest, various research studies are available concerning the impact of social media use on student learning and engagement. his paper is a review using a systematic approach. In this study, we conducted a systematic search of the literature, on social media use for educational purposes, and examined peer-reviewed studies published in the English language dating from January 2005 to March 2015. he literature search was conducted on March 10, 2015, using top journals of education and educational research category. hese journals are selected from 2013 ISI Web of Knowledge Journal Citation Reports according to value of impact factor. Analyzes of the scope of the study consist of sample groups, environments, used technology, model of studies, ield of studies, data collection tools, used statistical analysis techniques, article’s countries, count of article’s author. 189 Okan University School of Applied Sciences (Turkey) feridun.ozcakir@okan.edu.tr. 190 Yıldız Technical University Education Faculty (Turkey) mferkoc@yildiz.edu.tr. 191 Haydarpasa Industrial Vocational High School (Turkey) sahineozcakir@hotmail.com. 121 he Future of Education, 5th edition Transnational Cooperation Opportunities and Funds for Higher Education Institutions Elisabeta Delle Donne192 Abstract his paper presents the main current European programmes managed by the European Commission, providing funding opportunities in the ield of education, training, research and innovation. he paper starts with an introduction to the Europe 2020 strategy that the European Union is pursuing to create the conditions for a smarter, sustainable and inclusive growth and that provides the background to the funding Programmes in the period 2014-2020. he paper then focuses its atention on two funding Programmes that can be interesting for scientist and researchers to inance their researches, their mobility and their career development: Erasmus+ providing funding opportunities in the ield of Education, Training, Youth and Sport Horizon 2020, the new 70 billion budget Programme, for promoting investments in Research and Innovation he paper presented each Programme’s main objectives, funding schemes and budget. Examples of initiatives, already funded by the European Commission for Higher Education Institutions, is provided. 192 Pixel (Italy) elisabeta@pixel-online.net. 122 Abstract Schooling Effects in a Difficult Environment: the Case of the Palestinian West Bank Dua Jabr193, Sorel Cahan194 Abstract Schooling is considered the major factor underlying the development of cognitive abilities. However, the possible variability of schooling efects between educational systems has been ignored. he aim of this study was to estimate, for the irst time, the combined efect of poor schooling quality, students’ low ABS level and unfavorable contextual variables on the magnitude of the schooling efect on children’s cognitive development. For this purpose, the study was conducted in the diicult environment of the Palestinian West Bank, where people face sociopolitical and economic adversities, unresolved conlict, mass violence and uncertainty regarding the future of the region. Speciically, the study was conducted in the two subsystems comprising the public Palestinian educational system of the West Bank: UNRWA and Government. Both subsystems sufer from low quality of schooling (poor infrastructure, over crowdedness and teachers’ lack of motivation, etc.) and serve students with low ability to beneit from schooling (students’ ability to beneit from schooling is negatively afected by poverty, parental depression and traditional beliefs about children’s role in the family, as well as by the violent political conlict surrounding them). he study was conducted in 2013 in a sample of 100 schools (33 male schools and 67 female schools) and 6000 grade 5 – 9 students (1980 males and 4020 females). Cognitive ability was measured by three major tests (verbal, numerical, and igural). he indings presented here are restricted to girls’ schools. For each participant, three subtotal scores, one for each test type, and a total score were computed. Each of the three test scores, as well as the total scores, had high internal consistency reliability, high within-grade inter-correlations and increased systematically with age, thereby satisfying the basic validity requirements. he efects of schooling on the crosssectional increase in mean subtest (verbal, numerical, igural) and total scores were estimated by means of the quasi-experimental between-grade regression discontinuity design. he results indicate that diicult contextual conditions, such as poverty, political oppression, and military restrictions, are likely to atenuate to a considerable extent the efects of both schooling and out-of school experiences on children’s cognitive development, thereby slowing down this developmental process. 193 he Hebrew University of Jerusalem (Israel) dajanidua@hotmail.com. 194 he Hebrew University of Jerusalem (Israel) sorel.cahan@mail.huji.ac.il. 123 The scienti¿c committee of the Fifth Edition of the International Conference The Future of Education: Ian Broinowski - University of Tasmania (Australia) Robert Pucher - University of Applied Sciences Technikum Wien (Austria) Sally Reynolds - ATiT (Belgium) Mark Verbeke - cvo Kisp (Belgium) Laura Capelli - Education Of¿ce of the Liguria Regional Government (Italy) Antonio Ciof¿ - Brera University of Fine Arts (Italy) Ida Cortoni - Sapienza University (Italy) Elisabetta Delle Donne - Pixel (Italy) Luisa Panichi - University of Pisa (Italy) Alberto Parola - University of Turin (Italy) Maria Ranieri - University of Florence (Italy) Nahed Emaish - University of Jordan (Jordan) Vida Drasute - Kaunas University of Technology (Lithuania) Lex Stomp - Windesheim University of Applied Sciences (The Netherlands) Anca Colibaba - GR.T.Popa University / EuroED Foundation (Romania) Stefan Colibaba - Al.I. Cuza University (Romania) Tatiana Sidorenko - Tomsk Polytechnic University (Russian Federation) Pablo Campos Calvo-Sotelo- Universidad CEU-San Pablo (Spain) Elena Gómez Parra - University of Córdoba (Spain) Martin Dvorak - Södertörns University (Sweden) Vildan Özdemir - Mersin University (Turkey) Dönercan Dönük - Mersin University (Turkey) Perry Binder - Georgia State University (United States) Diane Boothe - Boise State University (United States) Michael D. Santonino III - Embry-Riddle Aeronautical University (United States) Michael Searcy - Somerset Community College (United States) Karen Sobel Lojeski - Stony Brook University (United States) ISBN 978-88-6292-620-1 CONFERENCE SECRETARIAT: PIXEL Via Luigi Lanzi, 12 50134 Firenze (Italy) Conference web site: Tel. +39-055-48 97 00 Fax. +39-055-46 288 73 E-mail: foe@pixel-online.net web site: http://www.pixel-online.net http://conference.pixel-online.net/FOE/ € 45