CONFERENCE PROCEEDINGS 9th International Conference The Future of Education (Florence, Italy, 27-28 June 2019) FILODIRITTO INTERNATIONAL Log in to find out all the titles of our catalogue Follow Filodiritto Publisher on Facebook to learn about our new products ISBN 978-88-85813-45-8 ISSN 2384-9509 ISPN 939-1-00801418-4 DOI 10.26352/D627_2384-9509_2019 First Edition June 2019 © Copyright 2019 Filodiritto Publisher filodirittoeditore.com inFOROmatica srl, Via Castiglione, 81, 40124 Bologna (Italy) inforomatica.it tel. 051 9843125 - Fax 051 9843529 - commerciale@filodiritto.com Translation, total or partial adaptation, reproduction by any means (including films, microfilms, photocopies), as well as electronic storage, are reserved for all the countries. Photocopies for personal use of the reader can be made in the 15% limits for each volume upon payment to SIAE of the expected compensation as per the Art. 68, commi 4 and 5, of the law 22 April 1941 n. 633. 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These proceedings have ISSN code from CNR. © th Filodiritto Editore – 9 International Conference the Future of Education INDEX (complete version) Art Education 22 Bridging Design Education and a Portuguese Handicraft Tradition – Pedagogical Experimentation through Design for Doing Jorge Brandão Pereira, Heitor Alvelos, Abhishek Chatterjee 23 Challenges in Developing Creative Thinking: Building Visual Awareness and Confidence in University Students Ray C. Noll III 28 Learn without Learning: Experience of Art Perception in Museum (Experimental Studies at The State Hermitage Museum) Tatiana Kharitonova 32 Meditation and Art – The Conscious Perception of the Great Works of Painting Andreas de Bruin 38 Teaching-Learning Experiences in Interior Architecture in the Context of Creative Economy and Socially Responsible Design Anne K. Kurjenoja 43 Business Education 48 Education in Management of Cybersecurity Nedko Georgiev Tagarev 49 Options for Deployment of ESS Methodology Components for Contemporary Instruction on Business Research Methods Matilda Alexandrova 55 The Interrelation between Leaders and Followers Based on the Orientation towards Intrinsic Goals Nira Shalev 61 E-Learning 66 A Critical Evaluation of the Contribution of Digital Learning in Small and Medium Sized Enterprises in Europe: A Literature Review Joseph Vancell 67 Comparing Student Satisfaction and Perception of Effectiveness in Two Different Online Computer Science Courses Waleed Farag, Sanwar Ali, Imran Ghani 72 © th Filodiritto Editore – 9 International Conference the Future of Education Designing and Sequencing Learning Content for Adult Educators’ Competence Development in Open Web-Based Learning Martin Steber, Sonia Klante 79 Innovations in Teaching-Learning Methods Applied to Math Courses of New University Students (MATE+) Mabel Vega, Vanel Lazcano 86 Learning in Globalized Crisis: Emancipatory Education, Technology and Diversity Alan Bruce 92 Let’s Play – The Gamification Method in Education Anna-Maria Markova, Teodora Gechkova Science & UniReady: Tailoring an Online Preparatory Workshop for Successful University Transition and Academic Performance in Health Sciences Jacqueline A. O’Flaherty 98 103 Student Autonomy and Metacognition in Online Learning Maria de Fátima Goulão 108 Education and Multiculturalism 113 Immigration and Disability as Inequality Intersectional Axes in Education Mónica Ortiz Cobo, Rosella Bianco 114 Internationalization of Higher Education in Mainland China: A Preliminary Analysis of Higher Education Models in Guangdong Province Wei Chin Wong, Yan Siqi, Wan Yuan 119 Refugee Education: Teachers’ Perceptions over Students Learning Difficulties in Italy and Jordan Rosella Bianco, Mónica Ortiz Cobo 125 Education and New Technologies 130 AduLeT Project and its Community of Practice: An Insight into Technology Advanced Use within Higher Education Victor Gonçalves, Isabel Chumbo, Elisabete Mendes Silva, Maria Raquel Vaz Patrício Application of Spreadsheets and Neural Networks for Assessing the Knowledge and Skills of Distance Learning Students Tsvetan Tsvetkov Artificial Intelligence as a Disruptive Technology in Education Vatroslav Zovko, Monika Gudlin 131 137 141 © th Filodiritto Editore – 9 International Conference the Future of Education Computational Thinking and Coding for Student Creativity and Innovation Capability Alden Meirzhanovich Dochshanov 149 Creating and Developing Communities of Practice in Online Environments: The E-Fer Platform Rogério Costa, Ana Amélia Carvalho 155 Deepening Understanding on Pharmacy Practice through Experiencing Virtual Reality and Mobile-Health Patient Application Vivian Lee, Paula Hodgson 160 Developing Competences for Making Sense of Online Citizen Reviews in Public Services: An Active Learning Experience with Higher Education Students Marlene Amorim, Mário Rodrigues, Gonçalo Santinha, Cristina Machado Guimarães 164 Educating the Gifted in Russian Region: Pilot Study in Udmurtia Julia Chernenko, Anna Borisova, Arina Grosul 169 Forming of Data Science Competence for Bridging the Digital Divide Katia Rasheva-Yordanova, Veselin Chantov, Iva Kostadinova, Evtim Iliev, Pepa Petrova, Boriana Nikolova 174 Integrating Cybersecurity Labs into Traditional Curriculum Design Suzanna E. Schmeelk, Denise M. Dragos 180 Introduction of Emerging Technology into Higher Education Curriculum: The Case of Blockchain Technology as Part of Data Science Master Program Stefka Toleva-Stoimenova, Dimitar Christozov, Katia Rasheva-Yordanova MOOCs to Semantic Web Education Vitor Gonçalves, Bruno Gonçalves, Francisco Garcia-Tartera Promoting Mobile Learning in the Social Work for Children with Communication Disabilities Emilia-Maria Sorescu, Gabriela-Eugenia Iacobescu Self-Driving Cars Selin Orbay Self-Video-Based Discourse as a Lever for Developing Pre-Service Mathematical Knowledge for Teaching Ruti Segal, Yaron Lehavi, Avi Merzel, Ami Baram, Bat-Sheva Eylon The Flipped Classroom Project: Testimonials from Educators who Made it Work Anca Colibaba, Irina Gheorghiu, Stefan Colibaba, Mona Chiriac, Rodica Gardikiotis, Cintia Colibaba 186 191 197 204 210 215 © th Filodiritto Editore – 9 International Conference the Future of Education The Non-Formal Academy Experience: An Exploratory Model to Develop Students’ Competences for Working in International and Virtual Teams Marlene Amorim, Marta Ferreira Dias, Mário Rodrigues, José Manuel Oliveira, Isabel Dimas, José Rainho, Eva Andrade 220 Education and Social Inclusion 225 A ‘Classroom as Community’ Approach to Supporting Student Well-Being and Reducing Bullying in Primary Schools Elspeth McInnes, Victoria Whitington, Bec Neill 226 Arts and STEM for Social Inclusion Michela Tramonti 232 Biocentric Education: From Rolando Toro Model to the Paradigm 4.0 Ana Maria Silva, Catarina Nadais 239 Challenges of Architectural Education in Mexico: Globalization, Peri-Urban Semiotics and Social Responsibilities Anne K. Kurjenoja, Edwin González-Meza, Melissa Schumacher, Eduardo Gutiérrez-Juárez Developmental Guidance and Student Acquisition of Social Competence Hardin L.K. Coleman Educational Needs in Computing of Experienced Full-Time Working Professionals Ashley J. Haigler, Suzanna E. Schmeelk, Tonya L. Fields, Lisa L. Ellrodt, Ion C. Freeman 243 249 253 The Size of Government Spending on Education in Iraq and its Impact on the Provision of the Required Study Seats Safaa Ali Hussein, Ahmed Abdulzahra Hamdan 259 Education and Special Needs 263 Academic Self-Concept of Gifted Pupils Jana Duchovicova, Dominika Hosova 264 Design and Practice of Social Implementation Education in Engineering Education Kazuya Takemata, Akiyuki Minamide 269 ICUMEDA Intercultural Mediation & Art Setting the Stage for Upskilling Pathways in Afghanistan David Th. Ausserhuber 275 Non-Academic Self-Concept of Gifted Pupils Dominika Hosova, Jana Duchovicova 282 © th Filodiritto Editore – 9 International Conference the Future of Education Innovation in Language Learning 288 A New Way to Learn Languages Online: Language Lab and European Mobility Valerio Amorese 289 Phrasal-Quest: Designing a Game-Based Storytelling Approach to Teach English Verbal Multi-Word Expressions Annalisa Raffone, Francesco Maria Sacerdoti, Sabina Maraffi, Johanna Monti The Expressional Function of Communication Models in the Process of Learning a Foreign Language and Learning Experiences with the Culture of the Foreign Language Eva Stranovská, Daša Munková Innovative Teaching and Learning Methodologies 292 298 305 st 21 Century Learning: Shifting Mindsets and Shaping Spaces To Transform Learning Experiences Keren Frayman, Steve Kutno 306 A Children’s Book and a Simple App: Stress Relief for Teachers and Students Deb L. Marciano 311 A Multi-Dimensional Theoretical Framework to Support the Learning Needs of Medical Specialists Cristiana Palmieri 316 Added Value Learning Innovation Imelda Graham, Alan Bruce 322 An Adaptive Learning Environment for Statistics Dagobert Soergel 327 Application of the Transformation through Dynamic Interconnectivity Model Shannon A. Patterson, Annette E. Craven 334 Augmented Reality: 3D Holograms for Engaged Learning Janet Holland 341 Blended Classrooms with a New Scope: University and High School in the Same Classroom Emre Can Aydoğmuş, Utku Öztekin 347 Defending Children’s Right to Play: Things we Learned while Implementing the Principles of Contextual Education Austeja Landsbergiene 352 © th Filodiritto Editore – 9 International Conference the Future of Education Enhancing Employability through Experiential Learning and Reflective Learning Julia Huisman, Pia Kiviaho-Kallio, Dale Lyon 356 From Effective to Versatile School: The Role of Leadership in Shaping Change Maria-Antònia Guardiola 361 Gamification and Agile: An Alternative Approach to Learn Mechanics Cristina Urbina Pons, Albert Fabregat-Sanjuan, Marcos Sanchez How to Measure Students’ Individual Performance in Active-Learning Environments: A Case-Study Carla Pinto, Susana Nicola, Jorge Mendonça Identifying and Assessing Co-Curricular Learning in Pharmacy Students Matthew J. Smith, Michael J. Fulford 366 372 378 Improving Learners’ Reading Skills Using Web 2.0 Tools: The “I Read Better than You-Know-Who” Reading Platform Aikaterini Venetikidou 384 Learning and Teaching in and with the Local Community: The Use of a Critical and Innovative Methodology in ESECS/IPLeiria Jenny Sousa, Sandrina Milhano, Sara Lopes, Catarina Mangas 389 Learning Creativity and Innovation: A Case Study in Tourism Degree Cristina Mocetão, Catarina Nadais 394 Lexicographic Reflection of Leech’s Seven Types of Meanings in English-Albanian And Albanian-English Dictionaries Miranda Enesi, Ekaterina Strati 399 Literary Studies and the Questions we Ask: On Reflection as Cognitive Core Competence Christer Ekholm, Ingrid Lindell 406 Methods of Teaching the Bible – A Study on the Learning Experience of the Millennium’s Pupils from High Schools Ori Katzin 410 Project Based Learning: A Study of Using ZnO on Bacterial Species Onur Berdici, Kerem Çoban 415 Regional Transformation through Design Paula Tavares, Ana Catarina Silva, Jorge Brandão Pereira, Pedro Mota Teixeira, Demétrio Matos 421 © th Filodiritto Editore – 9 International Conference the Future of Education Resource Provision of the Methodological Grounding of Students in Informatics, Statistics, and Econometrics on the Basis of ESS Research Methodology Venelin Boshnakov, Valentin Goev 425 Teaching to Dexign Futures in China: A Vision for a Blended Learning Pedagogy to be Deployed at Scale Peter Scupelli, Zhiyong Fu, Yangshuo Zheng, Judy Brooks 431 The Role of Soft Skills in the Tourism Industry and the Challenges for HEIs: The Case of Portugal Goretti Silva, Alexandra I. Correia, Mariana Oliveira 436 Thinking and Learning in the Postnormal Era: How Might we Respond to a Curriculum that Embraced Diverse Perspectives and Contested Issues? Nigel Coutts 441 Using Wargames for Teaching Social Sciences in Secondary Schools. An Erasmus+ Experience Alonso Mateo Gómez, Agnieszka Kucharska Widera 445 Web 2.0 Technology Integrated Personalized Learning in a CLT for EAP at least CEFR Level B2 Rumondang Miranda Marsaulina 450 Learning Games and Media 455 Edu-larp Paths in Education: A Pedagogic Research on Ethnic Prejudice and Empathy through Games Andrea Maragliano 456 Music Education 463 Primary Pupil’s Perceptions of their Participation in a Performative Music Project – Crianças ao Palco Sandrina Milhano, Jenny Sousa, Sara Lopes 464 Visual Concretization of Musical Concepts as Applied by Engineers: A Case Study Johanna Maria Roels, Peter Van Petegem 469 Science Education 475 “Science with Bobert” a Successful Online Introductory Science Course Created with the Help of my Dog Charles A. Smith 476 Cross-Sectoral Competences for Physics Graduates Mile Dželalija 480 © th Filodiritto Editore – 9 International Conference the Future of Education Ecosocial Literacy: Circular Economy Conceptions in Initial Teacher Training Gema Sánchez-Emeterio, Conceição Figueira 486 Educational and Experiential Activities, for Students and Teachers of Mathematics and Sciences, in a Classical Museum of Archaeology Ruti Segal, Dror Segal 491 Engineering Design Process in Education Mehmet Güvenilir, Melis Olcay 496 Factors Influencing Teachers on a Competency-Based Curriculum Reform Implementation Mohamed Suleiman 502 Harnessing the Power of Digital Badges to Help Create Future Ready Graduates Ann Marie O’Brien 507 Learning Environmental Sustainability by Experiments: Using Chitosan in Plant Growth Lashyn Sandalkhan, Elif Ersoz 513 Motors in Theory and Real Life Deniz Uzun, Cem Yurdusev 518 Multidisciplinary Strategies in Education Michela Tramonti, Luigi Tramonti, Alden Meirzhanovich Dochshanov 523 Pedagogical Research Methodology in Would-Be Biology Teachers’ Theses Petr Novotný, Vanda Janštová 528 The Model of “Fundamental Values and Factors of Landscape” Proposed for Education and Practice of Landscape Architecture S-Hassan Taghvaei 534 Which Skills Do High School Students See as Improving Thank to Chemistry Irena Chlebounová, Petr Šmejkal 540 Working Together to Promote Science Learning in The Context of Sustainable Agriculture: A Collaborative Action Research Sittichai Wichaidit, Patcharee Rompayom Wichaidit, Prasan Chalardkid 545 Studies on Education 551 A Perfect Learning Day: Perceptions of Secondary School Students about the Ideal School Sandra Valentim, Carla Freire 552 © th Filodiritto Editore – 9 International Conference the Future of Education Academic Integrity – The Issue of Tomorrow? Statistical Analyses of Large Survey among University Students Zdena Lustigova Alignment of Civil Engineering Technology Graduate Attributes: Employer, Graduate and Actual Performance Tze-Mi Yong, Angzzas Sari Mohd Kassim, Nuramidah Hamidon, Mohammad Ashraf Abdul Rahman, Tuan Noor Hasanah Tuan Ismail, Chee-Ming Chan 559 566 Double the Effort: How Counselor-Parent Partnership Encourages Child Education Amal Taha Fahoum, Manar Najjar 572 Are we Heading towards a Premature Death of Human Sciences? – A Critical Enquiry into Intellectual History (1945 – Present) Sanchari Bhattacharyya 577 Development for an Introductory Active Learning Program: Utilize a Digital Storytelling Kazuya Takemata, Akiyuki Minamide 582 Do School Inspections Improve School Quality? Luciana Joana, Maria João Carvalho 586 Dynamic Literacy by Senior for Seniors, Motivations and Expectations Sara Lopes, Catarina Mangas, Jenny Sousa, Luísa Pimentel, Miguel Mesquita 592 Empowering Youth through Civic and Citizenship Education: The Case of Italy Angelyn Balodimas Bartolomei 598 EXCEED: Excellence in Elementary Education – A Program Transformation Barbara R. Ridener 602 Homework: Perspective of Students, Guardians and Teachers st of the 1 Cycle of Primary Education Fiona Monteiro, Conceição Figueira, Gema Sánchez-Emeterio 607 Innovative Usage of Fish Scales on the Detoxification of Waste Water through Science Education Özcan Can, Aydin Ali 612 Knowledge Building in Accounting Education Ray J. Rhodes 617 Learning in the Street: Activism and New Matters of Education Martin Laba 623 © th Filodiritto Editore – 9 International Conference the Future of Education Managing Quality of Pre-Service Teacher Training in Vietnam: An Institutional Case Ni Thi Ha Nguyen 627 Professionalization of University Administrators and Managers: The Russian Case and the World Perspectives Alina Kolycheva 632 Project Based Education System and Presentation of a Project Study Özge Yilmaz Gel 638 Student Crime and School Suspension in Five Different School Types in an Entire U.S. State Edward J. Sabornie, Cathy L. Crossland, Emily H. Griffith 643 Student’s Profile vs. Teacher’s Profile: Convergence and Divergence st in the 1 Cycle of Basic Education Catarina Mangas, Sara Lopes, Jenny Sousa 647 Sustaining the Integration of ICT in Accounting Education Nadia Rhodes 653 Syntactic Properties of Legal Language in English and Albanian Ekaterina Strati, Miranda Enesi 658 Teacher’s Collaborative Work: Perspectives and Practices Conceição Figueira, Filomena Covas Covas, Gema Sánchez-Emeterio, Lisete Sofia Da Veiga 664 The Future of Education in Defence and Security in Relation to the New Security Environment Yuri Tsenkov The Montessori Approach to Early Childhood Education: Benefits and Challenges of Mixed-Age Classrooms as an Essential Montessori School Feature Ilaria Navarra University Social Responsibility through the Lens of Students: Does it Really Matter? Marcia Coelho, Rachel Drayson, Isabel Menezes 669 673 677 st Visions of 21 Century Education and Evolutionary-Teal – A Diffractive Analysis Simon Ceder 682 Strategies for Effective Teaching 687 © th Filodiritto Editore – 9 International Conference the Future of Education Achieving Bilingualism in Very Young Learners of EFL through Real-Life Experience Edita Hornáčková Klapicová Attendance Monitoring-Supporting Students Effectively Terry C. Lansdown, Yiannis Argyropoulos Characteristics of the School Climate in Boyacá-Colombia: A Key Perspective to Transform the Institutional Reality Anderson Geovany Rodríguez Buitrago, Sandra Liliana Acuña González, Daniel Roberto Vega Torres, Aracelly Burgos Ayala 688 694 700 Complex Approach in Academic Teaching and Training Students in “Intellectual Property and Business” Master Degree Maria Markova 705 Enacting Paulo Freire in an Institutional Context: Developing Positive Relationships Carol Thompson, Michael W. Kleine 710 Night-Owls and Larks: Shedding Light on Cultural Competence in Translator Training Isabel Chumbo, Elisabete Mendes Silva 714 Open Teaching/Learning – PIN Code of the Future/Quality of Higher Education Genutė Gedvilienė, Ilona Lukoševičiutė-Noreikienė, Rūta Nadišauskienė, Laura Malakauskienė 718 Serving and Learning: Professionalizing Community Engagement in the Liberal Arts David Lynn Painter 724 The Impact of Comparative European Social Survey Data on Teaching Social Science Courses Elka Todorova 728 The Effect of Hands-on-Activities in Biology on Student Performance and Attitude Nida Yildiz 733 The Value of Life: A Multidisciplinary Approach Guido Giuntini Tutors Use of Semantic Waves as a Teaching Strategy to Guide Student Learning: A Case Study Subethra Pather, Vivienne Wilson 738 742 © th Filodiritto Editore – 9 International Conference the Future of Education Where the Spiritual Meets the Material: Rebalancing the st 21 Century Classroom Stephen Hare Talent Engagement and Attraction: Strategic Involvement of HEIs in Regional Innovation Ecosystems Joana Santos, Ana Teresa Ferreira-Oliveira, Goretti Silva, Sara Paiva, Maria João Rauch 747 751 Corporate Social Responsibility: A New Mission for HEI’s Joana Santos, Ana Teresa Ferreira-Oliveira, Goretti Silva, Sara Paiva 756 Studies on Second Language Acquisition 762 A Second Language Teaching Method Based on New Technology and Kinaesthetic Approach Giulia Gatti 763 Enhancing Young EFL Learners’ Grammar Awareness Kateřina Dvořáková 767 Teachers’ Professional Development 772 A Professional Development Policy for Novice Science Teachers in the Omani Ministry of Education: The Stakeholders’ Perspective Sulaiman Al Jamoudi 773 Changes of Competencies and Qualifications of the Initial VET Teachers and Trainers in the Context of VET Curriculum Reforms: The Case of Lithuania Vidmantas Tūtlys, Genutė Gedvilienė Development of Social Competence in the Preparation and Continuing Training of Adult Educators Genutė Gedvilienė, Egidijus Stancikas Formative Trajectory for Distance Teaching Adriana Costa, Teresa Pessoa, Rogério Costa Further Teacher Training for Implementing Professional Education of Disabled Students in Conditions of Inclusive Education at Universities: Problems and Solutions Liliya Goryunova, Nikita Zavodny, Elena Kemechedzhieva Infusing Entrepreneurship into Campus Culture through Faculty Development Workshops Perry Binder, Leonard A. Jackson 779 786 792 796 801 © th Filodiritto Editore – 9 International Conference the Future of Education The Digital Dimension in University Traineeships: An Opportunity to Build Innovative Professional Teaching Competences Francesca Ravanelli 806 Training Endangered Language Teachers to Be at the Forefront of Project-Based Learning Anke al-Bataineh 813 Virtual Learning Communities: Reflecting about my Teaching Practicum Ángela María Gamboa, Catalina Herrera What Motivates Teachers towards Expertise Development: A Mixed-Methods Study of the Relationships between School Culture, Internal Factors, and State of Flow Amanda Shuford Mayeaux, Dianne F. Olivier 818 823 © th Filodiritto Editore – 9 International Conference the Future of Education Art Education © th Filodiritto Editore – 9 International Conference the Future of Education Bridging Design Education and a Portuguese Handicraft Tradition – Pedagogical Experimentation through Design for Doing Jorge Brandão Pereira1, Heitor Alvelos2, Abhishek Chatterjee3 IPCA Polytechnic Institute of Cávado and Ave/ID+, Portugal1 University of Porto/ID+, Portugal2,3 Abstract The following paper develops an educational project with theoretical and practical research on the historical and semantic capital of graphic design, materialized in a pedagogical experience that articulated the contemporary interpretation of the visual discourse of graphic design with the study and recognition of the historical and semantic capital of Portuguese ‘Tecelagem de Almalaguês’ (weaving of Almalaguês) tradition, in its historical and sociocultural contexts. Almalaguês is a small parish near Coimbra, in Central Portugal, whose hand-weaving technique, named under the same, is possibly dating back to the eleventh century. Integrated in the degree (BA) in Graphic Design of the School of Design of the Polytechnic Institute of Cávado and Ave, this project interprets an educative insight that introduces traditional manufacturing industries and techniques to future generations of designers, which may aid in their continuation in future contexts. To do so, we identify the technical and production evolution of its patterns, layouts and materials, projecting contemporaneously these values and concepts as a motto for creativity in design higher education curriculum, namely focusing in packaging design. This learning experience created an opportunity to engage with the ongoing Research Project AntiAmnesia, a founded project that aims at performing a design research mediation process towards the sustenance of traditional industries and practices in the Northern and Central regions of Portugal. It focuses on identity, traditions, knowledge and economic viability and its actions comprise ethnography, archiving, design practices, and media and business strategies. The educational project was implemented in three moments of development, from research, to creative development and conclusion. Starting from the study and knowledge of the visual communication history of this traditional handicraft, the project evolves in creative terms for a new interpretation of its products, working “concepts” as primary organizers. The opportunity created to combine a creative research project with the practical experimentation in an intergenerational and interdisciplinary workshop, allowing interactions between students and artisans/workers, leading to networking and know-how transfer. This workshop allowed the students to develop creative reasoning and stimulation, understanding in situ, and with the artisans, formal and physical details of Almalaguês. Keywords: Design Education, Almalaguês, AntiAmnesia, Design for doing © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. Gomes, A.J. (2016). “Design, Tradition and Craft: The Case of Almalaguês”. Presentation at PhD Design Forum, UPTEC/PINC, 15 April 2016. PhD Design International Doctoral Program, University of Porto, Portugal. Gomes, A.J. (2017). “Almalaguez – Tecer o futuro com os fios do passado”. PhD Thesis in Design, University of Porto. de Almeida, P.; Chatterjee, A., & Gomes, A.J. (2017) Rediscovering Almalaguês: A Strategic Design Approach to a Traditional Portuguese HandWeaving Technique, Journal of Textile Design Research and Practice, 5:2, pp. 110-137. Pereira, J.B. (2018). “Dichotomies in the creative process. Investigation and pedagogical experimentation of graphic memory and production with graphic th design contemporaneity”. Conference Proceedings of the 9 Meeting of Typography, 16-17 November 2018. Polytechnic Institute of Tomar, Portugal. To be published. © th Filodiritto Editore – 9 International Conference the Future of Education Challenges in Developing Creative Thinking: Building Visual Awareness and Confidence in University Students Ray C. Noll III1 Valdosta State University, United States of America1 Abstract Creative and critical thinking stimulate problem-solving abilities, all necessary for our fast-paced future. Over my fifteen years of teaching art at the university level, I have observed a slow erosion of imagination and innovation exhibited by my students. When asked where the best ideas come from, students too often reply, “The Web.” Is this low-level of students’ curiosity and innovation a possible result of high-stakes testing and one-size-fits-all curriculum? Or is it due to the daily bombardment of mind-numbing social media? Students demonstrate a reluctance toward projects that require original thinking, even when the topic focuses on themselves. Since the finished products cannot be found on the Internet, students seem unsure as to how to rely on their own imaginations to even get started. To combat such apprehension, I have designed projects of increasing difficulty and unfamiliarity for non-art majors to utilize internal reliance and self-analyses to enhance visual problem-solving. Through samples of student projects, I will share how a combination of instructor and peer feedback, both during studio work-time and individual presentations, provides the supportive environment in which originality and creativity potential begin to emerge. Keywords: Creativity, critical thinking, problem-solving, imagination REFERENCES 1. 2. 3. 4. 5. 6. Kim, K. H. “Ch 12: Recapturing American innovation through education: The creativity challenge for schools”. In Mullen, C. A. (Ed.). Creativity under duress in education? Resistive theories, practices, and actions. Switzerland: Springer. 2019, pp. 215-234. Feicht, J. “Fostering student creativity in a world of high-stakes education. 13427919 Proquest Dissertations Publishing. 2018. Goldberg, M. Arts integration. New York: Routledge. 2017. Beghetto, R. A. & Kaufman, J. C. Classroom contexts for creativity High Ability Studies 25(1), 2014. pp. 53-69. Baer, J. & Garrett, T. “Teaching for creativity in an era of content standards and accountability.” In Beghetto, R. A. & Kaufman, J. C. (Eds.). Nurturing creativity in the classroom. Cambridge: Cambridge University Press. 2010. pp. 6-23. Beghetto, R. A. Killing ideas softly? The promise and perils of creativity in the classroom. Charlotte, NC: Information Age. 2013. © 7. 8. 9. th Filodiritto Editore – 9 International Conference the Future of Education Starko, A. J. Creativity in the classroom: Schools of curious delight. New York: Routledge. 2018. Burnett, C. & Figliotti, J. Weaving creativity into every strand of your curriculum. Buffalo, New York: knowinnovation.com. 2015. th Woolfolk, A. Educational Psychology (8 ed.). Boston: Allyn and Bacon. 2001 © th Filodiritto Editore – 9 International Conference the Future of Education Learn without Learning: Experience of Art Perception in Museum (Experimental Studies at The State Hermitage Museum) Tatiana Kharitonova1 The State Hermitage Museum, Russian Federation1 Abstract Education theory and practice of art have grown up. The participants of museum’s educational programs define the main purpose and value of the programs as the development of their own creativity and feeling of fullness of life. Experimental studies of the experience of art perception using exhibits of The State Hermitage Museum were carried out (2011-2018). We aimed to study how emotions are reflected in the bodily reactions as a personal chooses and obtained data that allowed us to conclude: the perception of works of art is an organismic reaction and a controversial verbal assessment. Psychophysiological measurements (blood pressure, heart rate) were combined with the use of psychological techniques: monitoring, verbal self-assessment and projective techniques. The perception of some works of classical art turned out to be a life-event for the participants, regardless of possessing special knowledge or experience in museum visiting in the past. We can talk about a sufficiently strong experience, changing a person. The Museum teaches without learning, authentic museum exhibition space sets the situation of perception, demonstrating the creative potential of a person. The creative potential develops in a realization of one’s own feelings, in choosing a work of art that arouses integral perception, in the ability to not just survive the aesthetic sense, but also find the beauty of life, which encourages growth and development, in the emergence of a new view of a familiar reality. The findings of the research process allow conducting educational individual work with the audience, perceiving a work of art, and create new programs for the museum. Keywords: art perception, experimental studies, bodily reactions, authentic museum exhibition REFERENCES 1. 2. 3. 4. Arnkheym, R. Iskusstvo i vizualnoye vospriyatiye. M.: Arkhitektura, 2007. – p. 392 (rus). Raushenbakh, B. V. Geometriya kartiny i zritelnoye vospriyatiye. SPb: Azbukaklassika, 2002. – p. 320 (rus). Pepperell, R. Connecting art and the brain: An artist’s perspective on visual indeterminacy. Frontiers in Human Neuroscience, 2011, 5. – pp. 1-12. Mastandrea, S., Bartoli G., Carrus G. The Automatic Aesthetic Evaluation of Different Art and Architectural Styles. Psychology of Aesthetics, Creativity, and the Arts, 2011, Vol. 5, No. 2. – pp. 126-134. © 5. 6. 7. 8. 9. 10. 11. 12. 13. th Filodiritto Editore – 9 International Conference the Future of Education Chamorro-Premuzic, T. & Furnham, A. Art judgment: a measure related to both personality and intelligence. Imagination, Cognition, and Personality, 2004, 24, pp. 3-24. Vygotskij L. S. Psihologija iskusstva. M.: Labirint, 2008. – p. 349 (rus). Reber, R., Schwarz N., Winkielman Р. Processing Fluency and Aesthetic Pleasure: Is Beauty in the Perceiver’s Processing Experience? Personality and Social Psychology Review 2004, Vol. 8, No. 4. – pp. 364-382. Belke B., Lender H., Harsanyi G., Carbon C.C. When a Picasso is a “Picasso”: The entry point in the identification of visual art // Acta Psychologica. Vol. 133, Issue 2, February 2010. – pp. 191-202. Trondle, M., Wintzerith, S., Waspe, R., & Tschacher, W. (2012). A museum for the twenty-first century: The influence of ‘sociality’ on art reception in museum space. Museum Management and Curatorship, 27, 2012, pp. 1-26. doi:10.1080/09647775.2012.737615. Carbon, C. C. Art perception in the museum: how we spend time and space in art exhibition i-Perception, 2017, 8(1) DOI: 10.1177/2041669517694184. Winner E. How art works. USA: Oxford University Press, 2018. – p. 320. Rogers, C., Lyon, H., Tausch, R. On becoming an effective teacher. London: Routledge, 2014. – p. 251. Menegetti A. OntoArt. In-se iskusstva. M.: CF Ontopsikhologiya, 2010. – p. 479 (rus). © th Filodiritto Editore – 9 International Conference the Future of Education Meditation and Art – The Conscious Perception of the Great Works of Painting Andreas de Bruin1 Munich University of Applied Sciences, Germany1 Abstract The great masters of painting have themselves revealed that their works conceal exceptional power. To access this potency requires a special approach; the work’s image must be perceived and understood in all its depth. However, today’s museum visits are often characterized by how many works of art can be viewed in as short a period as possible, leaving little time to truly focus on the paintings, or to appreciate them in detail. Many visitors also lack the expertise that might enable them greater access to a painting. To bridge this gap, guided museum tours can be helpful, but the imparting of mere facts about the works in question can potentially create obstacles to one’s personal access, as it excessively directs the process of perception. It’s important that space remains for the image itself to be discovered. Efforts in the field of art education must take these aspects into account. “Meditation and Art” presents a method that enables conscious perception of the paintings of the great masters. Through concentration and focus, the observer is able to access the inner architecture of a great work of art, complementing the usual technical and historical analysis of a painting. Thus, mindfulness and meditation are effective tools that can add a new dimension to the appreciation and understanding of these masterpieces. This new form of art education includes four distinct parts: (I) walking meditation and silence meditation, (II) describing the image/aspects of a work, (III) an artwork’s historical development/stylistic contexts, (IV) final meditation. “Meditation and Art” was presented for the first time at the Amsterdam Rijksmuseum in 2017. Public workshops, private guided tours as well as university seminars have since been held in several major museums in Europe, and have met with great enthusiasm by participants. This article describes the approach based on a detailed case study. Keywords: Mindfulness, Old Masters, painting, meditation, museum tour. REFERENCES 1. 2. 3. 4. 5. Abell, A. M. (1994): Talks with Great Composers. Citadel Press. New York. Battistini, M. (2005): Symbols and Allegories in Art. Getty Publications. Los Angeles. Creme, B. (2017): The esoteric art of Benjamin Creme, Share International Foundation, Amsterdam. Eichler, A. (2016): Albrecht Dürer. Masters of German Art. h.f.ullmann publishing GmbH. Potsdam. Hodge, S. (2018): The Story of Art. Laurence King Publishing. London. © 6. 7. 8. th Filodiritto Editore – 9 International Conference the Future of Education Némo, P. (N/S): Rembrandt Drawings. Productions Liber SA. FribourgGenève. Partsch, S. (2018): Schau mir in die Augen, Dürer! Verlag C. H. Beck oHG. München. Vasari, G. (2008): The Lives of the Artists. Oxford University Press. New York. © th Filodiritto Editore – 9 International Conference the Future of Education Teaching-Learning Experiences in Interior Architecture in the Context of Creative Economy and Socially Responsible Design Anne K. Kurjenoja1 Universidad de las Américas Puebla, Mexico1 Abstract The contemporary aesthetics of globalization has broken the modern idea of Interior Design and Architecture as a peripheral area dedicated to superfluous ornamentation without social, economic or political meanings. The creative economy and new emergent demands of the social and economic context for innovation and reconceptualization of spaces and objects have now located these among of the key icons in the material culture as providers of added value in economic, functional, social and symbolic terms [1]. Thus, the Interior Architecture team of the Universidad de las Américas Puebla (UDLAP), Mexico, began to seek for new areas of opportunity for Interior Architecture to give it a renewed strength to face the contemporary, globalizing world and its demands considering also the local urgent needs to be responded through sustainable design. Thus, projects carried out in design workshops exposed in this paper, propose to break barriers that previously had maintained Interior Architecture and Design in the architectural periphery. The global creative economy and local spatial problematics are challenging that design education has to face successfully through renovated curricula, course and exercise contents but also through innovative teaching-learning methods to trigger a development of an innovative, locally sensible and socially responsible material culture promoting creative strategies and methods of production. Keywords: Design education, Interior Architecture, re-signification, creative economy, globalization REFERENCES 1. 2. 3. 4. 5. Pericot, J. “El diseño y sus futuras responsabilidades”, Temes de Disenny 19, 2002, pp. 85-98. Schumpeter, J.A. The Theory of Economic Development. An Inquiry into Profits, Capital, Credit, Interest, and the Business Cycle, Cambridge, Harvard University Press, 1934. Innovación en cultura: una aproximación crítica a la genealogía y usos del concepto, 2009, Spain, YProductions. Ziemnowics, C. “Joseph A. Schumpeter and innovation”, E.G. Caryannis (ed.) Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, New York, Springer Science+Business Media, 2013. Florida, R. The Rise of the Creative Class Revised, Nueva York, Basic Books, 2012. © 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. th Filodiritto Editore – 9 International Conference the Future of Education Yúdice, G. El recurso de la cultura: usos de la cultura en la era global, Barcelona, Gedisa Editorial, 2002. Harvey, D. The Urban Experience, Oxford, Blackwell, 1989. Flusser, V. Shape of Things: A Philosophy of Design, Londres, Reaction Books, 1999. Thorsby, D. Economía y Cultura, Cambridge, Harvard University Press, 2001. Nuevas economías de la cultura, parte I: Tensiones entre lo económico y lo cultural en las industrias, Spain, YProducciones, 2009. Fonseca Reis, A. Economía creativa como estrategia de desarrollo: una visión de los países en desarrollo, Sao Paulo, Itaú Cultural, 2008. Buitrago Restrepo, F.; Duque Márquez, I. Economía Naranja. Una oportunidad infinita, Washington D.C., Inter-American Development Bank (IADB), 2013. Heng, T.M.; Choo, A.; Ho, T. Economic Contributions of Singapore’s Creative Industries. Economic Survey of Singapore First Quarter 2003, 2003. Li Wei Han, R.; So, A. “Creative Industries: Singapore and Hong Kong-A Review of Design Initiatives with Implications for the Nurturing of Design Talent”, Cultural Studies 09/2010, 2007. MacLeod, D.; Muller, L., Covo, D.; Levy, R. Design as an instrument of Public Policy in Singapore and South Korea, Asia Pacific Foundation of Canada Research Reports, 10/2007, 2007. Minneapolis Creative Vitality Index Report 2013. City of Philadelphia, Creative Vitality in Philadelphia. A Three-Year Index: 2006-2008, 2010. Coles, A. “On Arts Romance with Design”, Design Issues 21(3), 2005, pp. 1724. © th Filodiritto Editore – 9 International Conference the Future of Education Business Education © th Filodiritto Editore – 9 International Conference the Future of Education Education in Management of Cybersecurity Nedko Georgiev Tagarev1 University of National and World Economy, Bulgaria1 Abstract The problem presented in this article is the growing need for adequate and relevant cybersecurity education. Current trends placed cybersecurity and the upward trend in the use of smart technologies as the backbone of any business and management education. The education program and training have to cover the specific needs for management of cybersecurity. The program includes – computer security, network security, information technologies (IT) security, physical security, Internet security, security policy, management and business continuity. For training and analyses, we use cyber-attacks examples and real-life cases. As a milestone, the author, use the cybersecurity in objects of critical infrastructure. These objects require specific cybersecurity measures and defence mechanisms. This education of management of cybersecurity provides the often forgotten “horizontal approach” in cybersecurity. On the other side, in general, there is a need for adequate analyses – methods and methodology. The most frequently used, training methods are risk analyses, case studies and scenario analyses. Information security (IS) is part of cybersecurity education. Education in IS is based on most popular international standards such as ISO and NIST. Education relies on Information security management system (ISMS), cryptography, authentication methods and process analyses. Keywords: Cybersecurity, Management, Education REFERENCES 1. 2. 3. 4. “See Our 2018 Study of Mobile vs Desktop Usage,” Stone Temple, 01-May2018. [Online]. Available: https://www.stonetemple.com/see-our-2018-study-ofmobile-vs-desktop-usage/. [Accessed: 04-May-2019]. R. S. Updated: 4/17/2019, “60 Must-Know Cybersecurity Statistics for 2019,” Inside Out Security, 17-May-2018. [Online]. Available: https://www.varonis.com/blog/cybersecurity-statistics/. [Accessed: 04-May2019]. “What is the NYDFS Cybersecurity Regulation? A Cybersecurity Compliance Requirement for Financial Institutions,” Digital Guardian, 04-Feb-2019. [Online]. Available: https://digitalguardian.com/blog/what-nydfs-cybersecurityregulation-new-cybersecurity-compliance-requirement-financial. [Accessed: 04-May-2019]. “Bulgaria adopts new Cyber Security Act.” [Online]. Available: http://www.cmslawnow.com/ealerts/2018/11/bulgaria-adopts-new-cyber-security-act. [Accessed: 04-May-2019]. © 5. 6. 7. 8. 9. 10. 11. 12. 13. th Filodiritto Editore – 9 International Conference the Future of Education “What is information security? definition and meaning,” BusinessDictionary.com. [Online]. Available: http://www.businessdictionary.com/definition/information-security.html. [Accessed: 17-Nov-2018]. “ISO/IEC 27005:2008,” ISO. [Online]. Available: http://www.iso.org/cms/render/live/en/sites/isoorg/contents/data/standard/04/21 /42107.html. [Accessed: 03-Dec-2018]. T. A. Allen, “NIST Special Publication 800-series General Information,” NIST, 21-May-2018. [Online]. Available: https://www.nist.gov/itl/nist-specialpublication-800-series-general-information. [Accessed: 03-Dec-2018]. “Computer security,” Encyclopedia Britannica. [Online]. Available: https://www.britannica.com/technology/computer-security. [Accessed: 17-Nov2018]. “What is Cyber Security? | Definition | Kaspersky Lab.” [Online]. Available: https://www.kaspersky.com/resource-center/definitions/what-is-cyber-security. [Accessed: 17-Nov-2018]. N. Tagarev, “Threats to Information Security,” in East-West Defence and Security Co-operation Part 1, Sofia, 2015. “Design Basis Threat (DBT).” [Online]. Available: http://wwwns.iaea.org/security/dbt.asp?s=4. [Accessed: 19-Nov-2018]. TH N. Tagarev, “System recovery management basics,” 4 Int. Conf. Appl. Inf. TH Commun. Technol. Stat. Econ. Educ. ICAICTSEE – 2014 Oct. 24-25 2014 UNWE SOFIA Bulg., no. 4, 2018. M. Noll, “Insider Threat Statistics: 2018 Research Reports and Surveys,” IT Security Central – Teramind Blog, 03-Apr-2018. © th Filodiritto Editore – 9 International Conference the Future of Education Options for Deployment of ESS Methodology Components for Contemporary Instruction on Business Research Methods Matilda Alexandrova1 University of National and World Economy – Sofia, Bulgaria1 Abstract The paper suggests an overview of the options for deployment of appropriate methodological tools developed in the framework of the European Social Survey programme for the goals of contemporary instruction on Business Research Methods. This course provides specific knowledge and skills to students in Business Administration/Management programmes related to the design, organization, data collection, data analysis, and reporting of analytical results from business research activities. One of the major methodological approaches to primary data collection and analysis is the questionnaire survey method. Form this point of view, the methodological achievements of the European Social Survey, being a large scale European Research Infrastructure, can be utilized for the goals of teaching Business Research Methods in any of the main areas of its methodological knowledge: design and content of questionnaires, organization of data collection procedures (with specific focus on the sampling methods), conducting the data collection work (including the interviewing process), data processing, and preparation of survey data for statistical analysis. In any of these methodological subfields the achievements of the European Social Survey programme can be successfully implemented in order to provide a contemporary high standard of teaching Business Research Methods to Business Management students at all levels: undergraduate, graduate, and postgraduate. Particular aspects of the methodology for conducting Business Research can be also adapted to teaching in an e-learning environment. Keywords: European Social Survey, survey methodology, business research methods REFERENCES 1. 2. 3. 4. 5. Benson, A., and Blackman, D., “Can research methods ever be interesting?”, Active Learning in Higher Education, 2003, Vol 1, pp. 39-55. Cowie, J., “E-Learning Business Research Methods”, Electronic Journal on eLearning, 2004, Vol. 2 (1), pp. 51-60. ESS-a, “The History of the ESS ERIC” (www.europeansocialsurvey.org/about/history.html), 2019. ESS-b, “ESS Methodology” (https://www.europeansocialsurvey.org/methodology/), 2019. Hoidn, S., “Learning and Teaching (about) Research Methods in Graduate th Management Education”, Conference paper, 77 Annual Meeting of the © 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Academy of Management, Atlanta (USA), Academy of Management Proceedings, Vol. 2017, No. 1. Kuzmanova, M., Alexandrova, M., and Atanassov, A. “Innovative approach to academic training in Business Administration in the University of National and th World Economy”, In: PIXEL 8 “The Future of Education” Conference Proceedings, 2018, pp. 268-272. Robinson, S., Neergaard, H., Tanggaard, L., and Krueger, N. F., “New horizons in entrepreneurship education: from teacher-led to student-centered learning”, Education + Training, 2016, Vol. 58 (7/8), pp. 661-683. Saunders, M., Lewis, P., and Thornhill, A., “Research Methods for Business th Students”, 7 Edn., Pearson Education Ltd, 2015. Simons, M., and Elen, J., “The ‘research-teaching nexus’ and ‘education through research’: An exploration of ambivalences”, Studies in Higher Education, 2007, Vol. 32 (5), pp. 617-631. Wagner, C., Garner, M., and Kawulich, B., “The state of the art of teaching research methods in the social sciences: towards a pedagogical culture”, Studies in Higher Education, 2011, Vol. 36 (1), pp. 75-88. © th Filodiritto Editore – 9 International Conference the Future of Education The Interrelation between Leaders and Followers Based on the Orientation toward Intrinsic Goals Nira Shalev1 The Open University, Israel1 Abstract Orientation toward intrinsic goals is a concept that is based on the Self- determination Theory, (SDT) a theory that is receiving increasing cross-cultural support in various life domains [2]. SDT enables the assessment of the level and quality of motivation, thus offering a multidimensional conceptualization of motivation. Three major categories of motivation are distinguished and the self-determination theory specifies how the various types of motivation can be promoted or discouraged: a. The absence of motivation towards an activity; b. Intrinsic motivation, defined as doing an activity for its own sake, and c. Extrinsic motivation, referring to engaging in the activity for instrumental reasons, such as receiving rewards and approval, avoiding punishments or criticism, boosting one’s self-esteem, or reaching a personally valued goal. Intrinsic goals are likely to satisfy psychological needs for autonomy relatedness, competence and growth and are thus innately satisfying to pursue [3]. The most popular intrinsic popular goals are self-acceptance, affiliation, community feeling, and physical fitness. When fulfilled, the individual experiences a sense of satisfaction of needs, which increases the level of happiness and well-being [4]. The purpose of this paper is to review the developments in the field of leadership and the concept of orientation toward intrinsic goals; and also, to examine the possible interrelation between orientation toward intrinsic goals and leadership. This work is based on research and three of the topics chosen for this conference are: business education, studies on education and teachers’ professional development. This paper is based on a large-scale study in the Israeli education system that examined how leaders’ orientation toward intrinsic goals predicts the followers’ perceptions of leadership style. The results of this study show that a significant positive correlation exists between orientation toward intrinsic goals (part of leaders’ qualities) and transformational leadership (followers’ perception of leadership style). Keywords: Orientation toward intrinsic goals; values; self-determination theory; leadership; business education; teachers’ professional development REFERENCES 1. 2. Deci, E. & Ryan, R., 1985. Intrinsic motivation and self-determination in human behavior. New York: Plenum. Ryan, R. M., Sheldon, K. M., Kasser, T. &. Deci. E.L, 1996. All Goals are not Created Equal: Organismic perspective on the nature of goals and their regulation. In P. M. Gollwitzer & J.A. Bargh (Eds.) The Psychology of Action: © 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Linking Cognition and Motivation to Behavior. pp. 7-26. New York: Guilford Press. Deci, E. & Ryan, R., 1985. Intrinsic motivation and self-determination in human behavior. Ryan, R. M., Sheldon, K. M., Kasser, T. &. Deci. E.L, 1996. All Goals are not Created Equal: Organismic perspective on the nature of goals and their regulation. In P. M. Gollwitzer & J.A. Bargh (Eds.) The Psychology of Action: Linking Cognition and Motivation to Behavior. pp. 7-26. New-York: Guilford Press. Vansteenkiste, M., Lens, W. & Deci, E., 2006. Intrinsic versus extrinsic goal contents in self-determination theory: another looks at the quality of academic motivation. Educational psychologist, Vol. 41(1), pp. 19-31. Schwartz, H.S., 2o16. Basic human values: An overview. SKAP Journal. Vol. 4(1). www.skaponline.com Bass, B. & Avolio, B., 1994. Improving Organizational Effectiveness through Transformational Leadership. CA: Sage Pub. th th Yukl, G., 2010. Leadership in Organizations (7 edition). 7 ed. New-Jersey: Prentice-Hall. Fernet, C., Trepanier, S.G., Gagne’, M. Forset, J., 2015. Transformational leadership and optimal functioning at work: On the mediating role of employees’ perceived job characteristics and motivation. An International Journal of Work, Health & Organizations Vol. 29 (1). Howell, J. M., & Shamir, B. (2005). The role of followers in the charismatic leadership process: Relationships and their consequences. Academy of Management Review, 30, pp. 96-112. Abbas, S.A (2018). Extrovert Followership and its Impact on Agreeable Leadership. International Journal of Educational Leadership and Management, 6(2), pp. 154-179, doi: 10.17583/ijelm.2018.3111. Schleicher, A. 2010. Assessing literacy across changing world Science Magazine Vol. 328. © th Filodiritto Editore – 9 International Conference the Future of Education E-Learning © th Filodiritto Editore – 9 International Conference the Future of Education A Critical Evaluation of the Contribution of Digital Learning in Small and Medium Sized Enterprises in Europe: A Literature Review Joseph Vancell1 University of Malta, Malta1 Abstract Small and medium-sized enterprises (SMEs) are critical to European economies through their significant and continuous contribution to employment and GDP growth. In 2018, SMEs represented 99.9% of an estimated 19.3 million enterprises in the EU and provided around 65 million jobs representing two-thirds of all employment. The literature suggests that digital learning is a good match for SMEs’ learning requirements. It is informal, flexible and easily-accessible, and compared to face-toface provision, it saves time and travelling expenses (for employees to go to the training providers). Above all, recent studies show that e-learning, if done well, is as effective as face-to-face learning, if not better. However, the literature also suggests that there are still many challenges for the adoption of digital training by European SMEs. These include a general lack of company learning strategy and a lack of awareness of opportunities offered by online training among both employers and employees. Moreover, technology and attitudes of owner/managers and employees seem to form potential drawbacks to digital learning initiatives in SMEs. This paper reviews the literature relating to digital learning in European SMEs. While noting its scarcity (particularly when compared to research about digital learning in larger enterprises), it critically evaluates the existing literature to determine the potential role of digital learning in small organisations. It argues that current digital learning provision is narrowly focused on job-specific training. This, with the help of new national and EU strategies, should change to a more holistic lifelong learning process that values the employees’ lifeworld. Keywords: Digital learning, adult education, SMEs, workers’ training and education, Europe REFERENCES 1. 2. 3. European Commission (2018). Annual Report on European SMEs 2017/2018: Special Background Document on the internalization of SMEs. Kauppinen, A., & Juho, A. (2012). Internationalisation of SMEs from the perspective of social learning theory. Journal of International Entrepreneurship, 10(3), p. 32. Eurostat (2019). Small and Medium-Sized Enterprises (SMEs). Retrieved from https://ec.europa.eu/eurostat/web/structural-business-statistics/structuralbusinessstatistics/sme?p_p_id=NavTreeportletprod_WAR_NavTreeportletprod_INSTA © 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. th Filodiritto Editore – 9 International Conference the Future of Education NCE_vxlB58HY09rg&p_p_lifecycle=0&p_p_state=normal&p_p_mode=view&p _p_col_id=column-2&p_p_col_pos=1&p_p_col_count=4. OECD (2012). Better Skills, Better Jobs, Better Lives: A Strategic Approach to skills Policies. OECD Publishing, Paris. OECD (2019). OECD Employment Outlook 2019: The Future of Work. OECD Publishing, Paris. OECD (2017). Enhancing the Contributions of SMEs in a Global and Digitalised Economy. Meeting of the OECD Council at Ministerial Level. Paris, 7-8 June 2017.OECD Publishing, Paris. Retrieved from https://www.oecd.org/mcm/documents/C-MIN-2017-8-EN.pdf. Admiraal, W. and Lockhorst, D. (2009). E-Learning in small and medium-sized enterprises across Europe attitudes towards technology, learning and training. International Small Business Journal, 27(6), p. 744. Vancell, J. (2018a) e-Learning for older workers in SMEs? The perceptions of owners and workers in Maltese microenterprises, Symposia Melitensia, Malta, pp. 391-403. Vancell, J. and Patala, T. (2018) Digital Learning in Small and Medium-Sized Enterprises: Is it a Valid Alternative to Traditional Training? Proceedings of the th 11 International Conference of Education, Research and Innovation, Seville, Spain, 12-14 November 2018, pp. 3898-3905. Admiraal and Lockhorst (2009), p. 745. Vancell and Patala (2018), p. 3899. M. Montebello, M. (2017). Measuring E-Learning Effectiveness Using a ThreeWay Comparison in International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, Vol. 124, No., pp. 909-914, 2017. T. Nguyen (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons”. MERLOT Journal of Online Learning and Teaching. Vol. 11, No. 2. M.H. Reime, A. Harris, J. Aksnes, & J. Mikkelsen “The most successful method in teaching nursing student’s infection control – E-learning or lecture?” in Nurse Education Today, 28(7), pp. 798-806. A. Voutilainen, T. Saaranen, & M. Sormunen. Conventional vs. e-learning in nursing education: A systematic review and meta-analysis. Nurse Education Today, 50, pp.97-103. Roy, A. (2015). Barriers to e-Learning in SMEs Are they Still There? ELearning-Instructional Design, Organizational Strategy and Management. IntechOpen. Vancell and Patala (2018), p. 3903. Admiraal and Lockhorst. (2009), p. 744. Vancell and Patala (2018), p. 3899. Schweizer, H. (2004). E-learning in business. Journal of Management Education, 28(6), pp. 674-692. Retrieved from https://www.intechopen.com/books/e-learning-instructional-designorganizational-strategy-and-management/barriers-to-e-learning-in-smes-arethey-still-there-. Roy, A. and Raymond, L. (2015). Meeting the Training Needs of SMEs: is eLearning a Solution? The Electronic Journal of e-Learning. 6(2), pp. 89-98. Retrieved from www.ejel.org. © th Filodiritto Editore – 9 International Conference the Future of Education Comparing Student Satisfaction and Perception of Effectiveness in Two Different Online Computer Science Courses Waleed Farag1, Sanwar Ali2, Imran Ghani3 Indiana University of Pennsylvania, United States1,2,3 Abstract This research attempts to find answers to the question: will changing course contents and difficulties have an impact on the level of students’ satisfaction and perception of effectiveness in online courses? The paper focuses on presenting the detailed analyses and findings of indirect assessment techniques. Two courses (groups) are compared in this research: an introductory programming class versus a computer literacy one. The paper employs two different data sets and implements an experimental, in-depth analysis procedure to answer the stated research question. The first set uses data collected from students expressing their perception of the effectiveness of seven online course performance indicators. The second data set relies on data taken from a traditional student evaluation instrument to evaluate the level of students’ satisfaction with the course and its instruction. The obtained results for most of the studied performance measures denote that there are no statistically significant differences between the two groups. However, the results also identify a few performance measures in which data in the two groups show statistically significant differences. Possible explanations of the obtained results are discussed. Lastly, brief results of direct assessment methods are also presented. Keywords: Computer literacy, Online programming courses, evaluating students’ perception, Measuring students’ satisfaction REFERENCES 1. 2. 3. 4. Armitage, W., Boyer, N., Langevin. S., and Gaspar, A. “Rapid conversion of an IT degree program to online delivery: impact, problems, solutions and challenges.”, SIGITE Conference on information technology education, New York, NY, ACM, 2009, pp. 100-107. Farag, W. and Ali, S. “Can Online Delivery Result in Comparable Achievement of Course Outcomes and Student Success in Different Computer Science Courses?”, IEEE 2016 Frontiers in Education (FIE) International Conference, Erie, PA, 2016, pp. 1-7. Field, A. “Discover Statistics Using SPSS”, London, UK, SAGE Publications Ltd, 2017. Helm, J., Powell, K., and Ice, P. “Evaluating Online Course Quality for Student Learning and Success”, World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Honolulu, HI, 2011. © 5. 6. th Filodiritto Editore – 9 International Conference the Future of Education Rothman, T., Romeo, L., Brennan, M., and Mitchell, D. “Criteria for Assessing Student Satisfaction with Online Courses” International Journal for e-Learning Security, 2011, pp. 27-32. Taylor, P. and Maor, D. “Assessing the efficacy of online teaching with the th Constructivist On-Line Learning Environment Survey”, 9 Annual Teaching Learning Forum, Perth, Australia, 2000. © th Filodiritto Editore – 9 International Conference the Future of Education Designing and Sequencing Learning Content for Adult Educators’ Competence Development in Open Web-Based Learning Martin Steber1, Sonja Klante2 German institute for Adult Education – Leibniz Centre for Lifelong Learning, Germany1,2 Abstract The paper reports on the development of the online learning portal OWL (by the German Institute for Adult Education, funded by the Federal Ministry of Education and Research) aiming at a new approach for the professional development of adult educators. An important aspect is the design of learning content, on which this paper focusses and how the combination of the backward design and the Classification of Educational Goals to sequence content helps adult educators to solve challenges in their daily work. A three-step model guides the developer of online learning environments from selecting the learning target to the assessment design and finally to the creation of suitable content and exercises. The full-launch of the system is scheduled for 2020. Keywords: e-learning, professional development, course design, learning goal taxonomy REFERENCES 1. 2. 3. 4. 5. Schrader, J. „Fortbildung von Lehrenden der Erwachsenenbildung: Notwendig? Sinnvoll? Möglich? Bedarf und Angebot im Überblick“; Schrader, J.; Hohmann, R.; Hartz, S. (Eds.) Mediengestützte Fallarbeit. Konzepte, Erfahrungen und Befunde zur Kompetenzentwicklung von Erwachsenenbildnern, Bielefeld, Bertelsmann, 2010, pp. 25-68. Govindasamy, T., Successful implementation of e-Learning – Pedagogical considerations, in: Dringus, L., Sellani, R., Internet and Higher Education 4 (2002), pp. 287-299. Schüßler, I & Kilian, L., Zum Wandel akademischer Lehr-Lernkulturen: Von erzeugungs- zu ermöglichsdidaktischen Lehr-Lernarrangements, in: Grieshop, H. & Bauer, E., Lehren und Lernen online. Lehr- und Lernerfahrungen im Kontext akademischer Online-Lehre, 2017, pp. 83-108. Schön, S.; Sahlender, M.; Brandt, P.; Fischer, M.; Wintermann, O. Information und Vernetzung – Bedarfe und Erwartungen von Lehrkräften an onlinegestützte Fortbildungsangebote, Retrieved from https://www.diebonn.de/doks/2015-erwachsenenbildner-01.pdf Wiggins, G.; McTighe, J. Understanding by Design Professional Development Workbook, 2004. © 6. 7. th Filodiritto Editore – 9 International Conference the Future of Education Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Wiggins, G.; McTighe, J. The Understanding by Design Guide to Creating High-Quality Units, 2011. © th Filodiritto Editore – 9 International Conference the Future of Education Innovations in Teaching-Learning Methods Applied to Math Courses of New University Students (MATE+) Mabel Vega1, Vanel Lazcano2 Universidad Mayor, Núcleo de Matemática Física y Estadística, Facultad de Estudios Interdisciplinarios, Universidad Mayor, Chile1,2 Abstract The scenario in higher education must be proactive in taking actions to help new university students to achieve an appropriation of the concepts that lead to meaningful learning. This fact was the motivation to propose an intervention where the motivation of the students was involved [1], [2]. This intervention was applied to the initial courses of Calculus and Algebra. During this intervention (program), different experiences were carried out to help students to achieve a better insertion in the university. The objective of this program was to reduce the failure rate of new university students in the courses of Calculus and Algebra through the strengthening of their basic skills and motivation. This program considered an adaptive learning tool, Information and Communications Technologies applied to teach, and finally, gamification. Considered careers in this program were: Civil Construction, Geology, Electronic Civil Engineering, Industrial Civil Engineering, Computation and Informatics Civil Engineering, Agronomy, Biotechnology, Environment, and Sustainability Engineering, Forest Engineering, Commercial Engineering, and Management Engineering. The adaptive learning tool used was ALEKS (McGraw-Hill) [3]. We recorded short video lectures (Capsules) where a docent solves representative examples of Algebra or Calculus that students can review and after the video students can answer an online Quiz. They also have available exercises to prepare online tests and the final exam. All these contents were available to be downloaded from the Blackboard platform. The use the students give to all the available contents where tracked and priced. For example, counting how many times students review Capsules, give students Medals that they can gather and at the end of semester Medals were transformed in a grade. The failure rate of new university students obtained in MATE+ program was compared to the results obtained in the same courses in 2017. In 2017 the failure rate was 49% and in 2018 MATE+ achieved 40%. In all considered careers the failure rate was reduced with the exception of two of them: Geology and Computation and Informatics Civil Engineering. The career of Geology and Computation and Informatics Civil Engineering show an increment of 15% and 5% in the failure rate, respectively. A new version of this project should be applied with an emphasis in those careers that present an increment in the failure rate of new students simultaneously with an early alert system. Keywords: ICT, online Quiz, short video lectures, ALEKS platform, Blackboard platform, gamification © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. Gómez-Chacón, I. M. “Affective influences in the knowledge of mathematics, Educational Studies in Mathematics”, 2000, pp. 149-168. Pekrun R. 2006. “The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice”. Educ. Psycho. Rev. 18, pp. 315-341. ALEKS, McGraw Hill, https://www.aleks.com/, acceded on march 03, 2019. © th Filodiritto Editore – 9 International Conference the Future of Education Learning in Globalized Crisis: Emancipatory Education, Technology and Diversity Alan Bruce1 Universal Learning Systems (Dublin), UOC Open University of Catalonia (Barcelona), National Changhua University of Education (Taiwan)1 Abstract “Our era will need increasingly to be shaped by values and vision as to the best way to secure human development in a way than enriches all stakeholders. The interaction between technology and globalization creates new challenges but also new opportunities. The pervasive globalizing process means policy and strategy need to be linked to parallel international analysis on how new forms of cultural diversity impact on learning needs of populations subjected to unprecedented levels of change. The removal of barriers to participation and the enhancement of embedded equality approaches will, at the end of the day, be about asserting strategic policy vision in contexts of rights, global citizenship and SDGs. This paper examines processes and factors shaping globalized learning as it negotiates its way between technology and needs of the diverse individuals and communities who constitute this changing world”. Keywords: Globalization, Change, Inclusion, Open, Digital Learning, Transformed systems. REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. Altbach, P. G. “Perspectives on internationalization in Higher Education (Resource Review).” International Higher Education (The Boston College Center for International Higher Education) 27(Spring) (2002). Bell, Daniel. The Coming of Post-Industrial Society. London: Heinemann, 1974. Blass, E. and Hayward, P. (2014) ‘Innovation in higher education: will there be a role for the “academe/university” in 2025?’ in European Journal Futures Research 2:41. Bruce, A. (2009). Beyond Barriers: Intercultural Learning and Inclusion in Globalized Paradigms, in Szucs, A. (et al.) Distance and E-Learning in transition, London and Hoboken, NJ: Wiley. Castells, M. (2001) Rise of the Network Society, Oxford: Blackwell. Cohen, R. and Kennedy, M. (2000) Global Sociology, New York: New York University Press. Etzkowitz, Henry and Loet Leydesdorff. Universities and the Global Knowledge Economy. London: Continuum, 2001. Hulsmann, T. (2000) Costs of Open Learning: a handbook, Oldenburg: Verlag Carl von Ossietsky Universitat. © 9. 10. 11. 12. 13. 14. 15. 16. th Filodiritto Editore – 9 International Conference the Future of Education Knight, J. “Internationalization of Higher Education”. In J. Knight and H. de Wit (Eds.) Quality and Internationalization in Higher Education. Paris: Organization for Economic Co-operation and Development, 1999, pp. 13-28. Lyotard, J-F. (1984) The Post-modern Condition: A Report on Knowledge. Minneapolis: University of Minnesota Press. Miller, R.; Shapiro, H. and Hilding-Haman, K. (2008) School’s Over: Learning Spaces in Europe in 2020: An Imagining Exercise on the Future of Learning. Joint Research Centre. Scientific and Technical Report. European Commission. OECD (1998) Human Capital Investment: An International Comparison. Paris: Organization for Economic Cooperation and Development. OECD (2002). Education at a Glance 2002. Paris: Organization for Economic Cooperation and Development. Roberts, P. “Rereading Lyotard: Knowledge, Commodification and Higher Education.” Electronic Journal of Sociology 3.3, 1998, Rumble, G (1997) The Costs and Economics of Distance Education, London: Kogan Page. Therborn, G. (2000), Introduction, International Sociology, June 2000. © th Filodiritto Editore – 9 International Conference the Future of Education Let’s Play – The Gamification Method in Education Anna-Maria Markova1, Teodora Gechkova2 National and Regional Securty, University of National and World Economy, Bulgaria1 University of National and World Economy, Bulgaria2 Abstract The youngsters of the nowadays society are digital natives because they have grown up with the technological revolution. This is the reason why modern teachers should solve basic questions concerning the adaptation of learning processes for the various learning styles and new requirements of the students. Gamification is an educational approach which motivates and engages learners more and more with every following class. The main goal of this research is to investigate and afterwards present the nature and the benefits of the gamification technique and give suggestions on how this method can be implemented in the future of Education. Gamification is not only a modern concept and a fast fading trend. It is used for a significant time period in the marketing strategies of many companies such as Nike, Starbucks etc and it has been a motivational technique for the American Scouts. There are many good definitions for Gamification and here we will look through some of them: For instance, according to Kapp gamification is “using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems.” (Kapp, 2012). But for such a technique grasping the wide range of possibilities a single definition is simply not enough. In order to give our working definition for gamification we can suggest the following – Gamification is a method which enables the teachers to integrate game elements and thinking in the learning activities and processes. There some how and why ‘s questions that the future course on educational innovations such as the gamification method shall meet and answer. The teachers should invest time and effort to get to know very well the platforms which allow them to use Gamification such as Moodle, Socrative, Kahoot! FlipQuiz, Duolingo, Ribbon Hero, ClassDojo and Goalbook. In addition, one of the basic and most fundamental methods as N.A.O.M.I.E and M.A.G.I and they will be introduced to the learners and hopefully they will become friends at the school of the future. Commitment, motivation and focus are only a few of the numerous rewards of playing and learning with Gamification. We have to put a lot of work and research on implementing Gamification in nowadays learning processes, creating the right software and develop the student’s natural inclination in participation in learning processes with competitive base. The teachers also should have in mind that they shall stay in the middle because balance is gold/too easy or too difficult questions in the game tool might be not appealing or simply become demotivating/and never forget to learn from the youngsters. Keywords: Gamification, game elements, motivation, tools, methods, innovative learning, education © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. Kapp, Karl “The Gamification of Learning and Instruction. Game-based methods and strategies for training and education” Kapp, Pfeiffer; 1 edition 2012. Burke, Brian “Gamify: How Gamification Motivates People to Do Extraordinary Things”, Bibliomotion, 2014. Kapp, Karl “Gadgets, Games and Gizmos for Learning, Pfeiffer, 2007. Chou, Yu-Kai, “Actionable Gamification: Beyond Points, Badges and Leaderboards”, Octalysis Media, 2015. Lynch, Matthew, “Understanding Key Educational Issues: How We Get Here and Where We Go from Here”, Routledge, 2017. © th Filodiritto Editore – 9 International Conference the Future of Education Science & UniReady: Tailoring an Online Preparatory Workshop for Successful University Transition and Academic Performance in Health Sciences Jacqueline A. O’Flaherty1 University of South Australia, Australia1 Abstract Given that unsuccessful transition can incur significant cost to the student and to the institution in which they are studying, an online workshop, “JumpStart your Science and Online Learning”, was designed to assist in narrowing the gap between high school and university studies to smooth the transition for first year nursing and midwifery students.Most Australian Universities offer similar bridging workshops or short courses in a number of the STEM disciplines that introduce the fundamentals of a complex subject. However, “JumpStart” is unique in that’s its design and instructor intentions are informed by pedagogical research that has identified three key indicators that can be used as predicators of both poor transition and subsequent low academic performance and/or a student being at risk of attrition, and aims to address these in the workshop. These indicators include the student’s entry level of biological science knowledge and academic literacy, as well as their level of engagement with specific parameters in the online learning environment within the first two weeks of starting their University course.Of those students that have participated in the three Jumpstart workshops to date (2015-2017), 93% have successfully completed their first year program studies. Participants in the 2017 workshop achieved a 96% pass rate for their compulsory first year nursing and midwifery course (an introduction to Anatomy and Physiology). Additionally, all students participating in the workshop’s academic writing skills module successfully passed all written assessments in three of their other major first year compulsory courses. This paper will discuss workshop design, access, learning effectiveness, student & faculty satisfaction, equipment necessary to implement the workshop, and scale (cost effectiveness and commitment). Keywords: higher education, first year, transition, nursing, preparatory workshop, retention REFERENCES 1. 2. 3. Bradley, D., Noonan, P., Nugent, H., & Scales, B. “Review of Australian higher education: final report [Bradley review (9780642778048)]” (2008). Canberra: DEEWR. ATLC Executive report (2009). Articulating a transition pedagogy to scaffold and to enhance the first-year student learning experience in Australian higher education. Canberra: DEEWR. Macfadyen, L and Dawson, S. “Mining LMS data to develop an Early warning system for educators” (2010). Computers and Education.54, 2, pp. 588-599. © 4. 5. 6. 7. 8. th Filodiritto Editore – 9 International Conference the Future of Education Anderton, R; Evans, T and Chivers, P. “Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology” (2016). International Journal of Higher Education 5 (1): pp. 250-260. O’Flaherty, J.A and Laws, T. “Nursing Student’s Evaluation of a Virtual Classroom Intervention to Support Bioscience Learning” (2014). Nursing Education in Practice.14, pp. 654-659. O’Flaherty, J.A, Scutter, S and Albrect, T. “Informing academic practise about how podcasts of lectures are used by diverse groups of students” (2010). Research and Development in Higher Education. 33, pp. 529-539. O’Flaherty, J.A and Philips, C. “The use of flipped classrooms in higher education” (2015). Internet and Higher Education.25, pp. 85-95. O’Flaherty, J.A. “Facilitating first year student success using a tailored online bridging workshop designed to enhance transition to a first year Australian University nursing & midwifery program” (2018). Online Learning Consortium Effective Practice Award, Florida, USA. © th Filodiritto Editore – 9 International Conference the Future of Education Student Autonomy and Metacognition in Online Learning Maria de Fátima Goulão1 Universidade Aberta, Portugal1 Abstract Online learning contexts promote pedagogical changes to foster students’ success and prevent dropout. Teacher and student roles are expected to be redefined to fit the characteristics inherent in the status of teacher and students. Teaching should promote student autonomy, which, according to Holec’s (1981) [1] definition, implies the ability to take responsibility for learning. This focus on the student requires the development of competences at the level of self-regulation of learning and metacognitive strategies. That is, setting goals for learning objectives, identifying and developing appropriate strategies, reflecting on their learning, assessing their own progress. It was with this st framework that we developed our work. We used a sample of 62 1 cycle students of both sexes who attend online course. It served as a basis for our work by Cubukcu (2009) [2]. The results point to the differentiation of teacher and student roles. However, the most indicated strategies are those that are less related to a reflection on learning. As a conclusion, we point to need a student to approach their strategies for greater autonomy. Keywords: Online learning, metacognition, autonomy, e-students REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. Holec, H. (1981). “Autonomy and Foreign Language Learning”. Oxford/New York: Pergamon Press1981. Cubukcu, F. (2009). Learner autonomy, self-regulation and metacognition. International Electronic Journal of Elementary Education, 2(1), pp. 53-64. Dalziel, J. (2016). (livro) Bjork, R., Dunlosky, J. & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review Psychology, 64, pp. 417-444. Benson P. (2007) Autonomy and Its Role in Learning. In: Cummins J., Davison C. (eds) International Handbook of English Language Teaching. Springer International Handbooks of Education, vol 15. Springer, Boston, MA. Reiders,H & White,C. (2011). Learner autonomy and new learning environments. Language Learning & Technology, 15(3), pp. 1-3 Canning, John. “Disability and Residence Abroad”. Southampton, 2004. Subject Centre for Languages, Linguistics and Area Studies Guide to Good Practice. Retrieved. http://www.llas.ac.uk/resources/gpg/2241. Goulão, Mª Fátima (2018). The importance of pedagogical students supporting online higher education. In Pixel Editores Conference Proceedings the Future of Education (pp. 62-66). Padova: libreriauniversitaria.it © 9. 10. 11. 12. 13. 14. 15. th Filodiritto Editore – 9 International Conference the Future of Education Jérôme Eneau, Christine Develotte. Working online together to enhance learner autonomy. ReCALL, Cambridge University Press (CUP), 2012, 24 (1), pp. 3-19. <halshs-00855376> Serdyukova, N & Serdyukova, P. (2013). Student Autonomy in Online th Learning. In Proceedings of the 5 international Conference on Computer Supported Education CSEDU, pp. 229-233, ISBN: 978-989-8565-53-2. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology 81(3), pp. 329-339. Mehmet Firat (2016). Measuring the e-Learning Autonomy of Distance Education Students. Open Praxis, 8(3), pp. 191-201 Measuring the e-Learning Autonomy of Distance Education Students. Cullen,R. & Harris, M. (2010). Conditions for Online Learning Autonomy. International Journal of Process Education, 2(1), pp. 11-18. Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: an overview. Theory into Practice, 41(2), pp. 64-70. © th Filodiritto Editore – 9 International Conference the Future of Education Education and Multiculturalism © th Filodiritto Editore – 9 International Conference the Future of Education Immigration and Disability as Inequality Intersectional Axis in Education Mónica Ortiz Cobo1, Rosella Bianco2 Department of Sociology, Institute for Migration Research, University of Granada, Spain1 Institute for Migration Research, University of Granada, Spain2 Abstract The situations of social inequality, and hence those of educational inequality, are built on different cornerstones. In this work, we reflect on the inequality resulting from the intersectionality of two variables: disability and immigration. These variables have been widely studied separately. For this reason, the aim of this work is to do a literature review of the Spanish research about this subject, in which these variables are both considered. More concretely, in the education field. Keywords: Immigration, disability, inequality, education REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. European Union Minorities and Discrimination Survey (EU MIDIS). Data in Focus Report 5. Multiple Discrimination. European Union Agency for Fundamental Rights (FRA), 2011. Crenshaw, K. Demarginalizing the intersection of race and sex: a Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. The University of Chicago Legal Forum, 1989, pp. 139-167. Agencia Europea el Desarrollo de la Educación del Alumnado con Necesidades Educativas Especiales. Multiculturalidad y necesidades educativas especiales, Odense, Dinamarca: Agencia Europea para el Desarrollo de la Educación del Alumnado con Necesidades Educativas Especiales, 2009. Peñaherrera, M. y Cobos, A. “Inmigración y discapacidad: una aproximación a las “otras” discapacidades”, Revista Portularia, 2009, Vo. IX, pp. 41-46. Díaz, E.; Huete, A.; Huete, Mª. Á. y Jiménez, A. Las personas inmigrantes con discapacidad en España. Madrid: Ministerio de Trabajo e Inmigración, 2008. Domínguez, Mª. “La enseñanza del español a inmigrantes con discapacidad”, Dosieres segundas lenguas e inmigración, Madrid: Universidad Complutense de Madrid, 2009, n. 20. Godoy, Mª. J., Moreno, J. M., Suárez, Á. y García-Baamonde, Mª E. “Intervención logopédica en una alumna inmigrante con discapacidad intelectual ligera”, Boletín de AELFA, 2011, 11 (3), pp. 79-83. Aguirre, R., Vicente, C. M. “Estudiantes inmigrantes con diversidad funcional en la Universidad de Madrid: nuevos retos para la intervención del Trabajo Social”, Revista Documentos de Trabajo Social, 2011, n. 50, pp. 198-214. © 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Figueredo, V., Pérez, Mª D. y Sánchez, A. “Interculturalidad y discapacidad: un desafío pendiente en la formación del profesorado”, Revista Nacional e Internacional de Educación inclusiva, 2017, Vol. 10, n. 2, pp. 57-76. Traina, I. y Caldin, R. “La múltiple discriminación de niños con discapacidad de origen inmigrante”, en Kutsar, D. y Warming, H., Los niños y la no discriminación, Estonia, University Press of Estonia, 2015, pp. 11-30. © th Filodiritto Editore – 9 International Conference the Future of Education Internationalization of Higher Education in Mainland China: A Preliminary Analysis of Higher Education Models in Guangdong Province Wei Chin Wong1, Yan Siqi2, Yuan Wan3 Beijing Normal University – Hong Kong Baptist University United International College, China1,2,3 Abstract As China moves toward a market system after the “reforms and opening-up” policy since the late 1970s, internationalization is receiving widespread attention at academic institutions in Mainland China. Today, there are more than 60 Sino-Foreign joint institutions (namely “Chinese-Foreign Higher Education Partnership”) operating within the Chinese nation. Despite the fact that the majority of these joint institutions have been developed since the 1990s, surprisingly little work has been published that addresses the roles, responsibilities, and challenges faced by the faculty and institutions on an operational level. How do we ensure the higher education models developed in the West can also work well in Mainland China? What are the incentives of adopting both Western and Chinese elements in higher education? In order to answer the aforementioned questions and to better navigate the diverse challenges and responsibilities on mapping internationalization in China, this paper provides a pragmatic framework to compare conventional Chinese curriculum with the “hybrid” Chinese-Foreign education model in present Guangdong province, China. Keywords: Internationalization in Higher Education, Chinese-Foreign Higher Education Institutions, Higher Education Models, Universities in Guangdong Province, China REFERENCES 1. 2. 3. 4. Zhang, Ruirui, “Qianxi gaige kaifang yilai zhongwai gaoxiao hezuo banxue moshi de zhongda gaige 浅析改革开放以来中外高校合作办学模式的重大改革” [Brief Analysis on the Major Revolution of the Sino-Foreign Higher Education Collaborative Model], Shijie jiaoyu Xinxi 世界教育信息, 1 (2016): pp. 57-62. Knight, Jane. “Updating the Definition of Internationalization,” International Higher Education 33 (2003): p. 3. The detailed information about the distribution of Chinese-Foreign undergraduate institutions and undergraduate programs will not be included in the conference proceedings owing to the page limits specified in the conference guideline. Beck, Kumari. “Globalization/s: Reproduction and Resistance in the Internationalization of Higher Education,” Revue canadienne de I’éducation 35, no. 3 (2012): pp. 133-148; Christine T. Ennew and Yang Fujia, “Foreign © 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. th Filodiritto Editore – 9 International Conference the Future of Education Universities in China: A Case Study,” European Journal of Education 44, no. 1 (2009): 22. The detailed information about the structure of “public compulsory courses” at SYSU, 2018 will not be included in the conference proceedings owing to the page limits specified in the conference guideline. Ibid. The data are compiled by authors from UIC’s database. Official database of the Ministry of Education of the People’s Republic of China. There are seven Chinese-Foreign institutions can be found in Guangdong Province today. However, the other five institutions are newly established Chinese-Foreign universities since 2015, and the first-generation of undergraduates are still completing their bachelor’s degree studies. The data are compiled by authors from 21jingji.com, literally “economic st network of the 21 century”. The data are compiled by authors from the official website of each institution. Elizabeth Redden, “Closures of China-Foreign Programs,” Inside Higher Education, July 11, 2018. Accessed on July 12, 2018, https://www.insidehighered.com/news/2018/07/11/chinas-ministry-educationapproves-termination-more-200-chinese-foreign-cooperative. Compiled by authors from the database of China’s Ministry of Education. Ibid. Wang, Yiwei, “Government Shuts over 200 Chinese-Foreign Education Partnerships,” Sixth Tone, July 5, 2018. Accessed on July 6, 2018, http://www.sixthtone.com/news/1002570/government-shuts-over-200-chineseforeign-education-partnerships. Compiled by authors from the database of China’s Ministry of Education. © th Filodiritto Editore – 9 International Conference the Future of Education Refugee Education: Teachers’ Perceptions over Students Learning Difficulties in Italy and Jordan Rosella Bianco1, Mónica Ortiz Cobo2 Institute for Migration Research, University of Granada, Spain1 Department of Sociology, Institute for Migration Research, University of Granada, Spain2 Abstract The migration surge of the last decades is shaping a more multicultural world. The reasons behind leaving home country are not always the economic difficulties but also the situations of emergency such as wars and dictatorships. The resulting societal changes imply new cultural needs as for the case of the education of refugees. However, the knowledge about this subject is scarce due to the fact that the refugee’s issue has been mainly treated as an administrative problem of immigration control. Nevertheless, this specific class of learners shows specific learning needs and problems, due to its particular migration path. In fact, forced migration can be associated with trauma and violence, which are factors that can hinder the learning process. In this study, we discuss the results of an ethnography work that takes into consideration the teachers’ perception over refugee students learning difficulties. From the experiences of teachers based in Italy and in Jordan, we analyse the implications that the forced migration has in the refugees learning. We first show how the living context can influence the refugee education, differentiating between the Italian and the Jordanian case. Secondly, we discuss the refugee learning difficulties. These are directly linked with the refugee condition, as they are caused by their past experiences and present situation. The conclusions call the attention for the need of further research and specific training in the field of refugee education. Keywords: Refugees, education, learning, forced migration, Italy, Jordan REFERENCES 1. 2. 3. 4. Metcalfe-Hough, V. “The migration crisis? Facts, challenges and possible solutions”, retrieved from https://www.odi.org/sites/odi.org.uk/files/odiassets/publications-opinion-files/9913.pdf on 25 March 2019. Ahearn, F. “Psychosocial wellness: methodological approaches to the study of refugees”, In F. La Jr (Ed.), Psychosocial wellness of refugees: issues in qualitative and quantitative research, New York, Berghahn Books, 2000, pp. 323. Mela, A. “Il lavoro psicosociale con i rifugiati e richiedenti asilo: approcci e riflessioni critiche”, Psicologia dell’emergenza e dell’assistenza umanitaria, 2015, 14, pp. 6-31. Kondic, L., & Marvar, M. “Anxiety and depressive reactions in refugees”, Psychologishe Beitrage, 1992. © 5. 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Eisenbruch, M. “Toward a culturally-sensitive DSM: Cultural bereavement in Cambodian refugees and the traditional healer as taxonomist”, Journal of Nervous and Mental Disease, 1992. Gilbert, J. “Power and ethics in psychosocial counselling: reflections on the experience of an international NGO providing services for Iraqi refugees in Jordan”, Power and Ethics in Psychosocial Counselling Intervention, 2009, 7(1), pp. 50-60. Onofri, A., Castelli Gattinara, P., Ciolfi, A., Lepore, M., & Ventriglia, S. “L’approccio EMDR in un servizio di aiuto psicologico per rifugiati e richiedenti asilo a Roma”, Psicobiettivo, 2014, 34(1). Pinson, H. and Arnot, M. “Sociology of education and the wasteland of refugee education research”, British journal of sociology of education, 2007, 28, pp. 399-407. Delaney-black, V., Covington, C., Ondersma, S. J., Nordstrom-klee, B., Templin, T., Ager, J., Janisse, J. and Sokol, R. J. “Violence exposure, trauma, and IQ and/or reading deficits among urban children”, Archives of paediatric and adolescent medicine, 2002, 156, pp. 280-285. Mosallam, A. Y. and Thabet, A. A. “Coping with stressful life events and mental health disorders among university students”, BAOJ Psychology, 2016, 1(3). © th Filodiritto Editore – 9 International Conference the Future of Education Education and New Technologies © th Filodiritto Editore – 9 International Conference the Future of Education AduLeT Project and its Community of Practice: An Insight into Technology Advanced Use within Higher Education Vítor Gonçalves1, Isabel Chumbo2, Elisabete Mendes Silva3, Maria Raquel Patrício4 Research Centre in Basic Education, Polytechnic Institute of Bragança, Portugal1 Polytechnic Institute of Bragança, Portugal2 Polytechnic Institute of Bragança, Portugal & University of Lisbon Centre for English Studies (ULICES), Portugal3 Research Centre in Basic Education, Polytechnic Institute of Bragança, Portugal4 Abstract For the last two decades one cannot overlook the fact that there have been major improvements in the area of educational technology. Schools and universities also try to accompany the evolutional pace of this new technological stance introduced in the teaching-learning process. The spread of tablets, smartphones and social networks has accounted for an immersion into the technological world by both students and lecturers. Hence, it has been most impossible to underestimate the value of these tools regarding teaching methods. On the one hand, students, as digital natives, adhere enthusiastically to these new teaching approaches. On the other, lecturers are sometimes bereft of ideas when it comes to motivating the students and introduce innovative methodologies to their own teaching. Therefore, technology enhanced learning tools can boost lecturers’ skills in regard to the use of technologies in an advanced way. The aim of this paper is to present the platform Community of Practice (CoP), the ultimate visible result of the Advanced use of Learning Technologies in higher education (AduLeT) project, a collaborative 3-year (2016-2019) research project funded by the European Commission, involving seven partner countries. CoP meets the standards that teaching nowadays requires aiming at providing higher education lecturers with a substantial matrix of tools and methods combined. We shall demonstrate the use and effectiveness of the CoP by showing some practical examples and by highlighting several insightful user experiences within the Portuguese higher education context. To establish a connection with the main target audience, we organized two workshops and a multiplier event to lecturers from several higher education institutions, disseminating the results and involving more lecturers in this community. Thus, we intend to materialize in this paper a summary of the project, essentially in the Portuguese perspective. During the multiplier event, we had very positive reactions from the lecturers regarding the CoP. After this event, the participants were also asked to fill in a satisfaction survey on the use of the CoP. In the paper, we shall then put forth and analyze the survey answers so that we shed some light on the efficacy and applicability of the CoP. Keywords: AduLeT, Community of Practice, educational tools, user experiences © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. Atherton, P. 50 ways to use Technology Enhanced Learning in the classroom: practical strategies for teaching. London & Thousand Oaks: Sage, 2018. Flavin, F. Technology-enhanced learning and higher education. Oxford Review of Economic Policy, Volume 32, Issue 4, 1 January 2016, pp. 632-645, URI: https://doi.org/10.1093/oxrep/grw028 AduLeT project website, 2019, URI: http://www.adulet.eu AduLeT CoP. User comment, 2019, URI: https://dev.adulet.eu/ux/method-andtool-details/10/282/en © th Filodiritto Editore – 9 International Conference the Future of Education Application of Spreadsheets and Neural Networks for Assessing the Knowledge and Skills of Distance Learning Students Tsvetan Tsvetkov1 University of National and World Economy, Bulgaria1 Abstract One feature of distance learning in Operations Management is the need for a frequent verification of the students’ knowledge and skills. This is important both for students and lecturers. Ensuring an intensive two-way connection between the student and the lecturer is of particular importance for guaranteeing successful learning. This report provides a method for automating the evaluation of students’ assignments. The method is a result of a summary of the author’s experience in distance education for Business Administration students in the subject of Operations Management. The method uses two tools. The first one requires development of a specific form in spreadsheet software. The student completes the form by performing the required calculations, answers and explains how he has solved the tasks. Every task contains one parameter that is dependent on the last few digits of each student’s faculty number. Thus, tasks are different for each student. When done, the student sends his file through the distance learning platform. Through a simple VBA program, the teacher summarizes the results obtained. A model was developed to calculate the correct answer for each task and compare it with the student's answers. Logically, the software can evaluate only the correctness of the calculations, but not the text responses. This is the lecturer’s responsibility. The second tool of the presented method requires development of a neural network model. For this purpose, the lecturer has accumulated sufficient number of evaluated students’ papers with their answers and the grades. The neural network can be “trained” with the array of students’ work. The more evaluated papers exist, the more accurate the results will be. The lecturer can ask the model to assess the students’ papers and compare the models’ grades with his own evaluations. If the rate of matching is high enough, the lecturer may use the model for further student papers evaluation. Keywords: Students’ papers evaluation, distance learning, spreadsheets, neural network REFERENCES 1. 2. LaBonty, J., Everts-Danielson, K., “Alternative Assessment and Feedback Techniques in Methods Courses”, Clearing House. Jan/Feb 92, Vol. 65 Issue 3, p. 186. Poetter, T., “International assessment of student achievement”, Clearing House. Mar/Apr 98, Vol. 71 Issue 4, p. 196. © 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Hoefer, P., Gould, J., “Assessment of Admission Criteria for Predicting Students’ Academic Performance in Graduate Business Programs”, Journal of Education for Business. Mar/Apr 2000, Vol. 75 Issue 4, p. 225. Rashid, T., “Make Your Own Neural Network”, 2016. Vasilev, I., Slater, D., Spacagna, G., Roelants, P., Zocca, V., “Python Deep Learning”, Second Edition, Packt, 2019, pp. 34-67. Fensterstock, A., “The Application of Neural Networks to Credit Scoring”, Business Credit, Mar 2001, Vol. 103 Issue 3, p. 58. Gori M., “Diffusion Learning and Regularization”, New Directions in Neural th Networks”, 18 Italian Workshop on Neural Networks: WIRN 2008, Edited by Bruno Apolloni, Simone Bassis, and Maria Marinaro, IOS Press, 2009, p. 127137. Schumacher, P., Olinsky, A., Quinn, J., and Smith, R., “A Comparison of Logistic Regression, Neural Networks, and Classification Trees Predicting Success of Actuarial Students”, Journal of Education for Business, May/Jun 2010, Vol. 85 Issue 5, pp. 258-263. Fallah, N., Mitnitski, A., Rockwood, K., “Applying neural network Poisson regression to predict cognitive score changes”, Journal of Applied Statistics. Sep 2011, Vol. 38 Issue 9, pp. 2051-2062. Buayananda, N., Srinivasan, R., “Using Neural Networks to Predict MBA Student Success”, College Student Journal. Mar 2004, Vol. 38 Issue 1, pp. 143-149. Lawrence, J., “Data Preparation for a Neural Network”, Neural Network Special Report: A Miller Freeman Publication, 1992. Yu, L., Wang, S., Lai, K., “An Integrated Data Preparation Scheme for Neural Network Data Analysis”, IEEE Transactions on Knowledge and Data Engineering, Vol. 18, No. 2, February 2006. © th Filodiritto Editore – 9 International Conference the Future of Education Artificial Intelligence as a Disruptive Technology in Education Vatroslav Zovko1, Monika Gudlin2 University of Zagreb, Faculty of Teacher Education Croatia1,2 Abstract st 21 century is a synonym for change in all aspects of life and economic activities. Accelerating change is caused by development of new technologies that radically change how humans communicate and cooperate. On average, formal education in comparison with other economic sectors is lagging behind in adoption of contemporary technologies in educational processes. One of the biggest potential impact that will radically change the landscape of education is implementation of artificial intelligence. That radical change makes artificial intelligence disruptive technology with unforeseen consequences for students, faculty and society in general. The bottom line is that educational system will be forced to adopt to new technologies, abandoning traditional teaching and pedagogical practices that were in the center of education for centuries. This paper gives a short overview of disruptive innovations and technologies with the focus on artificial intelligence as a disruptive technology. Special focus is given to the limits and obstacles of introduction of artificial intelligence in educational processes and educational system in general. Keywords: artificial intelligence, disruptive technology, education REFERENCES 1. 2. 3. 4. 5. 6. Christensen C.M. et al., “Disruptive Innovation: An Intellectual History and Directions for Future Research”, Journal of management studies, 2018, 55(7): pp. 1043-1078 Bower, J.L, Christensen, C.M. “Disruptive Technologies: Catching the Wave”, Harvard Business Review, 1995, 1(2): pp. 43-53. Dan, A. “Kodak Failed by Asking the Wrong Marketing Question”, Forbes, th 2012, 23 January. https://www.forbes.com/sites/avidan/2012/01/23/kodakfailed-by-asking-the-wrong-marketing-question/#606dfcf3d470 Zovko, V. “ICT-Enabled Education – Need for Paradigm Shift”, Croatian Journal of Education, 2018, 18(2): pp. 145-155. Sagenmüller, I. “4 Disruptive Education Technologies Poised to Change th Higher Learning”. U-planner, 2017, 29 June. https://www.uplanner.com/blog/disruptive-education-technologies-poised-to-change-higherlearning Leigh, M, Goldrick, T. “The Top 5 Disruptive Technologies In Higher Ed”, th eCampusNews, 2017, 5 June, © 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. th Filodiritto Editore – 9 International Conference the Future of Education https://www.ecampusnews.com/2017/06/05/disruptive-technologies-highered/?all Arnett, T. “Is disruptive innovation driving K-12 privatization?”. Christensen th institute, 2017, 12 July, https://www.christenseninstitute.org/blog/disruptiveinnovation-driving-k-12-privatization/ Abel, R. “What is Disruptive Innovation in Education?” IMS Global, 2013 https://www.imsglobal.org/article/what-disruptive-innovation-education th Copeland, B.J. “Artificial intelligence”. Encyclopædia Britannica, 2019, 11 April, https://www.britannica.com/technology/artificial-intelligence Marr, B. “What Is The Difference Between Artificial Intelligence And Machine th Learning?”, Forbes, 2016 6 December, https://www.forbes.com/sites/bernardmarr/2016/12/06/what-is-the-differencebetween-artificial-intelligence-and-machine-learning/#38d559612742 Dey, A. “Machine Learning Algorithms: A Review”, International Journal of Computer Science and Information Technologies, 2013, 3: pp. 1174-1179. Ghahramani, Z. “Unsupervised Learning. Advanced Lectures on Machine Learning”, Canberra: ML Summer Schools, 2013. Levin, D. “How Artificial Intelligence Can Help Us Solve the 33-Year-Old Twoth Sigma Problem”, Huffpost, 2017, 20 September, https://www.huffingtonpost.com/entry/how-artificial-intelligence-can-help-ussolve-the-33_us_59c2a862e4b0be1b32c1965a Luckin, R, W. Holmes, W. et al., “Intelligence Unleashed: An Argument For AI In Education”, London: UCL Knowledge Lab, University College, 2016. Walters, D, White D. “Retail Marketing Management”, Basingstoke: Palgrave Macmillan, 1987. th Becker, B. “Artificial Intelligence in Education”, Education matters, 2018, 8 August, https://educationmatters.ie/artificial-intelligenceineducation/?fbclid=IwAR0_XHBLGmzKiKdRiUxPCQqpSM0tW9HUwYvZ3d2EM9GR2eB4jXIhXhFcPI Frasson, C, Gautier, G. “Intelligent Tutoring Systems: At the Crossroad of Artificial Intelligence”, New Yearsy: Ablex Publishing Corporation, 1990, from introduction. Self, J. „The Defining Characteristics of Intelligent Tutoring Systems Research: ITSs Care, Precisely“, International Journal of Artificial Intelligence in Education (IJAIED), 1998, 10: pp. 350-364. Lu, J.J, Haris. L.A. “Artificial Intelligence (AI) and Education”, Congressional st Research Service, 2018, 1 August, https://fas.org/sgp/crs/misc/IF10937.pdf Luckin, R. et al., “Teacher inquiry into students” learning: Research pedagogical innovations, London, Routledge, 2016. Chowdhury, M, Sadek, A.W. “Advantages and limitations of artificial intelligence”, Artificial Intelligence Applications to Critical Transportation Issues, 2012, pp. 6-8. th Kharkovyna, O. “10 Pros and Cons of AI In Education” Medium, 2018, 12 May, https://medium.com/@oleksii_kh/10-pros-and-cons-of-ai-in-educationc7c1b69a89b2 Gerhart, N. “Technology addiction: How social network sites impact our lives”, Informing Science: the International Journal of an Emerging Transdiscipline, 2017, 20: pp. 179-194. Frey, C.B, Osborne, M.A. “The Future of Employment: How Susceptible Are th Jobs to Computerization?”, Oxford Martin School, 2013, 17 September, © 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. th Filodiritto Editore – 9 International Conference the Future of Education https://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Emplo yment.pdf Hikmet, N, Taylor, E.Z, Davis, C.J. “The Student Productivity Paradox: Technology Mediated Learning in Schools”, Communications of the ACM, 2018, 51(9): pp. 128-131. Peslak, A. “The Educational Productivity Paradox”, Communications of The Acm, 2005, 48(10): pp. 111-114. Belpaeme, T. et al., “Social robots for education. The review”, Research Gate, th 2018, 15 August, https://www.researchgate.net/publication/327046544_Social_robots_for_educa tion_A_review/download Kennedy J, Baxter P, Belpaeme T. “Comparing Robot Embodiments in a Guided Discovery Learning Interaction with Children”, International Journal of Social Robotics, 2015, 7: pp. 293-308 Griffin, A. “Saudi Arabia grants citizenship to a robot for the first time ever”, th Independent, 2017, 26 October, https://www.independent.co.uk/lifestyle/gadgets-and-tech/news/saudi-arabia-robot-sophia-citizenship-androidriyadh-citizen-passport-future-a8021601.html Sullins J.P. “Robots, Love, and Sex: The Ethics of Building a Love Machine”, IEEE Transactions on Affective Computing, 2012, 3(4): pp. 398-409. Bayne, S. “Teacherbot: interventions in automated teaching”, Teaching in Higher Education, 2015, 20(4): pp. 455-467. Botrel L, Holz, E.M, Kübler, A. “Brain painting V2: evaluation of P300-based brain-computer interface for creative expression by an end-user following the user-centered design”, Brain-Computer Interfaces, 2015, 2(2-3): pp. 1-15. Popenici, S., Kerr, S. “Exploring the impact of artificialintelligence on teaching and learning inhigher education”, Popenici and Kerr Research and Practice in Technology Enhanced Learning, 2017, 12(22): pp. 1-13. Horn, M. B, Staker, H. “Blended: Using Disruptive Innovation to Improve Schools”, San Francisco: Jossey-Bass, 2015. st Pellegrino, J, Hilton M. “Committee on Defining Deeper Learning and 21 Century Skills”, National Research Council, 2012, pp. 219-220. Keng, S. “Education in the Age of Artificial Intelligence: How Will Technology Shape Learning?”, Reserch gate, 2018, pp. 22-24. Woolf, B. “AI and Education: Celebrating 30 years of Marriage”, AIED Workshop Proceedings, 2015, pp. 1-10. Glass, S. “Why Universities Need To Prepare Students For The New AI th World”, Forbes, 2018, 24 July, https://www.forbes.com/sites/stephanieglass/2018/07/24/why-universitiesneed-to-prepare-students-for-the-new-ai-world/#34d906fc6bc8 Woolf, B. “AI Grand Challenges for Education”, AI Magazine, 2013, 34(4): pp. 66-83. © th Filodiritto Editore – 9 International Conference the Future of Education Computational Thinking and Coding for Student Creativity and Innovation Capability Alden Meirzhanovich Dochshanov1 EU-Track Association, Italy1 Abstract According to the current European policy strategy digital skills are relevant for the creation of an inclusive digital society which benefits from the digital single market. These policies foresee the training of European citizens’ digital skills with several initiatives such as the skills agenda for Europe with the aim to help Europe’s growth in an increasingly digital society. However, the disparity between male and female participation in ICT sector is getting more marked at a professional level. Therefore, one of possible solutions for overcoming this gap and to promote ICT careers is to introduce innovative methodological learning interventions which can favour, further, the development of students’ problem solving and their digital potentialities. In this context, the promotion of computational thinking (CT), as a support for development of the thinking ability in young people becomes fundamental. This allows students to exploit their creativity and innovation capability through the coding activities which makes computational thinking concepts more concrete and turns them into the tool for an effective learning. The paper describes the project “Coding4Girls”, co-funded by European Commission under Erasmus+ Programme, aiming to create and validate a learning framework for coding skills development in primary and secondary school’s 10-16 years old students through the design and development of awareness raising serious games in different countries: Slovenia, Greece, Turkey, Italy, Croatia, Bulgaria and Portugal. Keywords: STEM, Design Thinking, Computational Thinking, Serious Games, Inquiry-based learning REFERENCES 1. 2. 3. 4. 5. 6. https://nces.ed.gov/programs/digest/d12/tables/dt12_349.asp http://fortune.com/2015/03/26/report-the-number-of-women-enteringcomputing-took-a-nosedive/. https://www.umass.edu/employmentequity/silicon-valley-tech-diversitypossible-now-0. http://europa.eu/rapid/press-release_IP-13-905_en.htm. https://ec.europa.eu/digital-single-market/en/news/women-active-ict-sector. Kukkamaki, J., V. Salminen, and H. Ruohomaa, Development of ICT education in digitalizing business environment Acta Technica Napocensis Series-Applied Mathematics Mechanics and Engineering, 2018. 61(4): pp. 719-726. © 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. th Filodiritto Editore – 9 International Conference the Future of Education Doleck, T., et al., Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance. Journal of Computers in Education, 2017. 4(4): pp. 355-369. Wing, J.M., Computational thinking. Communications of the ACM, 2006. 49(3): pp. 33-35. Bocconi, S., et al., Developing computational thinking in compulsory educationImplications for policy and practice. 2016, Joint Research Centre (Seville site). Farlow, S.J., Partial differential equations for scientists and engineers. 1993: Courier Corporation. Wong, B. and P.E.J. Kemp, Technical boys and creative girls: the career aspirations of digitally skilled youths. Cambridge Journal of Education, 2018. 48(3): pp. 301-316. Li, Y., et al., Teaching Study on C Language Program Design Course Based nd on Computational Thinking. 2 International Conference on Simulation and Modeling Methodologies, Technologies and Applications. 2015, pp. 175-178. Peteranetz, M.S., et al., Computational Creativity Exercises: An Avenue for Promoting Learning in Computer Science. Ieee Transactions on Education, 2017. 60(4): pp. 305-313. Weitze, C.L. Reflective, Creative and Computational Thinking Strategies Used th When Students Learn Through Making Games. in Proceedings of the 11 European Conference on Game-Based Learning. 2017. Academic Conferences and Publishing International. Romero, M., A. Lepage, and B. Lille, Computational thinking development through creative programming in higher education. International Journal of Educational Technology in Higher Education, 2017. 14. Tramonti, M. and A. Dochshanov, Students’ engagement through computational thinking and robotics. 2018. Valls, A., J. Albo-Canals, and X. Canaleta, Creativity and Contextualization Activities in Educational Robotics to Improve Engineering and Computational Thinking, in Robotics in Education: Latest Results and Developments, W. Lepuschitz, et al., Editors. 2018. pp. 100-112. Moreno-León, J., M. Román-González, and G. Robles, On computational thinking as a universal skill: A review of the latest research on this ability. 2018. pp. 1684-1689. Koh, K.H., et al., Real time assessment of computational thinking. in 2014 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). 2014. IEEE. Moreno-León, J., G. Robles, and M. Román-González. Comparing computational thinking development assessment scores with software complexity metrics. in 2016 IEEE global engineering education conference (EDUCON). 2016. IEEE. Werner, L., et al., The fairy performance assessment: measuring rd computational thinking in middle school. in Proceedings of the 43 ACM technical symposium on Computer Science Education. 2012. ACM. https://www.codefirstgirls.org.uk/. https://www.coding-girls.com/. https://codelikeagirl.org/. © th Filodiritto Editore – 9 International Conference the Future of Education Creating and Developing Communities of Practice in Online Environments: The e-Fer Platform Rogério Costa1, Ana Amélia Carvalho2 Instituto Politécnico de Leiria, Portugal1 Universidade de Coimbra, Portugal2 Abstract Identifying and developing a community of practice (CoP) is not always an easy task. A CoP, understood “as a group of people who share a common interest, a problem or a passion for a particular subject, and who deepen their knowledge about it, interacting with each other over time” [1, p. 4], is a theoretical abstraction constituted by a set of characteristics that allow us to state whether or not we are in the presence of a CoP. It is not enough to have a group of people working together to say that we are in the presence of a cop. Based on this assumption, and the concept of cop introduced by Wenger, we present the results of a research developed since 2017 in order to identify the characteristics of an online platform that promotes learning and is a catalyst for a CoP. For this propose, was designed and built from scratch, the e-Fer platform. It is a virtual simulator of clinical decision making [2], which aims to improve the process of training health professionals in the area of chronic wounds. It promotes learning in an environment based on the web within the scope of chronic wounds [3]. A quantitative survey of platform users registered, and a qualitative content analysis of core-users discussions were applied. The results obtained allow us to conclude that the users of the platform assumed to belong to a CoP. They perceive learning as the great value of the platform followed by mutual commitment, shared repertoire and, at a lower level, they consider that they form a stable group with strong interpersonal relationships. This difficulty is in accordance with the way the platform has been used. In addition, some technical constraints are mentioned, such as the non-integration of the forum with the platform, which leads to the need for a new registration. Therefore, it is unanimous the value that a tool of this type assumes for health professionals, however, there is a need to introduce some additional mechanisms, such as automatic feedback, and forum integration into the platform without the need for new authentication. Keywords: Communities of Practice, social learning, e-learning REFERENCES 1. 2. E. Wenger, R. Mcdermott, and W. M. Snyder, Cultivating Communities of st Practice, 1 ed. Boston: Harvard Business Press, 2002. N. Jorge, ‘Realidade Aumentada num simulador virtual de tomada de decisão clínica’, Tese de Doutoramento, Universidade Aberta, 2016. © 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. th Filodiritto Editore – 9 International Conference the Future of Education J. M. Monguet, J. Costa, P. Gaspar, and R. Costa, ‘Web-Based Learning Environment for Medical Education: E-Fer, a Pratical Tool for Diagnosis and Treatment of Chronic Wounds’, in Handbook of Research on Developments in E-Health and Telemedicine, M. M. Cruz-Cunha, A. J. Tavares, and R. Simoes, Eds. IGI Global, 2010, pp. 728-755. E. Murillo, ‘Searching Usenet for virtual communities of practice: using mixed methods to identify the constructs of Wenger’s theory’, Inf. Res., vol. 13, no. 4, 2008. L. Li, J. Grimshaw, C. Nielsen, M. Judd, P. Coyte, and I. Graham, ‘Use of communities of practice in business and health care sectors: A systematic review’, Implement. Sci., vol. 4, no. 1, May 2009. J. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation st (Learning in Doing: Social, Cognitive and Computational Perspectives), 1 ed. New York: Cambridge University Press, 1991. N. Andrew, D. Ferguson, G. Wilkie, T. Corcoran, and L. Simpson, ‘Developing professional identity in nursing academics: the role of communities of practice.’, Nurse Educ. Today, vol. 29, no. 6, pp. 607-11, 2009. A. Kothari, J. A. Boyko, J. Conklin, P. Stolee, and S. L. Sibbald, ‘Communities of practice for supporting health systems change: a missed opportunity.’, Health Res. Policy Syst., vol. 13, no. 33, pp. 1-9, Jan. 2015. A. Le May, Communities of Practice in Health and Social Care. Chichester: WileyBlackwell, 2009. E. Wenger, N. White, and J. D. Smith, Digital Habitats; stewarding technology for communities. Portland: CPsquare, 2009. J. E. Cowan and M. P. Menchaca, ‘Investigating value creation in a community of practice with social network analysis in a hybrid online graduate education program’, Distance Educ., vol. 35, no. 1, pp. 43-74, Jan. 2014. B. Wenger-Trayner and E. Wenger-Trayner, ‘Communities of Practice go to University’, in Communities of Practice: Facilitating Social Learning in Higher Education, J. McDonald and A. Cater-Steel, Eds. Singapore: Springer Singapore, 2017, pp. 7-10. O. Omidvar and R. Kislov, ‘The Evolution of the Communities of Practice Approach’, J. Manag. Inq., vol. 23, no. 3, pp. 266-275, Jul. 2014. st E. Wenger, Communities of practice: learning, meaning, and identity., 1 ed. New York: Cambridge University Press, 1998. B. Mercieca, ‘What Is a Community of Practice?’, in Communities of Practice: Facilitating Social Learning in Higher Education, J. McDonald and A. CaterSteel, Eds. Singapore: Springer Singapore, 2017, pp. 3-25. Work financed by the FCT, European Social Fund contribution and national funds of the Portuguese Ministério da Ciência, Tecnologia e Ensino Superior (MCTES) © th Filodiritto Editore – 9 International Conference the Future of Education Deepening Understanding of Pharmacy Practice through Experiencing Virtual Reality and Mobile Patient-Health Application Vivian Lee1, Paula Hodgson2 The Chinese University of Hong Kong, Hong Kong1,2 Abstract Technologies such as notebook computers, virtual reality devices and mobile st applications can be useful tools to prepare pharmacy students in the 21 century [1]. Pharmacy educators start getting their students to use mobile applications and technology to enrich the learning experience, and students can find useful and reliable medical references and drug information with medical mobile applications [2]. More importantly, students need to build a comprehensive understanding that pharmacy is not only about drug dispensing or prescription checking; they should have an opportunity to experience how they connect with patients and perform medication reviews with changes in patients’ health conditions over time, modelling the practice of professional pharmacists [3]. Generation Z pharmacy students in Hong Kong have a lot of exposure to the use of mobile applications for communication with peers. This case study reports how a pharmacy educator redesigned the curriculum so that students could gain a balance between cognitive knowledge and the human side of pharmacy practice by experiencing ways of communication with doctors and patients using virtual reality devices connected to mobile phones or notebook computers in preparation for clinical internships. In addition, a mobile application for e-health support for patients is under development; it will gather health records of individual patients, information on drugs being prescribed and the pharmacist, and medical appointment data. A pilot has been conducted to fine-tune the user interface of the application before it is launched in the autumn, 2019. The pharmacy educator may then be able to demonstrate to students how the application will allow pharmacists to build a sustainable approach to providing services to patients who have had acute or chronic diseases in the community from admission to a hospital to follow-up medication requirements and review of medication prescriptions in the growing aging population in Hong Kong. Keywords: Virtual reality, mobile application, professional preparation, community REFERENCES 1. 2. 3. Aungst, T.D., Miranda, A.C., and Serag-Bolos, E.S. “How mobile devices are changing pharmacy practice”, American Journal of Health-System Pharmacy, 2015, 72(6): pp. 494-500. Aungst, T.D., “Medical applications for pharmacists using mobile devices”, Annals of Pharmacotherapy, 2013, 47(7-8): pp. 1088-95. van de Pol, J.M., Geljon, J.G., Belitser, S.V., Frederix, G.W., Hövels, A.M., and Bouvy, M.L. “Pharmacy in transition: a work sampling study of community © 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. th Filodiritto Editore – 9 International Conference the Future of Education pharmacists using smartphone technology”, Research in Social and Administrative Pharmacy, 2019, 15(1): pp. 70-76. Popil I. “Promotion of critical thinking by using case studies as teaching method”, Nurse Education Today, 2011, 31(2): pp. 204-07. Konopasek, L., Kelly, K.V., Bylund, C.L., Wenderoth, S., and Storey-Johnson, C. “The group objective structured clinical experience: building communication skills in the clinical reasoning context”, Patient Education and Counseling, 2014, 96(1): pp. 79-85. Hayes, C.W., Rhee, A., Detsky, M.E., Leblanc, V.R. and Wax, R.S. “Residents feel unprepared and unsupervised as leaders of cardiac arrest teams in teaching hospitals: a survey of internal medicine residents”, Critical Care Medicine, 2007, 35(7): pp. 1668-72. Riva, G., Mantovani, F., Capideville, C.S., Preziosa, A., Morganti, F., Villani, D., Gaggioli, A. Botella, C., and Alcañiz, M. “Affective interactions using virtual reality: the link between presence and emotions”, CyberPsychology & Behavior, 2007, 10(1): pp. 45-56. Beggan, A., Morton, S., and Simpson, T. “How did it make you feel? Using immersive 360 VR video to build empathy within clinical settings”, Association for Learning Technology, 2017. https://altc.alt.ac.uk/2017/sessions/how-did-itmake-you-feel-using-immersive-360-vr-video-to-build-empathy-within-clinicalsettings-1739/ van de Pol, J.M., Geljon, J.G., Belitser, S.V., Frederix, G.W., Hövels, A.M. and Bouvy, M.L., 2019. Pharmacy in transition: a work sampling study of community pharmacists using smartphone technology. Research in Social and Administrative Pharmacy, 15(1), pp. 70-76. Clifford, S., Garfield, S., Eliasson, L. and Barber, N. “Medication adherence and community pharmacy: a review of education, policy and research in England”, Pharmacy Practice, 2010, 8(2): pp. 77-88. Hodgson, P., Lee, V.W.Y., Chan C.S., Fong, A., Tang, C.S.Y., and Cheung S.W.L. “A SWOT analysis of blending immersive virtual reality in the classroom” in Li, K.C. and Tsang, E. (eds) Proceedings of the 2018 International Conference on Open and Innovative Education (ICOIE 2018), The Open University of Hong Kong, Hong Kong, 4-6 July, pp. 11-22. Toklu, H.Z., and Hussain, A. “The changing face of pharmacy practice and the need for a new model of pharmacy education”, Journal of Young Pharmacists, 2013, 5(2), pp. 38-40. Bryant, J.E., and Richard, C.A. “Pharmacy students’ use and perceptions of Apple mobile devices incorporated into a basic health science laboratory”, Currents in Pharmacy Teaching and Learning, 2017, 9(1), pp. 78-83. © th Filodiritto Editore – 9 International Conference the Future of Education Developing Competences for Making Sense of Online Citizen Reviews in Public Services: An Active Learning Experience with Higher Education Students Marlene Amorim1, Mário Rodrigues2, Gonçalo Santinha3, Cristina Machado Guimarães4 DEGEIT & GOVCOPP, Universidade de Aveiro, Portugal1 IEETA & ESTGA, Universidade de Aveiro, Portugal2 DCSPT & GOVCOPP, Universidade de Aveiro, Portugal3 INESC TEC, Portugal4 Abstract This paper describes a pilot project to implement an active learning approach to develop online content analysis competences, targeted to post graduate students in the field of Public Administration. Citizens are increasingly resorting to online media to express their sentiments concerning the quality of their interactions and their experiences with Public Administration Services, and are generating unprecedented volumes of information that have the potential to provide insightful managerial information. The increasing ease of access and familiarity of individuals with Internet technologies has positioned the Web as an efficient outlet for citizens to make their ideas available to vast audiences in a fast manner [1]. This online communication has been labelled as electronic word-of-mouth, also referred as word-of-mouse, has been extensively documented in the literature, and has been acknowledged as trustworthy and effective means to influence individuals’ decisions [2]. Such outstanding availability of data is calling for the development of specific knowledge, tools and competencies. This study proposes a contribution in this direction. The reported higher education project served the twofold purpose of familiarizing students with the concepts and constructs of service quality, while offering them the opportunity to get acquainted with online user generated content, and with elementary tools to analyze and extract meaning from such content in a structured manner. Students were involved in the collection, analysis and categorization, of users’ online reviews about Public Administration Services in Portugal. This work offers a timely contribution for the development of competences for making sense of online content, engaging students in a learning project rooted in up-to-date empirical data, therefore allowing for important gains in students’ motivation, engagement and learning. The reported learning experience shared in this paper is aligned with the increasing calls for the development of transversal competences, including problem-solving and analytical skills [3], while meeting also the demands for the qualification of individuals for making sense of data that is enabled by the proliferation of digital technologies. Keywords: Online content, active learning, user generated content, higher education © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Mudambi, S. M., Schuff, D. “What Makes a Helpful Online Review? A Study of Customer Reviews on Amazon.Com,” MIS Quarterly, vol. 34, no. 1, pp. 185200, 2010. Hennig-Thurau, T., Gwinner, K. P., Walsh, G., Gremler, D. D. “Electronic wordof-mouth via consumer-opinion platforms: what motivates consumers to articulate themselves on the internet?”, Journal of interactive marketing, vol. 18, no. 1, pp. 38-52, 2004. López, M., Sicilia, M. “eWOM as source of influence: the impact of participation in eWOM and perceived source trustworthiness on decision making”, Journal of Interactive Advertising, vol. 14, no. 2, pp. 86-97, 2014. Reichelt, J., Sievert, J., Jacob, F. “How credibility affects eWOM reading: The influences of expertise, trustworthiness, and similarity on utilitarian and social functions.”, Journal of Marketing Communications, vol. 20, no. 1-2, pp. 65-81, 2014. Brysland, A., Curry, A. “Service improvements in public services using SERVQUAL.” Managing Service Quality: An International Journal, vol.11, no 6, pp. 389-401, 2005. Ahmad, S. N., Laroche, M. “Analyzing electronic word of mouth: A social commerce construct.” International Journal of Information Management, vol. 37, no. 3, pp. 202-213, 2016. Prince, M. “Does active learning work? A review of the research.”, Journal of engineering education, vol. 93, no. 3, pp. 223-231, 2004. st Bell, S. “Project-based learning for the 21 century: Skills for the future.” The Clearing House, vol. 83, no. 2, pp. 39-43, 2000. Wijnia, L., Loyens, S. M., Derous, E. “Investigating effects of problem-based versus lecture-based learning environments on student motivation.”, Contemporary Educational Psychology, vol. 36, no. 2, pp. 101-113, 2011. Alemán, R., Gutiérrez‐Sánchez, R., Liébana‐Cabanillas, F. “Determinant Factors of Satisfaction with Public Services in Spain.” Australian Journal of Public Administration, vol. 77, no. 1, pp. 102-113, 2018. © th Filodiritto Editore – 9 International Conference the Future of Education Educating the Gifted in Russian Region: Pilot Study in Udmurtia Julia Chernenko1, Anna Borisova2, Arina Grosul3 HSE University, Russian Federation1,2,3 Abstract The following study is based on the materials of students’ field research in the city of Izhevsk, Republic of Udmurtia that was held in November 2018. The field research included 23 focus groups with teachers and children held in 6 individual schools, 1 center for additional education and 1 network school project with 6 schools in it. Among others, several practices were discussed in details, such as Singapour method lessons, integrated lessons (when the topic is studied from the standpoints of several disciplines), mobile lessons and blended learning methods, as well as group projects during art and science sessions in the resource centers. Sufficient challenges that face the Russian educational system are individualization and differentiation of education, so the professionals aim to implement strategies that will fasten the study process and enrich the child (deepen the knowledge). Thus, all the examined practices were classified within three main dimensions: disciplinary/art gift, group/individual work, development of schoolers/development of teachers. As a result of the study, best practices are described and analyzed to re-implement in other Russian regions. Keywords: Gifted children, teaching practices, inclusive learning, blended learning, project approach, regional schools REFERENCES 1. 2. 3. 4. 5. 6. President of Russia. (2018) Message from the President to the Federal Assembly. Retrieved from http://www.kremlin.ru/events/president/news/56957. Pfeiffer, S. I. (2015). Essentials of gifted assessment. Hoboken, NJ: Wiley. Phillipson, S. N., & McCann, M. (2007). Conceptions of giftedness: Sociocultural perspectives. Mahwah, NJ: Lawrence Erlbaum Associates. Renzulli, J. S. (2011). Theories, actions, and change: An academic journey in search of finding and developing high potential in young people. Gifted Child Quarterly 55, pp. 305-308. Barber, M., & Murshed M. (2008) Kak dobit’sja stabil’no vysokogo kachestva obuchenija v shkolah. [How to achieve stably quality training at schools]. Uroki analiza luchshih sistem shkol’nogo obrazovanija mira. [Lessons of the analysis of the best systems of school education of the world]. Voprosy Obrazovanija. [Education Issues], (3), pp. 7-60. Ushatikova, I. I. (2013). Praktika raboty sovremennoj shkoly s odarennymi det'mi: opyt, problemy, perspektivy [Practice of modern schools’ work with gifted children: experience, problems, prospects]. Vestnik Chelyabinskogo © 7. 8. th Filodiritto Editore – 9 International Conference the Future of Education Gosudarstvennogo Pedagogicheskogo Universiteta [Bulletin of the Chelyabinsk State Pedagogical University], (1). Zavelskij, YU. V., Sharonova, N. V., & Gomulina N. N. (2012). Razvitie kreativnoj sfery odaryonnosti na osnove formirovaniya u uchashchihsya issledovatel’skih kompetencij. [Development of the creative sphere of giftedness on the basis of formation of students’ research competencies]. Eksperiment i Innovacii v Shkole. [Experiments and Innovations in School], (3). Gapsalamov A.R., & Semenov A.S. (2017). Problemy gosudarstvennogo finansirovaniya v sfere obrazovaniya. [Problems of state financing in the field of education]. Novaum. (10). http://novaum.ru/public/p405 © th Filodiritto Editore – 9 International Conference the Future of Education Forming of Data Science Competence for Bridging the Digital Divide Katia Rasheva-Yordanova1, Veselin Chantov2, Iva Kostadinova3, Evtim Iliev4, Pepa Petrova5, Boriana Nikolova6 University of Library Studies and Information Technologies, Bulgaria1,2,3,4,5,6 Abstract Today is important to have a knowledge how to storage, processing, and to searching in data, but more important is to have skills and to know how to extract useful knowledge from the big data and how to use that knowledge. More and more tangible becomes the need to carry out adequate training aimed at acquiring the necessary competencies for evaluation, verification and correct interpretation of statistical measures. The understanding the capabilities of information technology to save all facts and events occurring inside and outside an organization, as well as the detection and causal links explaining behavior, form the mandatory competencies in the age of the big data. The phenomenon “Big Data” opening up a new stage of “digital divide” affecting both organizations and individuals and is primarily the result of the complexity of processing and interpreting of the available data. There is a divide between the people who “haves” and “have-nots” skills and competencies to gain new knowledge from existing data. This article discusses the specifics of digital divide caused by the availability of big data. Based on research have been determined the existing barriers to overcome the problem. The article focuses on formulating the basic set of skills and competencies that must have every data science specialist. REFERENCES 1. 2. 3. 4. 5. 6. Ayankoya, K et al., Intrinsic Relations between Data Science, Big Data, Business Analytics and Datafication, pp. 192-198. Burtch, L. 9 Must-Have Skills You Need to Become a Data Scientist. Retrieved from http://www.kdnuggets.com/2014/11/9-must-have-skills-data-scientist.html [Accessed:24-Marth-2018]. Christozov, D., Rasheva-Yordanova K.Data Literacy: Developing Skills on Exploring Big Data Applications. International Journal of Digital Literacy and Digital Competence. Volume 8, 2017. Christozov, D., Toleva-Stoimenova S., Big Data Literacy – a New Dimension of Digital Divide: Barriers in learning via exploring Big Data, in Strategic Data Based Wisdom in the Big Data Era, editors Girard J., Berg K., Klein D., IGI Global, 2015. Christozov, D. et al., Developing Big Data Competences in the Digital Era. Big data, Knowledge and Control Systems Engineering, BdKCSE’2016. pp. 97104. ISSN – 2367-6350. Costa, C.& Santos, “The data scientist profile and its representativeness in the European eCompetence framework and the skills framework for the © 7. 8. 9. 10. 11. 12. 13. 14. 15. th Filodiritto Editore – 9 International Conference the Future of Education information age”, International Journal of Information Management, vol. 37, no .6, pp. 726-734, 2017. Gehl, R. W. Sharing, knowledge management and big data: A partial genealogy of the data scientist. 2015. Ismail, N. W. Abidin. Data Scientist Skills. IOSR-JMCA. e -ISSN: 2394 – 0050, P-ISSN: 2394-0042.Volume 3, Issue 4, 2016, pp. 52-61. Kowalczyk, M., P. Buxmann, “Big Data and information processing in organizational decision processes”, Business & Information Systems Engineering, vol. 6, no. 5, pp. 267-278, 2014. Loukides, M. What is data science, 2010. [Online]. Available: https://www.oreilly.com/ideas/what-is-data-science [Accessed:25-Marth-2018]. Manieri, A., Demchenko, Y et al., Data Science Professional uncovered How the EDISON Project will contribute to a widely accepted profile for Data th Scientists. 7 International Conference on Cloud Computing Technology and Science Data, pp. 588-593, 2015. Mohanty, S. et al., Big Data Imperatives Enterprise Big Data Warehouse, BI st Implementations and Analytics. 1 ed., XXII, Apress, p. 320, ISBN 978-1-43024872-9. Press, G. A Very Short History of Data Science, Forbes, 2013. [Online]. Available: https://www.forbes.com/sites/gilpress/2013/05/28/a-very-shorthistory-of-data-science/#165ec1db55cf .[Accessed:24-Marth-2018]. Sicular, S. Big Data Analytics Failures and How to Prevent Them, 1(August). Suhailis, A., Garis Panduan Data Raya Sektor Awam, 2016. © th Filodiritto Editore – 9 International Conference the Future of Education Integrating Cybersecurity Labs into Traditional Curriculum Design Suzanna E. Schmeelk1, Denise M. Dragos2 Department of Computer Science, Mathematics, and Science – St. John’s University, Queens-New York, United States of America1,2 Abstract Cybersecurity topics which make it into textbooks have historically been developed from real world threats which have been actualized in the real world. In fact, most risk management frameworks require cybersecurity threats to be ranked by a probability metric such as a likelihood and an impact score. Cybersecurity therefore is unlike other computing fields as it is most likely not developed in any part in isolation from the real world. This strong real-world connection of the field can be emphasized directly to the student through regular cybersecurity lab and demo exercises. Our research contributes an emphasis for cybersecurity learning through regular (i.e., weekly) lab demonstrations by either or both the instructor or students. The paper discusses a curriculum design where both the cloud and local resources are employed for live cybersecurity demos to the students. A cloud service provider such as Amazon, Microsoft, or Google, can be employed in the classroom setting for the cybersecurity teaching and learnings. In some cases, our research has identified that these major cloud service providers offer free services for education. Our research can be used to guide further future curriculum designs gaps in cybersecurity or computing where traditional lab environments and resources are not available to both faculty and students. Keywords: Cybersecurity, Software Assurance, Digital Forensics, Innovation, Pedagogy REFERENCES 1. 2. 3. 4. Renee Dopplick. 2015. Experiential cybersecurity learning. ACM Inroads 6, 2 (May 2015), pp. 84-84. David Gould, Greg Block, and Simon Cleveland. 2018. Using Evolutionary Systems and Ideation Techniques to Enhance Student Cybersecurity Learning. th In Proceedings of the 19 Annual SIG Conference on Information Technology Education (SIGITE ‘18). ACM, New York, NY, USA, pp. 146-146. Harrison Ledford, Xenia Mountrouidou, and Xiangyang Li. 2016. Denial of service lab for experiential cybersecurity learning in primarily undergraduate institutions. J. Comput. Sci. Coll. 32, 2 (December 2016), pp. 158-164. Anthony Peruma, Samuel A. Malachowsky, and Daniel E. Krutz. 2018. Providing an experiential cybersecurity learning experience through mobile st security labs. In Proceedings of the 1 International Workshop on Security Awareness from Design to Deployment (SEAD ‘18). ACM, New York, NY, USA, pp. 51-54. © 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. th Filodiritto Editore – 9 International Conference the Future of Education Rajesh Kalyanam and Baijian Yang. 2017. Try-CybSI: An Extensible th Cybersecurity Learning and Demonstration Platform. In Proceedings of the 18 Annual Conference on Information Technology Education (SIGITE ‘17). ACM, New York, NY, USA, pp. 41-46. Xenia Mountrouidou, Xiangyang Li, and Quinn Burke. 2018. Cybersecurity in rd liberal arts general education curriculum. In Proceedings of the 23 Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018). ACM, New York, NY, USA, pp. 182-187. Animesh Pattanayak, Daniel M. Best, Daniel Sanner, and Jessica Smith. 2018. Advancing cybersecurity education: pink elephant unicorn. In Proceedings of the Fifth Cybersecurity Symposium (CyberSec ‘18). ACM, New York, NY, USA, Article 3, pp. 1-7. Marco Ghiglieri and Martin Stopczynski. 2016. SecLab: An Innovative Approach to Learn and Understand Current Security and Privacy Issues. In th Proceedings of the 17 Annual Conference on Information Technology Education (SIGITE ‘16). ACM, New York, NY, USA, pp. 67-72. Te-Shun Chou and John Jones. 2018. Developing and Evaluating an Experimental Learning Environment for Cyber Security Education. In th Proceedings of the 19 Annual SIG Conference on Information Technology Education (SIGITE ‘18). ACM, New York, NY, USA, pp. 92-97. Sherly Abraham and Lifang Shih. 2015. Towards an integrative learning approach in cybersecurity education. In Proceedings of the 2015 Information Security Curriculum Development Conference (InfoSec ‘15). ACM, New York, NY, USA, Article 11, p. 1. Wenliang Du. The SEED Project: Providing Hands-on Lab Exercises for Computer Security Education. In IEEE Security and Privacy Magazine, September/October, 2011. Invited paper. Infosec Institute. (2018). Minorities in Cybersecurity: The Importance of a Diverse Security Workforce. Retrieved from: https://resources.infosecinstitute.com/minorities-in-cybersecurity-theimportance-of-a-diverse-security-workforce/#gref Kate O'Flaherty. (2018) How diversity can help fight cyber-attacks. Retrieved from: https://www.information-age.com/how-diversity-can-cyber-123477494/ U.S. Department of Labor. (2019) Information Security Analysts. Retrieved from: https://www.bls.gov/ooh/computer-and-informationtechnology/information-security-analysts.htm Evan Weese (2019) Cybersecurity pros in high demand but hard to find. Retrieved from: https://www.columbusceo.com/business/20190218/cybersecurity-pros-in-highdemand-but-hard-to-find Cengage. MindTap. (2019) Training Resources. Retrieved from: https://www.cengage.com/training/mindtap Tesla Consulting. (2019) De[f]t DFRI Toolkit. http://www.deftlinux.net/ SANS Institute. (2019) SIFT Workstation Overview https://digitalforensics.sans.org/community/downloads#overview CAINE. (2019) CAINE Computer Forensics Linux Live Distro. https://www.caine-live.net/ Brian Carrier. (2019) Open Source Digital Forensics. http://www.sleuthkit.org/autopsy/ © th Filodiritto Editore – 9 International Conference the Future of Education Introduction of Emerging Technology into Higher Education Curriculum: The Case of Blockchain Technology as Part of Data Science Master Program Stefka Toleva-Stoimenova1, Dimitar Christozov2, Katia Rasheva-Yordanova3 University of Library Studies and Information Technologies, Bulgaria1,3 American University of Bulgaria, Bulgaria2 Abstract Since appearance of www protocol in 1991, the trend in different aspects of ecommerce is diminishing the role of mediators. “Disintermediation” become the keyword defining many e-commerce technologies. Bitcoin, the original application motivated development of Blockchain technology, aimed removing banks as the mediators and trusted third party in financial transactions. But the scope of this underlying technology is much broader than purely the word of cryptocurrency. Blockchain technology offers new paradigm of connectivity, information exchange and information use, exploring decentralized, distributed data processing, and encrypting via public and private keys. Blockchain was launched as the underlying technology in introducing bitcoins. Research conducted on the dynamics of publications addressing Blockchain, shows that this technology deserted recently from purely bitcoin / crypto-currencies application domain. The intensity of publication addressing applications of this technology demonstrated its relevance to different business domains, mostly Internet of Things (IoT), but also sectors as Energy, Healthcare, and Finance, mostly related to retailed services. Consideration of Blockchain technology from this broader perspective, justify the needs of introducing it to students in fields like Computer Science, Information Systems, and Information Technology, but it is especially valuable for programs training Data Science competences. The paper shares experience of introducing Blockchain technology, which is still in its infantry stage according to maturity life cycle, in Data Science Master Program. Resolving problems like lack of sufficient well-developed training materials, lack of competent trainers, and lack of adequate equipment to experiment are among the overcome major barriers. Dynamics of innovations in area of information technologies and shortening the life cycle from discovery to wide distribution forces education institutions, traditionally conservative in adopting innovation, to develop experience in fast adjustment of their curriculum to react to the emerging challenges. The case of incorporated Blockchain related content into curriculum is discussed as a possible practice. Keywords: Blockchain, Data Science, Master Program, Curriculum © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Aste, T., Tasca, P., Di Matteo, T. “Blockchain technologies: The foreseeable impact on society and industry”, Computer 50 (9), pp. 18-28, 2017. Bakre, A., Patil, N., Gupta, S. “Implementing decentralized digital identity using blockchain,” International Journal of Engineering Technology Science and Research, 4(10), pp. 379-385, 2017. Buterin, V. “A next-generation smart contract and decentralized application platform”, Ethereum Foundation, White Paper, 2014. Collomb, A., Sok K. “Blockchain/DLT: What Impact on the Financial Sector?” Digiworld Economic Journal, p. 103, 2016. Crosby, M., Pattanayak, P., Verma, S., Kalyanaraman, V. Blockchain technology: Beyond bitcoin. Applied Innovation, 2, pp. 6-10, 2016. Glaser, F., Bezzenberger, L., “Beyond Cryptocurrencies – A Taxonomy of Decentralized Consensus Systems” ECIS 2015 Completed Research Papers. Paper 57. Kibet, A., Karume, S., “A Synopsis of Blockchain Technology” International Journal of Advanced Research in Computer Engineering and Technology, 7(11), 2018. Lin, Y-P., Petway, J., Anthony, J., Mukhtar, H., Liao, S-W., Chou, C-F., Ho, YF. “Blockchain: The Evolutionary Next Step for ICT E-Agriculture Environments” 4(50), 2017. Nakamoto, S. “Bitcoin: A Peer-to-Peer Electronic Cash System.” 2008. Piscini, E., Guastella, J., Rozman, A., Nassim, T. “Blockchain: Democratized trust. Distributed ledgers and the future of value”, Deloitte University Press, 2016. Shen, C., Pena-Mora, F. “Blockchain for Cities – A Systematic Literature Review” IEEE Access, 6, 2018. Zhang P., Schmidt, D. C., White, J., Lenz, G. “Blockchain technology use cases in healthcare”, Advances in Computers. Amsterdam, The Netherlands: Elsevier, 2018. © th Filodiritto Editore – 9 International Conference the Future of Education MOOCs to Semantic Web Education Vitor Gonçalves1, Bruno Gonçalves2, Francisco Garcia-Tartera3 Research Centre for Basic Education, Instituto Politécnico de Bragança, Portugal (1) Escola Superior de Tecnologia, Instituto Politécnico do Cávado e do Ave, Portugal (2) Universidad Complutense de Madrid, Spain (3) Abstract The web is a largest information repository which makes multimedia contents available. However, their location is no easy task, mainly since their semantics or meaning can only be captured in their context and in accordance to human perspective. In the past years, the W3C (World Wide Web Consortium) and the international scientific community have been carrying out significant efforts with view to improving the localization, retrieval and reuse of information, which may be inaccessible or stored in servers scattered around the deep web or the invisible web. We are talking about the new web generation: the semantic web. Metadata and ontologies, annotation tools, ontologies tools, agent systems, among other technological developments of Computer Sciences and Artificial Intelligence are the key elements for the development of solutions that are gradually led to changing the web reality. The main purpose is the integration, interchange and semantic understanding of information not only from the viewpoint of humans, but also from the perspective of machines through the change of the current web into a web of semantic data. But, is there any Massive Open Online Course (MOOC) that contributes to forming people capable of understanding and collaborating in this migration process? In this context, we intend to identify a set of MOOCs oriented to the study of the semantic web and, consequently, to determine the contents transmitted in each of the different courses. As such, through an exploratory research, characterized as documentary, we use as main sources of information as articles and publications on the subject to understand the relevance of the Semantic Web in contemporary education, as well as the importance of MOOC as a vehicle for dissemination and sharing of knowledge in this area. Keywords: MOOC, online training, semantic technologies, semantic web REFERENCES 1. 2. 3. A. Teixeira, J. Mota, L. Morgado, and M. Spilker, “iMOOC: Um Modelo Pedagógico Institucional para Cursos Abertos Massivos Online (MOOCs),” Educ. Formação Tecnol. 1646-933X, vol. 8, no. 1, pp. 4-12, 2015. E. Miller, “Weaving meaning: An overview of the Semantic Web,” Univ. Michigan, Ann Arbor, Michigan USA, 2004. R. Yee, “The sea change of the Web: What is the second-generation, Semantic Web?” Berkeley Comput. Commun. 11, vol. 4, 2001. © 4. 5. 6. 7. 8. 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Berners-Lee, “The Semantic Web,” 2002. W3C. “W3C DATA ACTIVITY, Building the Web of Data”. Available in https://www.w3.org/2013/data/ T. de Monterrey, “Edu Trends Report.” 2014. G. Siemens, “Connectivism: a theory of learning for the digital age,” Int. J. Instr. Technol. Distance Learn., vol. 2, no. 1, 2005. G. Siemens, “Massive open online courses: Innovation in education,” Open Educ. Resour. Innov. Res. Pract., vol. 5, 2013. J. Ma DLee, Kelly, CKuo, Grace., “A massive open online course on pharmacogenomics: not just disruptive innovation but a possible solution,” Pharmacogenomics, vol. 14, no. 10, pp. 1125-1127, 2013. A. McAuley, B. Stewart, G. Siemens, and D. Cormier, “The MOOC model for digital practice, SSHRC Knowledge Synthesis Grant on the Digital Economy,” Recuper. http//www.edukwest.com 2010. F. M. Hollands and D. Tirthali, “MOOCs: Expectations and Reality. Full report.,” Online Submiss., 2014. C. R. F. Riedo, E. M. de Aguiar Pereira, J. Wassem, and M. F. Garcia, “O desenvolvimento de um MOOC (Massive Open Online Course) de Educação Geral voltado para a formação continuada de professores: Uma breve análise de aspectos tecnológicos, econômicos, sociais e pedagógicos,” SIED EnPEDSimpósio Int. Educ. a Distância e Encontro Pesqui. em Educ. a Distância, 2014. © th Filodiritto Editore – 9 International Conference the Future of Education Promoting Mobile Learning in the Social Work for Children with Communication Disabilities Emilia-Maria Sorescu1, Gabriela-Eugenia Iacobescu2 University of Craiova, Romania1,2 Abstract The social work for children with disabilities requires an integrated intervention to meet their complex needs. Very often, the communication disorders are associated with other disabilities, and aggravate the child’s relationship with parents, peers and teachers, as well as the learning process. The development of mobile learning over the past two decades, as well as the research on its effectiveness, recommends it for use in the social work, especially in working with children with disabilities. The opportunity to experience the use of a mobile tool for communicating with children with disabilities is offered to the social work students through the TESI project: Adaptive Personalized System for Creating Expression Tools in Social Inclusion of Learners and Verbal Communication Disabilities. This project was launched in January 2018 and is an ERASMUS + project, Key Action 3: Support for Policy Reform-Education, Training and Youth, set up by the European Commission and includes four target groups: children with disabilities, their parents, teachers working with these children and future social workers. Our paper presents the needs analysis of the target group of social work students. Their role in the project will be to learn how to use the TESI tool, using it in working with children with communication disorders and promoting m-learning through their colleagues and in their future professional practice, to increase the chances of social inclusion of children with disabilities. Keywords: Communication disorders, children with disability, need analysis, m-learning REFERENCES 1. 2. 3. 4. 5. United Nation Organization, Flagship report on disability and development. Realization of the sustainable development goals by, for and with persons with disabilities, 2018, pp. 24-36. UNESCO. “Policy guidelines for mobile learning”, UNESCO, Paris, available at https://unesdoc.unesco.org/ark:/48223/pf0000219641 2013, p. 33. Leonard, L. B. “Children with Specific Language Impairment”, Second Edition, MIT Press, Cambridge, London, 2014, p. 28. Rodríguez, C. D. & Cumming, T. M. “Employing mobile technology to improve language skills of young students with language-based disabilities”, Assistive Technology, 2016, 29:3, pp. 161-169. Ismaili, J. & Ibrahimi, E.H.O. “Mobile learning as alternative to assistive technology devices for special needs students, Educ Inf Technol, 2017, 22: p. 883. © 6. 7. th Filodiritto Editore – 9 International Conference the Future of Education Iacobescu, G. E. “Adaptive Personalized System for Creating Expression Tools in Social Inclusion of Learners with Verbal Communication Disabilities – th TESI project”, 12 annual International Technology, Education and Development Conference, Valencia, Spain, 2018. Cerban, M. & Iacobescu, G. E. “Identification of the target groups’ needs for an efficient social inclusion of people with communication deficiencies by mlearning”, The Future of Education Conference, Florence (Italy), 2018. © th Filodiritto Editore – 9 International Conference the Future of Education Self-Driving Cars Selin Orbay1 Hisar School, Turkey1 Abstract With the development of machine learning and artificial intelligence operators especially self-sustained devices and autonomous machines are undeniably going to play a vast role in our daily lives. Therefore, it is essential for people to start adapting to ongoing innovations. For my case, as a high school student, 5 months into of learning programming, I started working with a sensor called “vision sensor”. The sensor is a camera used to create input to microcontrollers and with appropriate coding it can be configured as an image processor, by interpreting and analyzing data and considering all its possible outcomes. Furthermore, when I realized that this sensor could be the actual basis of a self-driving car, I started to consider, “How will a driverless car respond to different road conditions?”. Hence, I conducted some experiments to replicate this system. At first, I wrote a code for the sensor which could determine the location of a white tape. Therefore, the camera made it possible for the robot to follow the tape while staying centered on the “road”. Later on, decided to try it on some other surfaces with different frictions, road conditions and color codes applied, to see if it affected my results. For example, I tried on a glass and on a slightly rocky surface to better grasp the consequences in every situation, just like driverless cars themselves. Thus, this experiment can be considered as an attempt for solving futuristic problems. Keywords: Self-driving cars, Programming, Sensors, Artificial Intelligence, Engineering Education REFERENCES 1. 2. 3. 4. 5. Cameron, Pat. “Pat Cameron.” HelpSystems, www.helpsystems.com/resources/guides/automated-operations-5-benefitsyour-organization. “Category Archives: Impact of Driverless Cars.” Driverless Car Market Watch, www.driverless-future.com/?cat=26. “Self-Driving Cars: The Technology, Risks and Possibilities.” Science in the News, 28 Aug. 2017, www.sitn.hms.harvard.edu/flash/2017/self-driving-carstechnology-risks-possibilities/. J. Castro. “Tesla self-driving car fails to detect truck in fatal crash.” ABC 7 News. Published 07.01.2016. Accessed 10.29.2017. http://abc7news.com/automotive/tesla-self-driving-carfails-to-detect-truck-infatal-crash/1410042/ “What Is Alexa? What Is Amazon Echo, and Should You Get One?” Wirecutter, www.thewirecutter.com/reviews/what-is-alexa-what-is-the-amazon-echo-andshould-you-get-one/. © 6. 7. 8. 9. th Filodiritto Editore – 9 International Conference the Future of Education Weber, Viktor, and Future Real Estate Institute. “What Impact Will Automation Have on Our Future Society? Here Are Four Possible Scenarios.” World Economic Forum, www.weforum.org/agenda/2018/02/what-impact-willautomation-have-on-society-four-scenarios/. “Technology Is Growing Fast and Changing Our Lives Essay.” Bartleby, www.bartleby.com/essay/Technology-Is-Growing-Fast-and-Changing-OurP3J6EWGAVC Moon, Mariella. “Ford’s Self-Driving Division Is Now Its Own Company.” Engadget, 25 July 2018, www.engadget.com/2018/07/25/ford-autonomousvehicle-llc/. VEX Robotics. (2019, February 14). Retrieved from https://www.vexrobotics.com/ © th Filodiritto Editore – 9 International Conference the Future of Education Self-Video-Based Discourse as a Lever for Developing Pre-Service Mathematical Knowledge for Teaching Ruti Segal1, Yaron Lehavi2, Avi Merzel3, Ami Baram4, Bat-Sheva Eylon5 Weizmann Institute of Science and Shaanan Academic College of Education, Israel1 Weizmann Institute of Science and The David Yellin Academic College of Education, Israel2 Hebrew University of Jerusalem, Israel3 Shaanan Academic College of Education4,5 Abstract Over the last decades, videotaping has been widely accepted to be a useful tool for teachers’ professional development-(PD) ([1], [2]). Compared with analyzing other teachers’ videos, teachers who analyzed their own teaching experienced higher activation, manifested by higher immersion, resonance, and motivation. In addition, they became more aware of relevant components of teaching and learning ([3]). In this study, we adopted Mason’s framework (1998) ([4]), for such levels, developed for mathematics teachers. This led us to develop a program The Video-Based Didactic discourse-(VBD discourse) whose aim is to provide mathematics and physics teachers with professional development. The mathematics education researchers’ community has become interested in characterizing the required knowledge for mathematics teaching. Relying on Shulman’s (1986) work, [5] defined the term “Mathematical Knowledge for Teaching”-(MKT) as knowledge that crosses areas and levels of school mathematics, supports connected ideas, and emphasizes the ability to plan, integrate and manage appropriate mathematical content for teaching. Following this work, [6], presented six different components of MKT. Two of them are particularly relevant to this study: Specialized Content Knowledge-(SCK) and Knowledge of Content and Students-(KCS). The purpose of our research was to examine how the VBD discourse contributes to the development of five pre-service teachers’ MKT, during their participation in a Didactics of mathematics course at the Academic College of Education. An analysis of the findings indicates that the VBD discourse based on their video mathematics teaching raised their awareness, and contributed to the development of their SCK and KCS. Keywords: Discourse, Professional development, Mathematics education REFERENCES 1. Sherin, M. G. New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education, (2004), (pp. 1-28). Amsterdam, Netherlands: Elsevier. © 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. th Filodiritto Editore – 9 International Conference the Future of Education Santagata, R., & Guarino, J. Using video to teach future teachers to learn from teaching. ZDM the International Journal of Mathematics Education, (2011), 43, pp. 133-145. doi:10.1007/s11858-010-0292-3. Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M. & Schwindt, K. Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, (2011), 27(2), pp. 259-267. Mason, J. Enabling teachers to be real teachers: Necessary levels of awareness and structure of attention. Journal of Mathematics Teacher Education, (1998), 1(3), pp. 243-267. Ball, D. L., & Bass, H. Toward a practice-based theory of mathematical knowledge for teaching. In: B. Davis & E. Simmt (Eds), Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group, (2003), pp. 3-14. Edmonton, AB: CMESG/GCEDM. Ball, D. L., Thames, M. H. & Phelps, G. Content knowledge for teaching: what makes it special? Journal of Teacher Education (2008), 59(5), pp. 389-407. Sherin, M. G., & van Es, E. Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, (2009), 60, pp. 20-37. Rosaen, C. L., Schram, P., & Herbel-Eisenmann, B. Using hypermedia technology to explore connections among mathematics, language, and literacy in teacher education. Contemporary Issues in Technology and Teacher Education, (2002), 2(3), pp. 297-326. Tripp, T. R. & Rich, P. J. The influence of video analysis on the process of teacher change. Teaching and Teacher Education, (2012), 28(5), pp. 728-739. Segal. R., Lehavi. Y, Merzel. A., Baram. A., Eylon. B. Using self-video-based conversation in training mathematics teacher instructors. Accepted to Research Report. In Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. nd (Eds.). Proceedings of the 42 Conference of the International Group for the Psychology of Mathematics Education, (2018) (Vol. 4 pp. 139-146), Umeå, Sweden: PME. Chapman, Olive. Mathematics Teachers’ Perspectives of Turning Points in Their Teaching. In: Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Eds.). (2017). st Proceedings of the 41 Conference of the International Group for the Psychology of Mathematics Education, (2017) (Vol. 1, pp. 45-60), Singapore: PME. Coburn, C. E., Mata, W. S., & Choi, L. The embeddedness of teachers’ social networks: Evidence from a study of mathematics reform. Sociology of Education, (2013), 86(4), pp. 311-342. © th Filodiritto Editore – 9 International Conference the Future of Education The Flipped Classroom Project: Testimonials from Educators who Made it Work Anca Colibaba1, Irina Gheorghiu2, Stefan Colibaba3, Mona Chiriac4, Rodica Gardikiotis5, Cintia Colibaba6 Universitatea Grigore T.Popa Iași, Romania/ EuroEd Foundation Iași, Romania1 Albert Ludwigs University Freiburg, Germany2 Al.I.Cuza University Iași, Romania3 EuroEd Foundation Iași, Romania4 Universitatea Grigore T.Popa Iași, Romania5 Universitatea de științe agricole și medicina veterinară Ion Ionescu dela Brad Iași, Romania6 Abstract The article is a study based on the e-classes project (2017-1-RO01-KA202-037344), which is funded by the European Commission (under the Erasmus+ programme) for the years 2017-2019; the project is being implemented within an international partnership including a wide range of educational institutions (teacher training centres, schools, non-governmental educational organisations and IT centres) from Bulgaria, Italy, Spain and Romania. The project’s main objectives are centred on strengthening VET teachers’ professional profile and on improving VET students’ low achievement and stimulating their motivation to study science subjects. The article focuses on science teaching and learning and its challenges and suggests an innovative method, the flipped classroom. The paper highlights the project’s most important outputs based on the flipped classroom method: thelessons and their short video lessons illustrating basic scientific concepts from science school subjects. It gives examples on how transversal topics such as career orientation, motivation, inclusion, absenteeism (dropout) and CLIL can be effectively used by teachers for the benefit of students to stimulate their motivation. The testimonials collected from teachers and students participating in the implementation give some insights into the teaching/learning experience. Keywords: Vet teachers and students, science, transversal topics, flipped classroom method REFERENCES 1. 2. Hamdan, N and McKnight, P., McKnight, K., Arfstrom, K. M. “A review of flipped learning”, 2013. Retrieved from http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/W hitePaper_FlippedLearning.pdf Berrett, D. “How ‘flipping’ the classroom can improve the traditional lecture”, The Chronicle of Higher Education, 2012. Retrieved from http://chronicle.com/article/How-Flipping-the- Classroom/130857/ © 3. 4. 5. 6. th Filodiritto Editore – 9 International Conference the Future of Education Project Tomorrow & Flipped Learning Network. “Speak Up 2013 national research project findings: A second year review of flipped learning”, 2014. Retrieved from http://www.flippedlearning.org/research Sonic Foundry & Center for Digital Education. “Flipped Classroom” model shows proven progress in addressing broken educational experience in the U.S”. [Press release]. (2014). Retrieved from http://www.sonicfoundry.com/press-release/flipped-classroom-model-showsproven-progress-addressing-broken-educational-experience McLaughlin, J. C. et al., (2014). “The flipped classroom: A course redesign to foster learning and engagement in a health professions school”, Academic Medicine, 89, pp. 1-8. 2014. Lage, M.J., Platt, G.J., and Treglia, M. “Inverting the classroom: A gateway to creating an inclusive learning environment”. The Journal of Economic Education, 31(1): pp. 30-43, 2000. © th Filodiritto Editore – 9 International Conference the Future of Education The Non-Formal Academy Experience: An Exploratory Model to Develop Students’ Competences for Working in International and Virtual Teams Marlene Amorim1, Marta Ferreira Dias2, Mário Rodrigues3, José Manuel Oliveira4, Isabel Dimas5, José Rainho6, Eva Andrade7 GOVCOPP, DEGEIT, University of Aveiro, Portugal1,2,4,5 IETA, ESTGA, University of Aveiro, Portugal3 DEGEIT, University of Aveiro, Portugal6 UACoopera, University of Aveiro, Portugal7 Abstract This article describes the experience of developing, and piloting, a Non-Formal Academy, for developing student’s competences to work in international and virtual teams, that took place under the scope of the European Project CATCH-IT. The experience involved the collaboration of educators and students from Portugal, Denmark and Poland, and consisted on the development and piloting of a stepwise approach to engage students in international and collaborative teamwork, with the purpose of making them acquainted with the demands of such working contexts, that are both timely and relevant in today’s labour market. The motivation for the development of this research work stems from the both from research evidence, as well as from the empirical observation that, the current generations of Higher Education students will, to a great extent, be engaged in multicultural and internationalized working environments. Such contexts call for the development of specific competences, such as cultural intelligence for effective international collaboration, as well as the ability to work in technology mediated contexts, that often support the work on internationally distributed project teams. The teaching and learning model developed for the Non-Formal Academy involved a preliminary phase devoted to the organization of students into diversified groups, and the development of thematic project proposals related with the development of international careers and international business, in each of the partner countries. Afterwards the students were engaged in a stepwise learning model to support the development of their projects in four steps that aimed to expose them to international and collaborative working contexts in a progressive manner. The steps included: i) a step 1, consisting of fieldwork conducted in each of the partner countries; ii) a step 2, involving the collection of data and the interaction between the students and international experts, in each of the partner countries; iii) a step 3, involving work in virtual international teams, supported by computer mediated communication, and bringing together students from the three partner countries; and iv) a final step 4, where groups of students that were selected on a competitive basis building on the work developed in the previous phases, were engaged in a short exchange period across the partner countries, to finalize their projects in a face-to-face manner with their international colleagues. The experience allowed for the development of the Non-Formal Academy model, and enable a rich teaching and learning experience that exposed students to the demands of work in © th Filodiritto Editore – 9 International Conference the Future of Education international teams and contexts. Students involved in the process perceived important benefits from the experience, and provided key feedback information to further improve the proposed model, in order to make it replicable in the future. Keywords: higher education, international competences, virtual teams, non-formal learning References 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. D. Shapiro, M. Von Glinow and J. Cheng, managing multinational teams: Global perspectives., Emerald Group Publishing Limited, 2005. S. Jarvenpaa and D. Leidner, “Communication and trust in global virtual teams”, Organization science, vol. 10, no. 6, pp. 791-815, 1999. L. Martins, L. Gilson and M. Maynard, “Virtual teams: What do we know and where do we go from here? 30(6)” Journal of Management, vol. 30, no. 6, pp. 805-835, 2004. D. Cramton, “The mutual knowledge problem and its consequences for dispersed collaboration”, Organization Science, vol. 12, no. 3, pp. 346-371, 2001. D. Eubanks, M. Palanski, J. Olabisi, A. Joinson and J. Dove, “Team dynamics in virtual, partially distributed teams: Optimal role fulfillment”, Computers in Human Behavior, vol. 61, pp. 556-568, 2016. Hajro, C. Gibson and M. Pudelko, “Knowledge exchange processes in multicultural teams: Linking organizational diversity climates to teams’ effectiveness”, Academy of Management Journal, vol. 60, no. 1, pp. 345-372, 2017. R. Wilson, “Skills anticipation – The future of work and education”, International Journal of Educational Research, vol. 61, pp. 101-110, 2013. st st C. Dede, Comparing frameworks for 21 century skills. 21 century skills: Rethinking how students learn, 2010. J. Voogt and N. Roblin, “A comparative analysis of international frameworks for st 21 century competences: Implications for national curriculum policies”, Journal of curriculum studies, vol. 44, no. 3, pp. 299-321, 2012. World Economic Forum, “The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution, in Global Challenge Insight Report”, World Economic Forum, Geneva, 2016. © th Filodiritto Editore – 9 International Conference the Future of Education Education and Social Inclusion © th Filodiritto Editore – 9 International Conference the Future of Education A ‘Classroom as Community’ Approach to Supporting Student Well-Being and Reducing Bullying in Primary Schools Elspeth Mcinnes1, Victoria Whitington2, Bec Neill3 School of Education, University of South Australia, Australia1,2,3 Abstract The relationship between effective teaching and learning and student wellbeing has gained increasing recognition, with various programs being developed that aim to identify and assist individual students ‘at risk’. In contrast to individualised approaches, this presentation reports on a school-wide ‘classroom as community’ approach to wellbeing through complementary pedagogies that address the issues for children with trauma experiences. Strategies include education in emotions [1], pro-social games [2], students as wellbeing agents and parent involvement [3]. The approach uses Vygotsky’s [4] notion of the socially formed mind wherein children’s minds are formed in interaction with those around them [5]. Working with the whole school, the approach creates a culture enabling students to succeed in group activities [6]. Now adopted in over 50 primary classrooms in South Australia the approach is being evaluated in one school over a three-year period of implementation. Measures include attendance, academic achievement, bullying incidence, and parent satisfaction. Keywords: Well-being, Community Approach, Primary School, Bullying Reduction, Trauma Informed Pedagogy REFERENCES 1. 2. 3. 4. 5. 6. 7. Kimochis. Kimochis Teacher’s Curriculum, Underwood Queensland: Spectronicsinoz 2011 Viewed January 2, 2013, http://www.spectronicsinoz.com/product/Kimochis-teachers-curriculum. McCaskill, W. Play is the way, Greenwood WA, The Game Factory, 2007. Whitington, V. & McInnes, E. “Developing a ‘classroom as community’ approach to supporting young children’s well-being,” Australasian Journal of Early Childhood, 42.4, 2017, pp. 22-29. Vygotsky, L. Mind in society: The development of higher mental processes,Cambridge, MA, Harvard University Press, 1978. Rogoff, B., Goodman Turkanis, C., & Bartlett, L. Learning together: Children and adults in a school community, New York, Oxford University Press, 2001. McInnes, E., Diamond, A. & Whitington V. Embedding Wellbeing and Creating Community in Classrooms, Adelaide, Schools Ministry Group, 2014. Viewed January 10 2019 http://www.thewellbeingclassroom.com.au/wpcontent/uploads/2014/07/The-Wellbeing-Classroom-Report.pdf Australian Childhood Foundation. Making space for learning: Trauma informed practice in schools, Richmond Vic., Australian Childhood Foundation, 2010. © 8. 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Viewed 20 January 2019 at http://www.childhood.org.au/forprofessionals/resources Bethell, Christina D., Newachek, P., Hawes, E. & Halfon, N. ‘Adverse Childhood Experiences: Assessing the Impact on Health and School Engagement and the Mitigating Role of Resilence,’ Health Affairs 33.12, 2014. 2. Paul Newacheck is a professor at the Philip R. Lee Institute for Health Policy Studies at the University of California, San Francisco. 3. Eva Hawes is a research associate at CAHMI. 4. Neal Halfon is a professor of pediatrics at the Geffen School of Medicine; a professor of health policy and management at the Fielding School of Public Health; and a professor of public policy at the Luskin School of Public Affairs, all at the University of California, Los Angeles (UCLA), and is director of the UCLA Center for Healthier Children, Families, and Communities. Streeck-Fischer, A., & Van der Kolk, B. ‘Down will come baby, cradle and all: Diagnostic and Therapeutic Implications of trauma on child development,’ Australian and New Zealand Journal of Psychiatry, 34.6, 2000, pp. 903-18. Department for Education South Australia. ‘Index of Disadvantage by School’, Adelaide SA, Department for Education 2017. Viewed 14 April 2019 at https://data.sa.gov.au/data/dataset/index-of-disadvantage-by-school Horne, P.J., Hardman C. A., Lowe, C.F., & Rowlands, A.V. ‘Increasing children's physical activity: a peer modelling, rewards and pedometer-based intervention, European Journal of Clinical Nutrition 63, 2009, pp. 191-198. AEDC 2018 School Data AEDC, 2019. Viewed 14 April 2019 www.AEDC.gov.au © th Filodiritto Editore – 9 International Conference the Future of Education Arts and STEM for Social Inclusion Michela Tramonti1 EU-Track Association, Italy1 Institute of Mathematics and Informatics – Bulgarian Academy of Science, Bulgaria1 Abstract According to the report of the European Agency for Development in the Special Needs Education (2012) “Profile of inclusive teachers”, the inclusive teaching approaches are relevant for supporting better the students with special learning needs. In education, inclusive teaching and learning means that everyone is supposed to possess the same opportunity, without boundaries such as ethnicity, gender or disability. All students should feel valued, be able to mix and participate with all members of the group, and be in a safe and positive environment. Currently, different pedagogical approaches are recognized as enhancers of social inclusion into the classroom, such as participated and collaborative methodology focused on the motivation improvement and emotional cognitive development through the use of different intelligences. In this context, this paper describes two inclusive teaching and learning approaches which exploit the creativity and potentiality of use of the Arts for the STEM skill development. The first one aims to introduce the art-works in a defined pedagogical approach which follow the Singapore’s method structured into three phases (concrete, pictorial and abstract) for studying mathematics. It starts from a concrete phase in which students are called to make experience through the object manipulation up to reaching the abstract concept by recognizing and re-producing the mathematical formula studied through an art-work. In the second teaching approach the use of the art-works by the students is made through the development of mini-games settings and scenario. This last is a part of the project co-funded by European Commission under Erasmus Plus programme. Keywords: STEM, learning by doing, Arts, Inclusive teaching REFERENCES 1. 2. 3. Gravelles, A. The Award in Education and Training. London: Learning Matters, 2014. Tarricone E.C.L. TIC e BES – La didattica inclusive con le tecnologie digitali, ebook, 2018. European Agency for Development in Special Needs Education (2012) Profile of Inclusive Teachers, Odense, Denmark: European Agency for Development in Special Needs Education. © 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. th Filodiritto Editore – 9 International Conference the Future of Education Lamb, E. (2012). Bridging the Gap Between Math and Art. Retrieved February 15, 2019, from Scientific American: http://www.scientificamerican.com/article/bridging-the-gap Tsalapatas H., H. O. Serious game design for vehicular language learning addressing work needs. International Conference on Games and Learning Alliance, 2013. Sami F. The Singapore system: An example of how the US can improve its mathematics education system, MathATATYC Educator, n. Issue 3(2), pp. 910, 2012. Ministry of Education Singapore, The Singapore Model Method for Learning Mathematics, Marshall Cavendish Education, pp. 1-13, 2009. G. Brousseau. Theory of didactical Situations in Mathematics. New York, Kluwer Academic Publishers, 2001. M. Tramonti, D. Paneva-Marinova. Towards improving Math Understanding using Digital Art Library as a source of Knowledge. INTED2018 Proceedings, pp. 2751-2756, 2018. D. Paneva-Marinova, M. Rousseva, M. Dimova, L. Pavlova. Tell the Story of Ancient Thracians Through Serious Game. In: Ioannides M. et al., (eds) Digital Heritage. Progress in Cultural Heritage: Documentation, Preservation, and th rd Protection. EuroMed 2018. October 29 – November 3 , 2018, Cyprus, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Volume 11196: 509517, 2018. Arnab S. et al., Framing the adoption of Serious Games in Formal Education. Electronic Journal of e-learning, 10(2), 2012. D. Paneva-Marinova, R. Pavlov, N. Kotuzov. Approach for Analysis and Improved Usage of Digital Cultural Assets for Learning Purposes. International journal “Cybernetics and Information Technologies”, Volume 17/3: pp. 140151, 2017. Jordan L, M. M. The effects of concrete to semi-concrete to abstract instruction in acquisition and retention of fraction concepts and skills. Learning Disabilities: A Multidisciplinary Journal (9), 1998. Jonassen D. et al., Meaningful Learning with Technology. Merrill: Pearson, 2007. © th Filodiritto Editore – 9 International Conference the Future of Education Biocentric Education: From Rolando Toro Model to the Paradigm 4.0 Ana María Silva1, Catarina Nadais2 Escola de Biodanza do Porto – Agrupamento de Escolas do Castêlo da Maia, Portugal1 Centro de Estudos de Geografia e Ordenamento do Território – Instituto Superior de Administração e Gestão – European Business School, Portugal2 Abstract The education system faces challenges that require reflection and action, particularly with regard to its structure, objectives, methods and models. The transformations that have been mirrored in society since the twentieth century and the speed that technology imposes on it today, stirs the domain of knowledge as well as personal relations. The biocentric model is a system of human development, of organic renewal, of affective reeducation and of relearning of the functions of life, proposed by Rolando Toro (2000). It is based on the assumption and affirmation of the genetic potentials of the individuals and the notion that the way the person integrates and expresses his identity depends on these same potentials as well as on the environment and context, which he calls ecofactors, whether positive and/or negatives. The methodology proposes experiential learning, integrating the totality of the being in its development process, promoting the integration between thinking, feeling and acting. Thus, this is an integrative and preventive theoretical-experiential model that encourages the affective core of learning, from the stimulation of the potentials and the multiple intelligences (Gardner, 1983) by the creation of a context with favorable conditions for the expression of the person and their identity. The biocentric model proposed by Rolando Toro has been validated and reinforced in transversal domains such as emotional intelligence of Humberto Maturana and Francisco J. Varela (1984) and the complex thinking of Edgar Morin (2000), in neuroscience by António Damásio (2017) and studies on the application of the model of biocentric education by Marcus Stuek and Alejandra Villegas (2017). This study will include the presentation of this model of education and theories previously addressed, until the presentation of the paradigm 4.0 for education projected for the future of educators, teachers and students. Keywords: Biocentric model, education, education 4.0, emotional intelligence REFERENCES 1. 2. 3. Bauman, Z (2006). Amor líquido – sobre a fragilidade dos laços humanos. Lisboa: Relógio D’Água Editores. Cavalgante, R., Góis, C.W (2015). Educação Biocêntrica. Brasil. Universidade Estadual Vale do Acaraú. Edições UVA. Damásio. A. (2017). A estranha ordem das coisas. Temas e Debates. © 4. 5. 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Maturana, H. and Varela, F. (1984). A árvore do conhecimento – As bases biológicas do conhecimento humano. Campinas: Ed. Psy, 1995. São Paulo: Ed. Palas Athena, 2004. Original in spanish and translated by Humberto Mariotti e Lia Diskin. Morin, E. (1999). L’Intelligence de la complexité, com Jean-Louis Le Moigne, Éd. l’Harmattan. Stueck, M., Villegas, A. (2017) Evidence-Based BIODANZA Programmes for Children (TANZPRO-Biodanza) in Schools and Kindergardens: Some effects on Psychology, Physiology, Hormones, and the Immune System. in: The Oxford Handbook of Dance and Wellbeing, Vicky Karkou, Sue Oliver, Sophia Lycouris, New York: Oxford University Press, S. 77-98 Toro, R. (2000). Biodanza. Itália: Editorial Rede. Toro, R. (2012). La Inteligencia Afetiva. Chile. Editorial Cuarto Proprio. Toro, R. (2014). El Principio Biocentrico. Chile. Editorial Cuarto Proprio. © th Filodiritto Editore – 9 International Conference the Future of Education Challenges of Architectural Education in Mexico: Globalization, Peri-Urban Semiotics and Social Responsibilities Anne K. Kurjenoja1, Edwin González-Meza2, Melissa Schumacher3, Eduardo Gutiérrez-Juarez4 Universidad de las Américas Puebla, México1,2,3,4 Abstract The recent urban and architectural development in Mexico has evidenced extreme contrast between public planning policy, aiming at creating imaginaries and images of global cities as icons of vigorous economic and technological development, and vast peri-urban territories with great socio-urban problems but also with strong cultural traditions. Through dynamics of Experiential Learning, the Department of Architecture at the Universidad de las Américas Puebla (UDLAP), Mexico, is introducing architectural practices widening the stance of architectural education beyond the construction technologies and canonical aesthetics, to understand forms of meaningful socio-spatial organizations. Facing these challenges, place-sourced workshops informed by Semiotics of Habitable Space [1] and Critical Realism [2] have been carried out to trigger the re-thinking of architectural teaching and learning. Following Halliday’s ideas [3], design workshops introduced students to experiential perception of the context as a narrative of its socio-human environment; informed by semiotic approaches and critical and creative thinking [2]. Keywords: Architectural education, Experiential Learning, Critical Realism, Semiotics of Habitable Space REFERENCES 1. 2. 3. 4. 5. O’Toole, M. “A systemic-functional semiotics of art”, Semiotica 82(3-4), Berlin/New York, Walter de Gruyter, 1990, pp. 185-210. Sipos, Y., Battisti, B. and Grimm, K. “Achieving transformative sustainability learning: engaging head, hands and heart”, International Journal of Sustainability in Higher Education 9(1), UK, Emerald Group Publishing Limited, 2008, pp. 68-86. Halliday, M. A. K. An introduction to functional grammar, London, Edward Arnold, 1985. Kurjenoja, A. K., Ismael, M. E. and Hernández, A., Ciudad, capital y cultura, Mexico City, Itaca, 2018, pp. 9-20. Hofer, B. K. and Pintrich, P. R. “The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning”, Review of educational research 67(1), Thousand Oaks, CA, Sage Publications Sage CA, 1997, pp. 88-140. © 6. 7. 8. 9. 10. 11. 12. 13. 14. th Filodiritto Editore – 9 International Conference the Future of Education Universidad de las Américas Puebla, Experienti@l UDLAP. Experiential Learning at UDLAP. Quality Enhancement Plan 2015-2019, 2015. Kolb, D.A., Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall, 1984. Kolb, A.Y.; Kolb, D.A., “Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education”, Academy Management Learning & Education, 48(2), 2005, pp. 193-212. Kolb, A.Y.; Kolb, D.A., “Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development.” In Steve J. Armstrong & Cynthia V. Fukami (eds.). The Sage Handbook of Management Learning, Education and Development, Thousand Oaks, CA: Sage, 2009, pp. 42-68. Katz, B. and Nowak, J. The New Localism: How Cities Can Thrive in the Age of Populism, Mass., Brookings Institution Press, 2018. Mang, P. and Haggard, B. Regenerative Development: A Framework for Evolving Sustainability, New Jersey, Wiley Online Library, 2016. Lerner, J., Urban acupuncture, Washington DC., Island Press, 2014. Schumacher, M. Peri-urban development in Cholula, Mexico. Munich, Technische Universität München, 2016. Durán Díaz, P., El río como eje de vertebración territorial y urbana: el río San Marcos en Ciudad Victoria, México, Barcelona, Universitat Politècnica de Catalunya, 2014. © th Filodiritto Editore – 9 International Conference the Future of Education Developmental Guidance and Student Acquisition of Social Competence Hardin L.K. Coleman1 Boston University Wheelock College of Education and Human Development, United States of America1 Abstract In a changing world, it is increasingly important to articulate what are the social emotional competencies that students leaving secondary schools need to acquire in order to be effective learners and citizens and how schools can facilitate the acquisition of such competencies. There is an emerging consensus that CASEL [1] has identified five of those core competencies. They are a) self-awareness, b) self-management, c) social awareness, d) relationship skills and e) responsible decision-making. There is not, however, a consensus as to how schools can facilitate the acquisition of these competencies. This paper will argue that each community needs to articulate the competencies they expect from their children and ensure that their schools implement a program of developmental guidance that helps them acquire these competencies. Developmental guidance is a combination of curriculum that teaches these competencies, experiences through which students can put them into practice, a systematic approach to developing and implementing a post-secondary plan for each student, and a way to assess the success of such an approach. In the same way that competence in literacy and numeracy is developed over a child’s career in school through a series of increasingly complex coursework, we need to implement systematic developmental guidance in all schools so that we more effectively prepare our children to take their place in a world that is changing as a result of technological and social developments. There are several barriers to implementing effective developmental guidance programs. One is the lack of consensus as to the role of schools in providing such training. Another is the lack of consensus as to what are those desired competencies. A third is the lack of resources made available to support such implementation. Keywords: Social Emotional Learning, Developmental Guidance REFERENCES 1. 2. 3. 4. https://casel.org/core-competencies/ Coleman, H.L.K., (2008). Student accomplishment: Equity and the school counselor’s role. In H.L.K. Coleman and C. Yeh (Eds.). Handbook for School Counseling. NJ: Erlbaum Press, pp. 49-62. http://k12education.gatesfoundation.org/blog/what-were-learning-2/ American School Counselor Association (2004). ASCA National Standards for Students. Alexandria, VA. © 5. th Filodiritto Editore – 9 International Conference the Future of Education Brenner, G.J., Kutash, K., Nelson, J.R., & Fisher, M.B., (2013). Closing the achievement gap with emotional and behavioral disorders through multi-tiered systems of support. Education and Treatment of Children, 36(3), pp. 15-29. © th Filodiritto Editore – 9 International Conference the Future of Education Educational Needs in Computing of Experienced Full-Time Working Professionals Ashley J. Haigler1, Suzanna E. Schmeelk2, Tonya L. Fields3, Lisa R. Ellrodt4, Ion C. Freeman5 Seidenberg School of Computer Science and Information Systems – Pace University New York – New York, United States of America1,2,3,4,5 Abstract Pace University introduced an industry-based doctoral degree in Computing for experienced full-time working professionals (EFWPs) in 1999. The Pace University Doctor of Professional Studies (DPS) in Computing accepts students with several years of experience into a weekend-based on-campus doctoral program. Faculty with exceptional industry and academic experience lead the DPS program. This research examines the educational needs of students who have enrolled in the DPS program. Specifically, the research reports on the responses to a survey sent to them. The survey queries past and current students on overall educational motivations, time constraints, budget constraints, job constraints, and research interests. Survey responses indicate that EFWPs chose the Pace University program based on the hybrid program structure, dissertation research relating to the student’s full-time working experience, location, and costs. The survey reports on major obstacles to completing the program, student incitements to matriculate, average hours of full-time work per week, degree funding, and length of time to complete degree. The results of the survey can be used to inform curriculum design with the needs of EFWPs. Keywords: professional computing educational needs, education REFERENCES 1. 2. 3. 4. Lisa R. Ellrodt, Ion C. Freeman, Ashley J. Haigler and Suzanna E. Schmeelk, “Doctor of Professional Studies in Computing: A Categorization of Applied Industry Research”, 2018 IEEE Frontiers in Education Conference (FIE), San Jose, CA, USA, 2018, pp. 1-6, doi: 10.1109/FIE.2018.8658886. Fred Grossman, Charles Tappert, Joe Bergin, and Susan M. Merritt. 2011. A research doctorate for computing professionals. Commun. ACM 54, 4 April, pp. 133-141. DOI: https://doi.org/10.1145/1924421.1924450 Susan M. Merritt, Allen Stix, Judith E. Sullivan, Fred Grossman, Charles C. Tappert, and David A. Sachs. 2004. Developing a professional doctorate in computing: a fifth-year assessment. In Working group reports from ITiCSE on Innovation and technology in computer science education (ITiCSE-WGR ‘04). ACM, New York, NY, USA, 42-46. DOI: http://dx.doi.org/10.1145/1044550.1041654 Lisa R. Ellrodt, Ion C. Freeman, Ashley J. Haigler, Lynne E. Larkin, Suzanna E. Schmeelk, and Ronald G. Williams, “Pace University DPS in Computing Studies: A Categorization of Applied Industry Research”, The Michael L. © 5. 6. 7. 8. 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Gargano 16th Annual Research Day. Pace University. May 2018 Retrieved from: http://csis.pace.edu/~ctappert/srd/index.htm Ion C. Freeman, Ashley J. Haigler, Suzanna E. Schmeelk, Lisa R. Ellrodt and Tonya L. Fields, (2018) “What are they Researching? Examining IndustryBased Doctoral Dissertation Research through the Lens of Machine Learning”, th 2018 17 IEEE International Conference on Machine Learning and Applications (ICMLA), Orlando, FL, 2018, pp. 1338-1340. Ashley J. Haigler, Suzanna E. Schmeelk, Tonya L. Fields, Lisa R. Ellrodt, and th Ion C. Freeman. The Michael L. Gargano 17 Annual Research Day. Pace University. May 2019 Retrieved from: http://csis.pace.edu/~ctappert/srd/index.htm Manuela Schmidt, and Erika Hansson. “Doctoral Students’ Well-Being: A Literature Review”. International Journal of Qualitative Studies on Health & Well-Being, no. 1, 2018. EBSCOhost, doi:10.1080/17482631.2018.1508171 Dorn, Shelly M., and Rosemary Papalewis. Improving Doctoral Student Retention. 1997. Yingzi Luo, Zewen Liu, Jiale Zhang, and Jianxiu Gu “A Study on the Quality of Doctoral Education Based on the IPOD Framework: A Case of AgricultureRelated Disciplines.” Chinese Education & Society, vol. 51, no. 3, Jan. 2018, pp. 199-221. Lance Bettencourt, A. and Anthony Ulwick (2008) The Customer-Centered Innovation Map. W. Harvard Business Review. May 2008, Vol. 86 Issue 5, pp. 109-114. Anthony Ulwick. (2008) Giving Customers A Fair Hearing MIT Sloan Management Review. Anthony Ulwick. (2005) What Customers Want: Using Outcome-Driven st Innovation to Create Breakthrough Products and Services 1 Edition. McGrawHill Education. © th Filodiritto Editore – 9 International Conference the Future of Education The Size of Government Spending on Education in Iraq and its Impact on the Provision of the Required Study Seats Safaa Ali Hussein1, Ahmed Abdulzahra Hamdan2 University of Baghdad College of Economics & Administration, Iraq1 Mustansiriyah University College of Economics & Administration, Iraq2 Abstract The education sector receives the attention of writers and researchers in economic affairs because it has an important role in achieving economic development as it contributes to the provision of efficient human resources needed by the economic sectors. This is linked to the existence of adequate government expenditure on all kinds of education, which will lead to the provision of adequate study seats that achieve the necessary coverage for the all who are in the school-age. It should be noted that the government should be spends on education through the provision of the necessary infrastructure of schools and educational instruments and the adoption of technology in the development of the teaching process and leave the traditional methods and switch to advanced methods such as smart boards, electronic books, electronic libraries. The study aims to diagnosing the effect of the size of government spending on education in Iraq, on the reaching to the required number of seats that include all who are in school age, and the impact of these expenses on the development of education and the provision of necessary infrastructure. The study of the impact of public expenditure on education in Iraq will also include the study of the effects of the withdrawal of funds allocated by the government to the troubled economic and social sectors. This will generate the urgent need to make a distinction between the importance of directing government spending towards education and directing it towards other areas. And the positive and negative impacts resulting from it in the long term. And by comparing the priority of the sectors to which government spending should be channeled, the researchers will be able, with the help of available data on the deteriorating reality of education in Iraq, to draw up a proposed scenario for improving the education in Iraq over the medium and long term. Keywords: Government Expenditure, Education in Iraq, Social Inclusion REFERENCES 1. 2. 3. The cost and benefits of education in Iraq: an analysis of the education sector and strategies to maximize the benefits of education, UNICEF, 2017. Iraqi ministry of planning, different reports, 2018. Iraqi ministry of finance, 2019. © th Filodiritto Editore – 9 International Conference the Future of Education Education and Special Needs © th Filodiritto Editore – 9 International Conference the Future of Education Academic Self-Concept of Gifted Pupils Jana Duchovicova1, Dominika Hosova2 Constantine the Philosopher University in Nitra, Faculty of Education, Slovakia1 Constantine the Philosopher University in Nitra, Faculty of Education and The National Institute for Education in Bratislava, Slovakia2 Abstract There are many different factors that self-concept if formed on. Those factors include such factors as teacher’s personality, classroom atmosphere, school grades, teaching material and so on. Self-concept related to educational process is known as the academic self-concept and is one of the main components of general self-concept. The self-concept model created by Marsh and Shavelson in 1985 has hierarchic structure. The highest level of the self-concept is known as the general self-concept. It is divided into academic self-concept and non-academic self-concept. The academic self-concept contains mathematics self-concept, verbal self-concept and school self-concept. Academic self-concept can be defined as the pupil’s view of his intellectual ability compared to others. And therefore, the school self-concept depends on pupil’s school performance. The Self-Description Questionnaire – short form (SDQ-II-S) was the research tool used to measure pupil’s self-concept. We have searched for the correlation between individual areas of self-concept and GPA (Grade Point Average). The research sample consisted of 207 gifted pupils at secondary school. In all three areas of academic self-concept we have found certain degrees of correlation. This means that pupils with an increase (better) in mathematics, in verbal and in school selfconcept also improve their grades. Keywords: self-concept, academic self-concept, SDQ-II-S, secondary school REFERENCES 1. 2. 3. 4. 5. 6. Ziegler, A., Raul, T. “Myth and reality: A review of empirical studies on giftedness”, High Ability Studie, 2000, 11(2), pp. 113-136. Heller, K. A., Schofield, N. J. “International trends and topics of research on giftedness and talent”, In K. A. Heller, F. J. Mönks, R. Subotnik & R. Sternberg (Eds.), International handbook of giftedness and talent, Oxford, Elsevier, 2002, pp. 123-137. Coleman, L. J. “A report card on the state of research on the talented and gifted”, The Gifted Child Quarterly, 2006, 50, pp. 346-350. Vymětal, J. “Rogersovská psychoterapie”, Praha, Český spisovatel, 1996, p. 208. Smékal, V. “Pozvání do psychologie osobnosti. Člověk v zrcadle vědomí a jednání”, Brno, Barrister & Principal, 2002, p. 517. Průcha, J., Mareš, J., Walterová, E. “Pedagogický slovník”, Praha, Portál, 2009, p. 395. © 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. th Filodiritto Editore – 9 International Conference the Future of Education Shavelson, R. J., Bolus, R. “Self – Concept the Interplay of Theory and Methods”, Journal of Education Psychology, 1982, 74(1), pp. 3-17. Shavelson, R. J., Hubner, J. J., Stanton, G. C. “Self-Concept: Validation of Construct Interpretations”, Review of Educational Research, 1976, 46(3), pp. 407-441. Marsh, H.W., Shavelson, R. “Self-Concept: Its Multifaceted, Hierarchical Structure”, Educational Psychologist, 1985, 20(3), pp. 107-123. Marsh, H. W. “The Structure of Academic Self-Concept: The Marsh/Shavelson Model”, Journal of Educational Psychology, 1990, 82(4), pp. 623-636. Bláha, K., Šebek, M. “Já – tvůj žák, ty – můj učitel”, Praha, SPN, 1988, p. 121. Poledňová, I. (Eds.) “Sebepojetí dětí a dospívajících v kontextu školy: Proměny vztahu k sobě v průběhu dětství a dospívání”, Brno, Institut výzkumu, dětí, mládeže a rodiny FSS MU, 2009, p. 133. Vágnerová, M. “Sebehodnocení a hodnocení školního výkonu dětí strědního školního věku”, Psychológia a patopsychológia dieťaťa, 30(1), pp. 5-9. Kelly, K. R., Jordan, L. K. “Effects of academic achievement and gender on academic and social self-concept: A replication study”, Journal of Counselling and Development, 1990, 69(2), pp. 173-177. Hoge, R. D., Mcscheffrey, R. “An investigation of self-concept in gifted children”, Exceptional Children 1991, 57, pp. 238-245. Hoge, R. D., Renzulli, J. S. “Exploring the link between giftedness and selfconcept”, Review of Educational Reseach,1993, 63(4), pp. 449-465. Ablard, K. E. “Self – perceptions and needs as a function of type of academic ability and gender”, Roaper Review, 1997, 20(2), pp. 110-117. Ellis, L. A., Marsh, H. W., Richards, G. E. “A Brief Version of the SelfDescription Questionnaire II”, Retrieved 3 May 2018 from https://www.researchgate.net/publication/266223536_A_Brief_Version_of_the_ Self_ Description_Questionnaire_II. © th Filodiritto Editore – 9 International Conference the Future of Education Design and Practice of Social Implementation Education in Engineering Education Kazuya Takemata1, Akiyuki Minamide2 International College of Technology, Kanazawa, Japan1,2 Abstract To educate engineers, we need a method of social implementation education. Therefore, in Japan, educational innovation including social cooperation has started. Under this program, students are asked to identify social issues and develop solutions. This paper describes the social implementation project implemented by Kanazawa International Technical College fourth grader. Keywords: Engineering Design, Active Learning, Project Based Learning REFERENCES 1. 2. 3. 4. 5. 6. Yagihita, H. and Fujio, M. “Incorporating a Social Implementation Program into a Manufacturing Education Program in Japan: Case Study in Collaboration with a Medical Facility”, Procedia Manufacturing 10, 2017, pp. 1054-1065. http://www.innovative-kosen.jp/Innovative-Japan-Project-by-KOSEN/ Nakamura, S. and Matsuishi, M. “Education of Drawing Courses and Students’ Achievements (How to Develop and Make the Best Use of Freehand Sketch rd Skills)”, The 3 International Conference on Design Engineering and Science, Pilsen, 2014, pp. 43-48. Nakamura, S. “Idea Drawing: How to Draw”, Tanaka & Shobundo Graphic Art Co., Ltd, 2011. Cross, N. “Engineering design methods – Strategies for product design”, WILEY, 2008. https://www.well-corp.jp/factory/all/seihin26/ [in Japanese] © th Filodiritto Editore – 9 International Conference the Future of Education ICUMEDA Intercultural Mediation & Art Setting the Stage for Upskilling Pathways in Afghanistan David Th. Ausserhuber1 ICUMEDA Intercultural Mediation and Art, Austria1 Abstract ICUMEDA Intercultural Mediation & Art has been a tool for academic mediation since September 2015 when it got state-registered with the Austrian Ministry of Justice. ICUMEDA has especially focused on strengthening the efforts of local communities for educational and cultural events in Afghanistan. It has done so by means of so-called new mediative art: art setting the stage for the awareness of future educational possibilities, for upskilling pathways as well as trauma(-informed) pedagogy. It was first presented in South Asia’s first cultural capital Bamiyan and later also performed in the Afghan province of Daykundi. This type of mediation was first introduced in the German-language expert magazine PERSPEKTIVE MEDIATION in 2016, the following year the concept of new mediative art was covered in a guest commentary in the Austrian WIENER ZEITUNG. In 2018 the positive results in terms of tolerance and education of this unique combination of academic mediation with art were presented at a symposium of the Standing Conference of the Ministers of Education and Cultural Affairs in Germany. Keywords: Academic Mediation, Trauma Pedagogy, new mediative art, upskilling pathways REFERENCES 1. 2. 3. 4. 5. 6. Gerabek. W., Haage B., Keil G., Wegner W. “Enzyklopädie Medizingeschichte”, Berlin, Gruyter, 2007, p. 1281. Astinus, A. “Die 9 ältesten Universitäten der Weltgeschichte”, Berlin, neobooks, 2015, p. Schule von Salerno. Goddemeier, C. “Weg zur Wissenschaft”, Deutsches Ärzteblatt, Köln, Deutscher Ärzte-Verlag, Jg. 108/Heft1-2, 2017, p. 50 “Der Europäische Hochschulraum, Gemeinsame Erklärung der Europäischen Bildungsminister 19. Juni 1999, Bologna”, Bundesministerium für Bildung und Forschung, Bonn, Internet https://www.bmbf.de/files/bologna_deu.pdf, Hyperlink [accessed online 06.05.2019]: https://www.bmbf.de/files/bologna_deu.pdf Lybarger, D. “An interview with Franco Zeffirelli”, The Pitch, Kansas City, Carey, 1999, March 13-19. Dulabaum, N. “Mediation: Das ABC. Die Kunst, in Konflikten erfolgreich zu vermitteln”, Weinheim, Beltz, 2003, p. 196. 1 ICUMEDA Intercultural Mediation & Art, Austria and Afghanistan © 7. 8. 9. 10. 11. 12. 13. th Filodiritto Editore – 9 International Conference the Future of Education Ausserhuber, D. registered mediator, “MediatorInnenliste” acc. to § 1 Abs. 1 ZivMediatG, Vienna, Austrian Ministry of Justice, Internet https://mediatoren.justiz.gv.at/mediatoren/mediatorenliste.nsf/name/M-DatenDE?open&Id=0943B46C172F27E6C1257EB3004C5AD4, Hyperlink [accessed online 06.05.2019]: https://mediatoren.justiz.gv.at/mediatoren/mediatorenliste.nsf/name/M-DatenDE?open&Id=0943B46C172F27E6C1257EB3004C5AD4 Ausserhuber, D. “Mediator ohne Grenzen”, Perspektive Mediation, Vienna, Verlag Österreich, 2016, p. 263. Ausserhuber, D. “Das Trauma war gestern. Die Kunst ist heute”, Wiener Zeitung, Vienna, 18.03.2017, Internet https://www.wienerzeitung.at/meinung/leserforum/880350-Das-Trauma-wargestern-die-Kunst-ist-heute.html?em_cnt_page=4, Hyperlink [accessed online 06.05.2019]: https://www.wienerzeitung.at/meinung/leserforum/880350-DasTrauma-war-gestern-die-Kunst-ist-heute.html?em_cnt_page=4 Ausserhuber, D. “Buch und Bildung von Europa bis Asien II”, Wiener Zeitung, Vienna, 27.02.2016 update 01.03.2016, Internet https://www.wienerzeitung.at/meinung/leserforum/803077-Buch-und-Bildungvon-Europa-bis-Asien-II.html, Hyperlink [accessed online 06.05.2019]: https://www.wienerzeitung.at/meinung/leserforum/803077-Buch-und-Bildungvon-Europa-bis-Asien-II.html Standing Conference of the Ministers of Education and Cultural Affairs KMKPAD Kultusministerkonferenz-Pädagogischer Austauschdienst, “Fachtagung vom 13. bis 15. Mai 2018 in Weimar”, Bonn, KMK-PAD, 2018, Internet https://www.kmkpad.org/fileadmin/Dateien/download/VERANSTALTUNGEN/erasmusplus/2018 /Fachtagung2018Demokratie/Foren/F5_autoris_Ausserhuber.pdf, Hyperlink [accessed online 06.05.2019]: https://www.kmkpad.org/fileadmin/Dateien/download/VERANSTALTUNGEN/erasmusplus/2018 /Fachtagung2018Demokratie/Foren/F5_autoris_Ausserhuber.pdf Ausserhuber, D. “Weltreise 0/5. Reisen, der Kunst-Stoff von morgen”, Wiener Zeitung, Vienna, 01.11.2017, Internet https://www.wienerzeitung.at/meinung/leserforum/926446_Weltreise-0-5Reisen-der-Kunst-Stoff-von-morgen.html?em_view, Hyperlink [accessed online 06.05.2019]: https://www.wienerzeitung.at/meinung/leserforum/926446_Weltreise-0-5Reisen-der-Kunst-Stoff-von-morgen.html?em_view Attamaddon, “Davoud Safary, Traveller to 85 countries” [article in Arabic], Attamaddon Lebanese newspaper, Trablous, 02.03.2018, Internet https://www.attamaddon.com/2018/03/article-2163.html, Hyperlink [accessed online 06.05.2019]: https://www.attamaddon.com/2018/03/article-2163.html © th Filodiritto Editore – 9 International Conference the Future of Education Non-Academic Self-Concept of Gifted Pupils Dominika Hosova1, Jana Duchovicova2 Constantine the Philosopher University in Nitra, Faculty of Education and The National Institute for Education in Bratislava, Slovakia1 Constantine the Philosopher University in Nitra, Faculty of Education, Slovakia2 Abstract The self-concept is of the most common areas of research in the field of gifted pupils in last thirty years. Self-concept is an important factor that largely influences the position of gifted pupil in a group. Because of that, we can conclude that social self-concept is an essential part of general self-concept. The self-concept model created by Marsh and Shavelson in 1985 has hierarchic structure. The highest level of the self-concept is known as the general self-concept. Its divided into academic self-concept and nonacademic self-concept. The academic self-concept consists of mathematics selfconcept, verbal self-concept and school self-concept. The non-academic self-concept is composed of emotional, social and physical components. The Self-Description Questionnaire – short form (SDQ-II-S) was the research tool used to measure pupil’s self-concept. The research sample consisted of 207 gifted pupils at secondary school. We have examined the relation between GPA (Grade Point Average) and nonacademic self-concept. In our research, we did not find any degree of correlation in all three areas of self-concept. This means that with an increase in non-academic selfconcept, their grades do not improve. Keywords: self-concept, non-academic self-concept, SDQ-II-S, secondary school REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. Poliach, V. “Základy psychológie osobnosti. Výber z vysokoškolských učebných textov”, Banská Bystrica, UMB, 2016, p. 31. Bačová, V. “Teória osobnej a sociálnej identity“. In J. Výrost, L. Lovaš, V. Bačová, Vybrané kapitoly zo sociálnej psychológie II, Bratislava, Veda, 1993, pp. 72-129. Shavelson, R. J., Bolus, R. “Self – Concept the Interplay of Theory and Methods”, Journal of Education Psychology, 1982, 74(1), pp. 3-17. Hoge, R. D., Renzulli, J. S. “Exploring the link between giftedness and selfconcept”, Review of Educational Reseach,1993, 63(4), pp. 449-465. Lombroso, C. “The man of genius”, London, Walter Scott, 1891, p. 370. Terman, L. M. “Genetic studies of genius: I. Mental and physical traits of a thousand gifted children”, Stanford, CA, Stanford University Press, 1926, p. 648 Fořtík, V., Fořtíková, J. “Nadané dítě a rozvoj jeho schopností”, Praha, Portál, 2007, p. 126. Nakonečný, M. “Úvod do psychologie”, Praha, Academia, 2003. ISBN, p. 508. © 9. 10. 11. 12. 13. 14. 15. 16. th Filodiritto Editore – 9 International Conference the Future of Education Fialová, L. “Jak dosáhnout postavy snů: možnosti a limity korekce postavy”, Praha, Grada Publishing, 2007, p. 136. Stackeová, D. “Tělesné sebepojetí v kontextu psychosomatiky a možnosti jeho ovlivnění”, PsychoSom, 2007, 5(2), pp. 47-55. Bubeníková, M., Bánovčinová, Ľ., “Hodnotenie vlastného tela a jeho zmena pri predstave zdravotného poškodenia”, Zdravotně sociální vědy, 13(1), 2011. pp. 86-94. Vágnerová, M., Klégrová, J. “Poradenská psychologická diagnostika dětí a dospívajících”, Praha, Karolinum, 2008, p. 540. Turek, I. “Didaktika”, Bratislava, IURA EDITION, 2008, p. 598. Ellis, L. A., Marsh, H. W., Richards, G. E. “A Brief Version of the selfDescription Questionnaire II”, Retrieved 3 May 2018 from https://www.researchgate.net/publication/266223536_A_Brief_Version_of_the_ Self_Description_Questionnaire_II. Macek, P., Osecká, L. “The importance of adolescents’ selves: Description, typology and context”, Personality and Individual Differences, 21(6), pp. 10211027. Macek, P. “Adolescence”, Praha, Portál, 2003, p. 142. © th Filodiritto Editore – 9 International Conference the Future of Education Innovation in Language Learning © th Filodiritto Editore – 9 International Conference the Future of Education A New Way to Learn Languages Online: Language Lab and European Mobility Valerio Amorese1 Language Lab S.n.c, Italy1 Abstract Our online intensive courses are module-based and divided into six levels (A1/A2/B1/B2/C1/C2) corresponding to the internationally recognized standard knowledge levels. Each level consists of 25 lessons of increasing complexity. These online lessons are made available to everyone through a computer platform (Moodle Cloud) which allows participants to freely follow the lessons at any time and gives them the possibility to attend the same lessons repeatedly. The platform Moodle Cloud becomes an integral component of the language training. It is an organized system which includes online tests, review exercises and detailed corrections to allow the teacher to monitor the progresses of the participants and provide them with immediate feedback. Each participant is required to send the written exercises required in each unit (5 per level) to a specific email address. Corrections are made within two days. Each level also includes 10 tutorial hours during which the main issues will be examined, and personal abilities will be tested. The tutorial hours are necessary to improve the speaking abilities. The completion of a level normally requires a period of six weeks. Each lesson is based on a specific topic and consists of grammar explanation videos, audio comments and tests that allow the students to identify immediately any mistakes made. Teaching material can be downloaded and stored separately, and the exercises can be done iteratively. The relationship between teachers and participants as well as review and written exercises highlights a highquality level of the results achieved by each participant (very good speaking, understanding and writing skills). The learning contents made available are clear and comprehensive and don’t require any updating. Keywords: e-learning, online language learning, European mobility, multiculturalism © th Filodiritto Editore – 9 International Conference the Future of Education Phrasal-Quest: Designing a Game-Based Storytelling Approach to Teach English Verbal Multi-Word Expressions Annalisa Raffone1, Francesco Maria Sacerdoti2, Sabina Maraffi3, Johanna Monti4 “L’Orientale” University of Naples, Italy1,4 E-voluzione s.r.l., Italy2 I.C. Poggiali – Spizzichino, Italy3 Abstract Since ancient times storytelling has represented the oldest form of communication, thus constituting the original teaching method and has developed over the centuries in many different forms, such as audio-books, engaging mobile apps and interactive digital games. As a consequence, many researchers in CALL (Computer Assisted Language Learning) have stated that gaming software offer great opportunities for second language learners, mainly because of their motivational and interactive aspect but also due to their characteristic of transforming learners from passive to active agents by making them able to acquire new skills and consolidate their present knowledge. In the context of English as a second language (ESL), one of the most crucial aspects is represented by verbal Multi-word expressions (VMWEs), in particular Phrasal verbs (PVs), whose mastery is fundamental for a learner’s language proficiency. Nevertheless, especially when lacked in their mother tongue, ESL learners tend to avoid using PVs, thus preventing their language fluency. In the light of CALL and Cooperative Learning (CL) approaches and the P21’s Framework, this paper aims at presenting an ongoing experiment on the teaching of English PVs to Italian secondary school students, based on the development of a class-interactive role-playing computer game called Phrasal-Quest by using a role-playing engine called EVO-RPGE [5]. The game is based on an original story set in London, dealing with a friendship between an Italian and an English girl and the PVs chosen are those related to food and cooking. The story progressively reveals itself in the virtual environment and the students are involved in and interact with the game through their personal Smartphones. Accordingly, several quests related to the chosen PVs gradually appear during the story-narration so that students could focus their attention on them by reflecting on their meaning and understanding their usage. Moreover, the story has been syntactically and grammatically constructed according to CEFR (The Common European Framework of Reference for Languages) levels for secondary school students (A1-A2), with the aim to make them learn and fix other grammatical structures. The idea of this paper is also to respond to today’s students’ need for digital citizenship skills by creating an innovative instructional product. Keywords: Storytelling, Digital gaming, SLA, Multi-word Expressions, Innovative Learning © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. Alqahtani, M. “The Importance of Vocabulary in Language Learning and How to be Taught”, International Journal of Teaching and Education, Vol. III, No. 3, 2015, pp. 21-34. Ellis, R. “Task-based language learning and teaching”, Oxford Applied Linguistics, Oxford, Oxford University Press, 2003. Rankin, Y., Gold, R., Gooch, B. “3D Role-Playing Games as Language Learning Tools”, Proceedings of EuroGraphics, Vienna, The Eurographics Association, 2006, pp. 33-38. Reinders, H. “Digital Games and Second Language Learning”, in S.L. Thorne, & S. May /Eds.), Language, Education and Technology, Portland, Springer, 2017, pp. 329-343. Sacerdoti, F.M., and Maraffi, S. “EVO-RPGE an Interactive Role-Playing Engine”, in ICEILT – The International Congress on Education, Innovation and Learning Technologies, Granada, ScienceKNOW Conferences C.B., 2015, p. 148. st The Partnership for 21 Century Learning. “P21 Framework Definitions”, 2015. From http://www.battelleforkids.org/networks/p21 © th Filodiritto Editore – 9 International Conference the Future of Education The Expressional Function of Communication Models in the Process of Learning a Foreign Language and Learning Experiences with the Culture of the Foreign Language Eva Stranovská1, Daša Munková2 Constantine the Philosopher University in Nitra, Slovakia1,2 Abstract In our contribution, we ruminate on innovations in the process of learning a foreign language through an expressive function in the communication scheme of students learning a foreign language based on their learning experiences with the specifics of a foreign language culture. For the survey, we choose a request formulating because the request has a specific structure that is given by culture. We examine this phenomenon in the presence of social distance and power- power distance index (PDI). Within the request model, we focus on expressive factors such as compliments, intensifiers, minimizer, preparatory formula, supportive reasons, politeness markers, disarmament, consultative mechanisms, promises and a combination of previous factors. We arose from De Mooij’s theory of communication styles in terms of the structure of the utterance, Hofstede’s theory of cultural dimension and Díaz-Pérez's theory of expression factors of a request. The aim of the paper is to explore communication models of expressive factors of foreign language students based on the power distance index (PDI). We are interested in what communication models are created by Slovak students of the English language (the influence of English and Slovak culture), given the communication style of low- and high-context communication. We simulate social situations with (PDI+) and without (PDI-) a presence of social power and distance. The research was carried out at the University of Constantine the Philosopher in Nitra and 226 students took part. It comes out that communication models of expression factors are closely related to the PDI index. Keywords: Communication model, expressive factors, low- and high-context communication, power distance index REFERENCES 1. 2. 3. De Mooij M., & Hofstede G. “The Hofstede model Applications to global branding and advertising strategy and research” International Journal of Advertising, 29, 2010, pp. 85-110. De Mooij, M. “Translating Advertising” The Translator, 10(2), 2014a, pp. 179198. De Mooij, M. “Human and Mediated Communication around the World. A Comprehensive Review and Analysis” Switzerland, Springer International Publishing Switzerland, 2014b Retrieved January 5, 2018 from https://www.mariekedemooij.com/books/preface_contents.pdf. © 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. th Filodiritto Editore – 9 International Conference the Future of Education Díaz-Pérez, F. J. “La cortesía verbal en inglés y en español. Actos de habla y pragmática intercultural” Jaén, Spain: Universidad de Jaén, 2003. Dumitrescu, V. M. “Culture as Communication: Communication Style across and within Cultures” Synergy, 9(1), 2013, pp. 84-91. Grim, P. “Simulating Grice: emergent pragmatics in spatialized game theory” In A. Benz, C. Ebert, G, Jager, & R. van Rooij (Eds.) Language, Games, and Evolution. Lecture Notes in Computer Science, 6207, Berlin, Heidelberg: Springer Verlag, 2011, pp. 134-159. Gromová, E., & Müglová, D. “Psychological and sociological aspects of transcultural communication on the material of advertisments” XLinguae, 6(3), 2013, pp. 55-66. Gudykunst, W. B., & Ting-Toomey, S. “Culture and interpersonal communication” Newbury Park, CA: Sage,1988. Hall, E. T. “Beyond culture” New York: Doubleday, 1976. Hofstede G. “A European in Asia” Asian Journal of Social Psychology, 10(1), 2007, pp. 16-21. Hofstede G. “The GLOBE debate: Back to relevance” Journal of International Business Studies, 41(8), 2010, pp. 1339-1346. Hofstede, G. “Culture’s Consequences: Comparing Values, Behaviours, nd Institutions and Organizations across Nations” (2 ed.) Thousand Oaks, CA: Sage Publications, 2001. Holodynski, M., & Friedlmeier, W. “Development of emotions and emotion regulation” New York: Springer, 2006. Klimova, B. “Model of the development of language competences for tourism” Procedia Economics and Finance, 39, 2016, pp. 7-10. Lin, C. -H., Siahaan, E., Chin, Y. -H., Chen, B. -W., Wang, J. -C., & Wang, J. st F. “Robust speech-based happiness recognition” Paper presented at the 1 International Conference on Orange Technologies (ICOT), 2013, pp. 227-230. Munková, D., Stranovská, E., & Munk, M. “Language Processing and Human Cognition” Lecture Notes in Artificial Intelligence 9227. Berlin: Springer Verlag, 2015. Nahl, D. “The centrality of the affective in information behaviour”. In D. Nahl & D. Bilal (Eds.), Information and emotion: The emergent affective paradigm in information behaviour (ASIST Monograph Series), 2007, pp. 3-37. Medford, NJ: Information Today. Schlütz D., Emde-Lachmund, K., Schneider, B., & Glanzner, B. “Transnational media representations and cultural convergence – An empirical study of cultural deterritorialization” Communications. The European Journal of Communication Research, 42(1), 2017, pp. 47-66. Scholl, R.W. “Cognitive Style and the Myers-Briggs Type Inventory”. The Charles T. Schmidt, Jr. Labor Research Center, University of Rhode Island, Kingston, 2011. Schuller, B., & Rigoll, G. “Recognising interest in conversational speech – Comparing bag of frames and supra-segmental features” Paper presented at th the 10 Annual Conference of the International Speech Communication Association (INTERSPEECH), Brighton, 2009, 1999-2003. Sifianou, M. “Politeness phenomena in England and Greece: A cross-cultural perspective” Oxford: Oxford University Press, 1999. Trosborg, A. “Interlanguage pragmatics: Requests, complaints, and apologies” Berlin: Mouton de Gruyter, 1995. © 23. 24. 25. th Filodiritto Editore – 9 International Conference the Future of Education Verbeke, M., Berendt, B., d’Haenens, L., & Opgenhaffen, M. “Critical news reading with Twitter? Exploring data-mining practices and their impact on societal discourse.” Communications. The European Journal of Communication Research, 42(2), 2017, pp. 127-149. Stranovská, E. “Psycholingvistika: Determinanty osvojovania si a učenia sa cudzieho jazyka a kultúry”. Brno: MSD, 2011. Výrost, J., & Slaměník, I. “Sociální psychologie” Praha: Grada, 2008. © th Filodiritto Editore – 9 International Conference the Future of Education Innovative Teaching and Learning Methodologies © th Filodiritto Editore – 9 International Conference the Future of Education 21st Century Learning: Shifting Mindsets and Shaping Spaces to Transform Learning Experiences Keren Frayman1, Steve Kutno2 Meitarim-Branco Weiss, Israel1 Intentional Matters, LLC, United States of America2 Abstract Increasing evidence points to a relationship between physical space and pedagogical design in increasing student engagement and performance [1]. As our school transitions pedagogical practices (e.g., increasing student-driven, problem-based learning) concurrent to the design of a new facility, we face real challenges where individual teacher instructional preferences converge with design demands meant to enhance the learning experience. We have been working with teachers to modify instructional practices that reflect the direction of the school. At the same time, we have been facilitating conversations with students, parents, and other stakeholders on the overall design of the building as well as the design of individual learning spaces (i.e., classrooms). Thus, began a journey in which it needed to be determined what existing practices reflected the ideals and what practices remained aspirational, about which we still needed to be mindful. Specifically, we needed to overcome the challenge of the teachers waiting for the new building to change practices and determine how to change practices in our currently occupied space. This journey has included bottom-up intervention strategies to engage students, parents and teachers together in professional learning capacities with the intent of expanding opportunities to become active participants in shaping their learning spaces. This session/paper explores the ongoing tension between existing and aspirational practices and expectations, and designing spaces to meet both. Moreover, we will try to understand how space can shape practices and how practices can shape spaces. Keywords: Flexible learning environments, professional learning communities, Design thinking, student and parent engagement REFERENCES 1. 2. 3. Barrett, P., Zhang, Y., Davies, F. and Barrett, L. (2015) “Clever Classrooms: Summary report of the HEAD Project”. University of Saldford, Manchester, UK. Desimone, Laura M. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38, no. 3 (2009): pp. 181-199. Bulmer, B. (2019) “The Benefits of Creative Learning Spaces in K-12 Schools. https://www/gettingsmart.com/2019/04/the-benefits-of-creative-learningspaces-in-k-12-schools/ Barber M., & Mourshed M., (2007) “How the world’s best-performing school systems come out on top”, Mckinsey & Company. © 4. 5. 6. th Filodiritto Editore – 9 International Conference the Future of Education https://www.mckinsey.com/industries/social-sector/our-insights/how-theworlds-best-performing-school-systems-come-out-on-top Accessed April 2019. Gallimore, R. & Santagata, R. (2006). Researching teaching: The problem of studying a system resistant to change. To appear in R R. Bootzin & P. E. McKnight (Eds.). Measurement, Methodology, and Evaluation: Festschrift in Honor of Lee Sechrest Washington, D.C.: APA Books. Jayaram, K., Moffit, A., & Scott, D. (2012) “Breaking the habit of ineffective professional development for teachers”, McKinsey on Society. https://www.mckinsey.com/industries/social-sector/our-insights/breaking-thehabit-of-ineffective-professional-development-for-teachers Accessed April 2019 Tichnor-Wagner, A., Harrison C., & Cohen-Vogel, L., (2016) “Cultures of Learning in Effective High Schools”, Educational Administration Quarterly, Vol. 52(4) pp. 602-642. © th Filodiritto Editore – 9 International Conference the Future of Education A Children’s Book and a Simple App: Stress Relief for Teachers & Students Deb L. Marciano1 Valdosta State University, United States of America1 Abstract Teaching is one of the most stressful professions. This is not a phenomenon unique to one country or grade level, as demonstrated by recent research specific to teacher stress and its impact on students conducted in public universities and/or with teachers in Pakistan, Greece, Canada, Romania, Italy, and the United States. Stress, unfortunately, comes from a myriad of sources; preparation, quality of student work, meetings and additional responsibilities outside of the classroom, tenure/promotion, colleagues, and so on. Since the future of education is in our hands, we have a moral obligation to be excellent teachers. That also means protecting ourselves and our students from the harmful effects of excessive and continuous stress. Studies present suggestions to increase mindfulness and stress reduction techniques. This presentation shared an American children’s picture book, “Quiet”, to entice readers into a peaceful awareness. After the read aloud, participants were guided through a handson creation of a simple animation, using the app, ChatterPix. This technology is a tool that can be customized for teachers and students at any age level on any device. Keywords: Children’s Literature, Technology, Effective Teaching, Stress, Coping Strategies REFERENCES 1. 2. 3. 4. 5. Kourmousi, N., Darviri, C., Varvogli, L., & Alexopoulos, E. C. “Teacher stress inventory: Validation of the Greek version and perceived stress levels among 3,447 educators”. Psychology Research and Behaviour Management. (2015). 8, pp. 81-88 Haseeb, M. A., & Sattar, S. A. “Exploring the causes of job stress and coping strategies among the faculty of public universities”. Journal of Education and Human Development. (2018). 7(4), pp. 27-33. Quaraishi, U., Aziz, F., & Siddiquah, A. “Stress and coping strategies of university teachers in Pakistan”. Pakistan Journal of Education. (2018). 35(2), pp. 193-206. Ferguson, K., Mang, C., Frost, L. “Teacher stress and social support usage”. Brock Education Journal: A Journal of Educational Research and Practice, (2017). 26(2), pp. 62-86. Clipa, O. “Teacher Stress and Coping Strategies”. In Clipa, O. (Ed.). Studies and current trends in science education. (pp. 120-128). Suceava, Romania: LUMEN Proceedings. (2017). © 6. 7. 8. 9. 10. 11. th Filodiritto Editore – 9 International Conference the Future of Education Zurlo, M. C., Pes, D, and Capasso, R. “Teacher stress questionnaire: Validity and reliability study in Italy”. Psychological Reports, (2013). 113(2), pp. 490517. Schussler, D. L., Deweese, A., Rasheed, D., SeMauro, A., Brown, J., Greenberg, M., & Jennings, P. A. “Stress and release: Case studies of teacher resilience following mindfulness-based inter-vention”. American Journal of Education (2018). 125(1), pp. 1-28. Flock, L. Goldberg, S. B., Pinger, L., Bonus, K. & Davidson, R. J. “Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy”. Mind Brain Education. (2013). 7(3): DOI: 10/1111/mbe.12026. DePaola. T. Quiet. Simon & Schuster Books for Young Readers. New York. (2018). Duck Duck Moose, Inc. ChatterPix and ChatterPix Kids. duckduckmoose.com Mason, C., Murphy, M. R., and Jackson, Y. Mindfulness practices: Cultivating heart-centered communities, where students focus and flourish. Bloomington, IN: Solution Tree. (2019). © th Filodiritto Editore – 9 International Conference the Future of Education A Multi-Dimensional Theoretical Framework to Support the Learning Needs of Medical Specialists Cristiana Palmieri1 The Royal Australasian College of Physicians, Sydney – The University of Sydney, Australia1 Abstract The Royal Australasian College of Physicians (RACP) is the professional medical College of over 17,000 physicians and 8,000 trainee physicians (medical specialists), in Australia and New Zealand. Due to the complex and applied nature of the medical profession, continuous learning is an absolute priority which involves specific challenges, such as the constantly evolving state of knowledge and the extensive diversity of the scope of practice of different specialties. The College operates in a fastpaced environment, characterized by profound change, driven by rapid advances in medical knowledge, shifts in patterns of disease, new technologies, and changing regulatory frameworks. Medical specialists mainly learn on the job in teaching hospital settings. This learning practice is situated in a specific context (hospital hierarchy, high level of responsibility while still in training, long working hours, etc.) that affects learning processes. To provide effective learning opportunities in such a complex environment, the College has developed a research-based conceptual multi-dimensional framework comprising four components: social learning, learning by doing, experiential learning and reflective practice. The framework has been applied to the design and development of the online learning resources the College produces every year. Its effectiveness is being regularly evaluated using pre and post course evaluation that indicates excellent level of users’ satisfaction. Keywords: Medical education, social learning, learning by doing, experiential learning, reflective practice REFERENCES 1. 2. 3. 4. 5. Fenwick, T. “Learning through experience”, Malabar, Florida, Krieger, 2003. Kolb, D. A. “Experiential learning: Experience as the source of learning and development”, Englewood Cliffs, NJ, Prentice Hall, 1984. Jarvis, P. “Adult education in the social context”, London, Croom Helm, 1987. Green, G., & Ballard, G. H, “No substitute for experience: Transforming teacher preparation with experiential and adult learning practices”, SRATE Journal, 20(1), 2010-201, pp. 12-19. Kolb, D. A., & Yeganeh, B. “Deliberate experiential learning”, In K. Elsbach, C. D. Kayes, & A. Kayes (Eds.), “Contemporary Organizational Behavior in Action”, Upper Saddle River, NJ, Pearson Education, http://learningfromexperience.com/research/, 2012. © 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. th Filodiritto Editore – 9 International Conference the Future of Education Dewey, J. “Experience and education”, New York, Collier Books, 1963 (first published 1938). Tennant, M., & Pogson, P. “Learning and change in the adult years”, San Francisco, Jossey-Bass, 1995. Slotnick, H. B. “How Doctors Learn: Education and Learning across the Medical-school-to-practice Trajectory”, Academic Medicine Issue: Volume 76(10), October 2001, pp. 1013-1026. Schön, D. A., “The reflective practitioner: How professionals think in action”, New York, Basic Books, 1983. Schön, D. A. “Educating the reflective practitioner”, New York, Basic Books, 1987. Merriam, S. and Bierema, L. “Adult Learning. Linking Theory and Practice”, Jossey-Bass, San Francisco, CA, 2013. The Royal Australasian College of Physicians”, Professional Qualities Reflection”, https://www.racp.edu.au/docs/default-source/default-documentlibrary/basic-training-reflection-information-sheet.pdf?sfvrsn=1e69371a_2, RACP, Sydney, 2019. Chisholm, C. U., Harris, M.S.G., Northwood, D. O., & Johrendt, J. L. “The characterization of work-based learning by consideration of the theories of experiential learning”, European Journal of Education, 44(3), 2009, pp. 319337. Bandura, A. “Social Learning Theory”, Oxford, England, Prentice-Hall, 1977, p. 22. The Royal Australasian College of Physicians, “SPDP Online Participation Guidelines”, RACP, Sydney, 2019. © th Filodiritto Editore – 9 International Conference the Future of Education Added Value Learning Innovation Imelda Graham1, Alan Bruce2 Universal Learning Systems, Ireland1,2 Abstract Added Value is an Erasmus + Project that has conducted research among four partner countries into current teaching policy and practice, to support teachers of Mathematics and STEM subjects. The project is currently developing and piloting innovative tools among teachers in Poland, The Netherlands, Spain and Ireland. The project operates on the principle that teaching of Mathematics will be enhanced by using methodologies that emerge from the use of playful, fun and imaginative tools. The tools being piloted have utilised Design Thinking in their development, and the initial response to the call for participating schools, particularly in Poland, has revealed a hunger amongst teachers for such an approach. This paper argues that teaching methodologies need to recognise teachers and learners as co-constructors of learning, towards a heutagogical ethos supporting the principle of self-directed learning. The value of play to this ethos will be illustrate the concept that it offers an important tool to foster and support longlasting positive dispositions to learning and creativity. Such dispositions are vital in developing an intrinsic and enduring motivation to learn among students of all ages, and will encourage creative thinking, not just among students and workers but for the st benefit of society as the challenges and opportunities of the 21 century advance. Keywords: Innovation, Teaching, Play, Motivation, Learning REFERENCES 1. 2. 3. 4. 5. 6. 7. Kelley, D. Design Thinking https://www.ideou.com/pages/design-thinking th accessed 4 May 2019 Bruce, A., Graham, I. “Added Value Research Report,” Added Value Erasmus+, Project 2017-1-PLO1-KA201-038851 (2018). Bruce, A., Graham, I. “Added Value Research Report Executive Summary” Added Value Erasmus+, Project 2017-1-PLO1-KA201-038851 (2018). Teo Yu Siang, “Design Thinking – A Five Stage Process”, The Interaction Design Foundation, Denmark, https://www.interactionth design.org/literature/topics/design-thinking accessed 4 May 2019. Whitebread, David “The Importance of Play” University of Cambridge, Toy Industries (2012). Robinson, K. “Changing Education Paradigms” (2010a) http://www.ted.com/talks/ken_robinson_changing_education_paradigms th accessed 4 May 2019. Brown, Tim “Creativity and Play” Ted Talks Serious Play Conference, (2008) rd http://www.ted.com/talks/tim_brown_on_creativity_and_play accessed 3 May 2019 © 8. 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Brown, S. “Play as an organizing principle: clinical evidence and personal observations” In M. Bekoff and J. Byers (Eds.) Animal Play: Evolutionary, Comparative and Ecological Perspectives. Cambridge: Cambridge University Press (1998). Robinson, Ken “Bring on the Revolution” (2010b) http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution#t-116167 nd accessed 2 May 2019. Pellis, S. and Pellis, V.” The Playful Brain: Venturing to the Limits of Neuroscience” Oxford: One world Publications. (2009). Lester, S. “Beyond the Right to Play” Conference Proceedings “The Defining Feature of Childhood, Isle of Man Children’s Centre September (2013)”. nd Hughes, B. “A Playworker’s Taxonomy of Play Types”, 2 edition, London: PlayLink. (2002). © th Filodiritto Editore – 9 International Conference the Future of Education An Adaptive Learning Environment for Statistics Dagobert Soergel1 University of Buffalo, United States1 Abstract This paper describes the design of an adaptive learning environment using statistics as the experimental domain. Providing better ways to learn statistics in higher education would improve statistics knowledge among graduates and make offering statistics courses cheaper. Statistics learning can demonstrate benefits of adaptation to (1) the subject domain in which the learner will apply statistics and (2) the mathematical knowledge of the learner. The system will create individualized learning paths optimally adapted to the learner’s goals. existing knowledge, cognitive abilities, learning style, and circumstances by recommending the next step throughout a learning interaction look at another example suitable for this learner, solve another practice problem, or move on to the next concept. These recommendations draw on an extensive knowledge base using a combination of artificial intelligence and machine learning, of knowledge-based reasoning, and of learning analytics. The knowledge base includes statistical concepts and their relationships; learning objectives; many minimal presentation chunks concept explanations, examples, problems to solve, questions that can be sequenced in a learning path and that are indexed by concepts covered, learning objectives, prerequisites, difficulty, etc.; learners with rich profiles, including learner characteristics, history of progress through the system (including performance on tests after completing a learning path), and feedback on what presentations they liked. The learning analytics approach uses this data to derive even better learner profiles and conclusions about what learning materials suit a learner (and learners with similar profiles) to make more accurate predictions of the best next step in a learning path. The knowledge base can also be used to power a statistical advisor to recommend statistical methods and things the user should learn to apply these methods properly. Our hypothesis is that system following our design produces better learning outcomes; we plan to test this hypothesis. Keywords: Individualized learning, learning path recommendations, knowledge base of learning units, Learner characteristics, Learning analytics, Artificial intelligence REFERENCES 1. 2. Soergel, D. (2018). Innovative education enabled by Knowledge Organization and IT: Goal directed, flexible, individualized, collaborative. FOE 8, Florence, 2018-06-28/29. Proceedings. Libreria universitaria. it Edizioni. 2018, p. 688 ISBN: 8833590208, pp. 273-278. Soergel, D.; Ituralde Escudero, .F. (2018). Toward a Universal Document Model for Active Knowledge. ICKM 2018. https://digital.library.unt.edu/ark:/67531/metadc1393843/?q=soergel © 3. th Filodiritto Editore – 9 International Conference the Future of Education Atlas of Science Literacy. Mapping k-12 science learning Volumes 1 and 2, 2001/2007, http://www.project2061.org/publications/atlas © th Filodiritto Editore – 9 International Conference the Future of Education Application of the Transformation through Dynamic Interconnectivity Model Shannon A. Patterson1, Annette E. Craven2 St. Philip’s College, United States of America1 University of the Incarnate Word, United States of America2 Abstract The original conceptual model of MathWorld, a math support program at St. Philip’s College, represented the researcher’s hypothesis of this program before conducting the study. Additionally, the model was a way of organizing the types of skills (hard, soft, critical thinking, and confidence/self-efficacy) in which the math support specialists and math faculty can assist students. Upon completion of the data collection and analysis, however, the researcher discovered that the original model needed adjusting. MathWorld’s reconceptualized model makes reference to emotional support and places emphasis on the activities connected to the aforementioned skills. The Transformation through Dynamic Interconnectivity (TDI) model is similar to the Reconceptualization of MathWorld’s model because it encompasses: (a) the same core practices (cultivating content-specific skills, supporting life skills, and providing holistic interventions), (b) the same categories of skills (hard, soft, critical thinking, confidence-building, and emotional support), and (c) the same characteristics of the core practices (processing information, demonstration, and connection). However, the integration of the aforementioned components creates the secret sauce of transformation through dynamic interconnectivity, which can be applied to a variety of subject areas, professional settings, and personal situations. The following sections provide an example of how the TDI Model can be utilized in the following settings: (a) subject area, (b) professional, and (c) personal. For each example, the supporting role players, in addition to the characteristics of each core practice, are identified. While this study specifically addressed developmental math, the core practices of the conceptual model are not limited to this subject area. Although this study comprised a community college, the core practices of the conceptual model are not limited to an educational setting. Whereas this study included lived experiences in a public location, the core practices of the conceptual model can also be practical in personal arenas. Keywords: transformation, dynamic interconnectivity, MathWorld, TDI Model, integration, education REFERENCES 1. 2. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), pp. 297-308. Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks: Sage. © 3. 4. 5. 6. 7. 8. th Filodiritto Editore – 9 International Conference the Future of Education McClelland, D. (1961). The achieving society. Princeton, NJ: Van Nostrand Company Inc. Mezirow, J. (2008). An overview on transformative learning. In Lifelong Learning. London: Routledge. Patterson, S. (2018). Map of MathWorld: Identifying Core Practices for Sucessful Supplemental Instruction of Community College Students (Doctoral dissertation). Retrieved from https://search-proquestcom.uiwtx.idm.oclc.org/docview/2116151786/B8E5C44FE68E4C69PQ/1?acco untid=7139 Tomkins, S. (1984). Affect theory. In K. R. Scherer & P. Ekman (Eds.), Approaches to emotion, (pp. 163-195). Hillsdale, NJ: Erlbaum. Weiner, B. (1996). Human motivation: Metaphors, theories, and research. Thousand Oaks, CA: Sage. © th Filodiritto Editore – 9 International Conference the Future of Education Augmented Reality: 3D Holograms for Engaged Learning Janet Holland1 Emporia State University, United States of America1 Abstract Augmented Reality (AR) offers a unique immersive experience by combining threedimensional hologram objects overlaid on the real-world environment. The virtual image objects can be manipulated by expanding/contracting the size of the object, changing the position or location, or viewing it from any angle. AR instruction development should begin with an analysis of the learners who will be using the devices, to yield information for selecting an appropriate instructional design strategy to foster optimal learning. The instructional design strategy selected needs to facilitate effective teaching and learning practices with the goal of improving outcomes and meeting objectives. Well-designed instruction can then provide a productive learning environment for AR to increase academic success. The interactive and engaging nature of the medium provides a strong motivator for learning. Augmented reality can be used for teaching and learning across all fields of study in higher education and the eventual workplace. 3D images can impart significant content information to bring to life complex and normally difficult abstract concepts to yield understanding with increased learning acquisition. This article examines the research literature, challenges, benefits, and educational strategies for integrating augmented reality effectively. Keywords: Augmented Reality (AR), Head Mounted Displays (HMD), Heads Up Display (HUD), Holograms, Virtual Reality (VR) REFERENCES 1. 2. 3. 4. 5. Azuma, R. T. (1997). A survey of augmented reality. In Presence: Teleoperators and Virtual Environments 6, 4 (August 1997), pp. 355-385. Billinghurst, M. (2002). Augmented reality in education. New Horizons Learn. Bruce, B. C., & Bishop, A. P., (2002). Using the web to support inquiry-based literacy development. Journal of Adolescent & Adult Literacy, 45(8), pp. 706714. Cai, S., Wang, X., & Chiang, F. K. (2014). A case study of augmented reality simulation system application in a chemistry course. Computers in Human Behavior, 37, pp. 31-40. Chiang T. H. C., Yang S. J. H., Hwang G. J. (2014). An augmented realitybased mobile learning system to improve students’ learning achievements and motivation in natural science inquiry activities. Educational Technology & Society, 17(4), pp. 352-365. © 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. th Filodiritto Editore – 9 International Conference the Future of Education Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitation of immersive participatory augmented reality simulation for teaching and learning. Journal of Science Education and Technology, 18(1), pp. 7-22. Freitas, R., & Campos, P. (2008). SMART: A system of augmented reality for nd nd teaching 2 grade students. In Proceedings of the 22 British HCI Group Annual Conference on People and Computers: Culture, Creativity, Interaction – Vol. 2 (pp. 27-30). British Computer Society. Ferrer-Torregrosa J., Jimenez-Rodriguez M. A., Torralba-Estelles J., GarzonFarinos F., Perez-Bermejo M. & Femandez-Ehrling N. (2016). Distance learning etc. and flipped classroom in the anatomy learning comparative study of the use of augmented reality, video and notes. BMC Medical Education. 16:230, DOI 10.1186/s12909-016-0757-3. Ibanez M. B., Di-Serio A., Villaran-Molina D., & Delgado-Kloos C., (2015). Augmented reality-based simulators as discovery learning tools: An empirical study. IEEE Transactions on Education, (58), 3, August. Jason, Z. (2017). Bored out of their minds. Harvard ed. Magazine. Retrieved Dec. 30, 2018 from: https://www.gse.harvard.edu/news/ed/17/01/bored-outtheir-minds Liberati, N. (2016). Augmented reality and ubiquitous computing: The hidden potentialities of augmented reality. AI & Soc, (31) pp. 17-28. Liu, T. C., Lin, Y. C., Tsai, M. J., & Pass, F. (2012). Split-attention and redundancy effects on mobile learning in physical environments. Computers & Education, 58(1), pp. 172-180. Papagiannis, H. (2017). Augmented human: How technology is shaping the new reality. O’Reilly Media, Inc. Sebastopol: CA. Radu, I. (2014). Augmented reality in education: A meta-review and crossmedia analysis. Pers Ubiquit Comput (18), pp. 1533-1543. Silagadze, M. (2018). Virtual and augmented reality in college classrooms: th More hype than help. Forbes Community Voice. Retrieved Dec. 30 , 2018 from: https://www.forbes.com/sites/forbestechcouncil/2018/01/16/virtual-andaugmented-reality-in-college-classrooms-more-hype-than-help/#1e5dffddd15a Santos M. E. C., Chen, A., Taketomi T., Yamamoto G., Miyazaki J., & Kato, H. (2014). Augmented reality learning experiences: Survey of prototype design and evaluation. IEEE Transactions on Learning Technologies, 7(1), 1, (Jan.March). Vincenzi DA, Valimont B, Macchiarella N, Opalenik C, Gangadharan SN, & Majoros AE (2003). The effectiveness of cognitive elaboration using augmented reality as a training and learning paradigm. In: Annual meeting of human factors and ergonomics society, Denver: CO, USA, pp. 2054-2058. Yilmaz, Z., A., & Batdi, V., (2016). A meta-analytic and thematic comparative analysis of the integration of augmented reality applications into education. Education and Science, Vol. 41, No 188, pp. 273-289. © th Filodiritto Editore – 9 International Conference the Future of Education Blended Classrooms with a New Scope: University and High School In the Same Classroom Emre Can Aydogmus1, Utku Oztekın2 Hisar School Student, Turkey1 Hisar School Physics Teacher, Turkey2 Abstract In an ever-changing world, it is only inevitable that all things must succumb to the changing tides. In contrary to the rest of the world education still focuses on standardization, which hinders students more than helping them [4]. As technology developed, new ways of learning emerged that is capable of offering an alternative to the current system as a whole. Online learning platforms like Coursera and Edx provide an alternative for all to learn from experts from well-known universities. While it may be able to rival the system on its own in some regards, it is still a newly emerging method with many known problems [1], [3]. These courses require immense selfdiscipline and genuine desire to complete since the material can be challenging and the reward may not be as visible as a diploma after 4 years. On the other hand, students may not give their full attention due to the traditional course system not [2] catering towards their interests , dissuading them from cultivating interest in the subjects discussed within the classroom. The classroom, as we used to, is the place where operated by a teacher who is there to teach which learning is assumed to be a natural result of the teaching process. However, the blended and flipped classroom focuses on students’ learning in and out of the classroom. Also with the deployment of e-learning environments, classroom turns to a place where students clarify their learning with the guidance of the teachers. In our case, an online engineering th th mechanics course is offered to 11 and 12 -grade students. Students meet at class for the review elongation of the online content and also for the discussion of missing content. In our experience based research, we analyzed the pilot implementation of this course with respect to teacher and student view. Keywords: Blended learning, Class trial, Online education, Modern Education REFERENCES 1. 2. 3. 4. Garrison,R. “Blended learning: Uncovering its transformative potential in higher education”, Internet and Higher Education 7, 2004, pp. 95-105. Okaz, A, “Integrating blended learning in higher education”, Procedia – Social and Behavioral Sciences 186, 2015, pp. 600-603. Hicks, M., Reid, I., & George, R., “Enhancing on-line teaching: Designing responsive learning environmentS”, The International Journal for Academic Development,2001, 6(2), pp. 143-151. Graham, C. R., “Handbook of Blended Learning: Global Perspectives, Local Designs” San Francisco, CA: Pfeiffer Publishing, 2006, pp. 269-276. © 5. 6. th Filodiritto Editore – 9 International Conference the Future of Education Driscoll, M., “Web Based Training, Creating e-learning Experiences”, JosseyBass/Pfeiffer, 2002. Deniz, I., “Students’ and instructor’s perceptions of a blended course: a case study”, Ankara, METU, 2006. © th Filodiritto Editore – 9 International Conference the Future of Education Defending Children’s Right to Play: Things we Learned while Implementing the Principles of Contextual Education Austėja Landsbergienė1 Vaikystes sodas – Queen Morta School, Lithuania1 Abstract Play is the most important part of child’s life, and the importance of play cannot be matched. Through play children are solving problems, thinking critically, communicating, exploring new things, and learning about the surrounding world. Some of the other skills that children learn, develop, and strengthen through play are: taking initiative, taking risks, making mistakes, making choices. They also learn to regulate emotions, sharing, resilience, leadership, flexibility, independence…the list may go on. The problem early childhood educators face today is that preschool has become Kindergarten, and Kindergarten – first grade. The DfE (Department of Education) has selected the National Foundation for Educational Research (NFER) to ‘design and deliver’ a new Reception Baseline Assessment (RBA), which is being trialed in schools from September 2019. The Baseline will be mandatory for all pupils in England from September 2020. It looks like – despite anger from teachers – more and more testing, worksheets, and structured activities are finding their place in preschools all over the Western world. Therefore, we have decided – as an independent school – to go against the trends and have play as an important part despite hurried lifestyle, changes in family structure, and increased attention to academics. With a strong belief, that it is not an either/or situation, we built play – indoors and outdoors – consciously into a daily schedule. Just in several months, we have seen children’s ability to amuse themselves increase, they started taking risks bolder, and they began using imagination more. Two of the biggest challenges were parents’ and teachers’ hesitance and/or resistance, therefore, we introduced play into Teachers’ Academy and Parents’ Academy where we taught adults about the importance of play and we taught them how to “support children so that their play contributes in deep and far-reaching, lasting ways to their lifelong learning” (Bruce, T. 2011). Keywords: Early childhood education, fair play, changing mind-sets, parent education, teacher training, developmentally appropriate practice REFERENCES 1. 2. Bruce, T. (2011) Learning Through Play, Bookpoint Ltd: London. Bruce T. (1991) Time to Play in Early Childhood Education, Hodder and Stoughton: London. © 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. th Filodiritto Editore – 9 International Conference the Future of Education Christie, J. (ed.) (1991) Play and Early Literacy Development, State University of New York Press: New York. Kallialla, M. (2006) Play Culture in a Changing World, Open University Press: Maidenhead. nd Mayles, J. (ed.) (2010) The Excellence of Play, 2 edition, Open University Press: Buckingham, Philadelphia. Orr, R. (2003) My Right to Play, Open University Press: Maidenhead. Brown, S. (2010) Play, Penguin: New York. Louv, R. (2008) Last Child in the Woods, Algonquin Books: Chapel Hill. Carter, C. (2011) Raising Happiness, Ballantine Books: New York. Elkind, D. (2007) The Power of Play, Da Capo Press: Philadelphia. Mogel, W. (2001) The Blessing of a Skinned Knee, Scribner: New York. Landsbergienė, A. (2018) Ruduo, Alma littera: Vilnius. Landsbergienė, A. (2018) Žiema, Alma littera: Vilnius. Landsbergienė, A. (2018) Pavasaris, Alma littera: Vilnius. Landsbergienė, A. (2018) Vasara, Alma littera: Vilnius. © th Filodiritto Editore – 9 International Conference the Future of Education Enhancing Employability through Experiential Learning and Reflective Learning Julia Huisman1, Pia Kiviaho-Kallio2, Dale Lyon3 NHLStenden University, The Netherlands1 Haaga-Helia University of Applied Sciences, Finland2 ExpLearn, Scotland3 Abstract This paper presents the experiences from both students and coaches of a project between Haaga-Helia University of Applied Sciences (Porvoo Campus, Finland) and NHL StendenUniversity of Applied Sciences (Emmen Campus, Finland) and 50 students from the universities and 20 companies. Year one, saw the project focused on implementing pedagogical approaches of HaagaHelia and NHL Stenden (inquiry learning and problem-based learning) and on developing the meta-competences in the students, including ability to work in teams, leadership, project management, intercultural competences, peer teaching etc. st However, during this edition, it was felt these competences were not sufficient, the 21 Century Skills were not fully represented. The project created an international business environment where the majority of communication was virtual. The focus was on empowering students to design and lead project tasks and to be responsible for their project outcomes in the form of a reflective learning diary. Two project managers were chosen democratically by the students, after a pitch to fellow students to lead the project. To give a setting for the students to work on transversal skills, students met at Porvoo campus to finalise and present their project. Once the project got underway the students also became aware of the challenges of online communication: miscommunication, lack of courtesy in some cases or even noshows leading to hold-ups in the research process. However, the project also showed that online communication can be efficient in international business once the different parties commit to following a mutual agenda. With the introduction of digital tools, the need of physical meetings was seen to be decreasing, however, once a physical meeting is organised, it should bring extra value in terms of human interaction. This question was also addressed in the project and this paper looks at these outcomes. During the period of physical meeting students were involved in a variety of lectures, visits and practical sessions. This paper will look at how the introduction of “Business Ballet” introduced presentation skills and body language interpretation to students. Using Erasmus+ mobility funding, for industrial partners, the opportunity to collaborate with ExpLearn, a company that was known to them for developing and delivering exemplary bespoke experiential learning activities arose. ExpLearn also assisted in the feedback session on the student company research projects which proved invaluable for the students greater understanding of what will be demanded of them in the business environment. The Experiential Learning activity delivered on several different levels, which we shall explore in this paper and show where collaboration with external partners can create a © th Filodiritto Editore – 9 International Conference the Future of Education learning environment that cannot be achieved through conventional Teacher/Student interaction. This paper explores the importance of reflective learning diaries in delivering on Transversal Skills through innovative learning activities including Business Ballet and Experiential Learning. Keywords: Experiential learning, reflective learning, employability, emotional intelligence REFERENCES 1. 2. 3. 4. 5. 6. 7. Wallenius, L. & Huisman, J. (2018). Empowerment On-Line Collaborations: Learning Diaries as a Sustainable Learning Tool. Florence: The Future of Education Proceedings. Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam. Atkinson, D. (2008) Dancing “the management”: on social presence, rhythm and finding common purpose. Management Decision, Vol. 46 Issue: 7, pp. 1081-1095. Forgasz, R. (2015) Embodiment: A Multimodal International Teacher Education Pedagogy International Teacher Education: Promising Pedagogies (Part C) Published online: 25 Nov. 2015, pp. 115-137. Kiviaho-Kallio, P. (2015) Eyes on Skin: Positioning Dance in Business Education. Interdisciplinary Studies Journal, Vol. 4 Issue 1, pp. 41-50. https://www.tsc.nsw.edu.au/tscnews/how-to-develop-positive-teacher-studentrelationships © th Filodiritto Editore – 9 International Conference the Future of Education From Effective to Versatile School: The Role of Leadership in Shaping Change Maria-Antònia Guardiola1 UOC, Open University of Catalonia, Catalonia, Spain1 Abstract All current school reform efforts aim to improve teaching and learning. There are big differences in how this is done. Approaches depend on motivations and capacities of leadership. Leadership concerns itself with organizational improvement. In more precise terms, leadership concentrates on establishing widely agreed, valued and worthwhile directions (both strategic and tactical) for organization and implementation of what is required to stimulate, motivate, guide and support people to move in those directions. A generic definition of impactful and effective leadership concerns direction and influence. If stability is the goal of what is called “management”, improvement is st the goal of leadership. Any reform creating innovative schools to meet 21 century challenges is difficult unless leaders share its aims and are prepared to make it work. Successful leadership plays a significant role in improving school reform and learning. Social change requires leadership that encapsulates vision as well as achievable practice. Leadership can effectively be investigated at intermediate levels, as it is conceptualized and developed within key frameworks: (1) Networks of educational centers, (2) Administrative coordination networks, (3) Professional bodies and associations, (4) Policy bodies. We explore such leadership, how it is productively distributed across the school system and what stimulates and sustains its development. There is strong focus on the forms of leadership most likely to foster learning and how such successful forms of leadership contribute to school reform and innovation. We describe those successful leadership practices, as well as their relationship to the school organization and to enhanced learning outcomes. Comparative analysis looks at examples in Catalonia and the United States. The research focus is on the need for new models of school organization to provide students with life skills required in the emerging knowledge society. The importance of understanding the critical role of leadership in this change process links directly to the key factors of developing networks, new structures and distributed leadership models central to the knowledge and information society. Keywords: Educational Leadership, Transformation, Change, Knowledge Society, Networks © th Filodiritto Editore – 9 International Conference the Future of Education Gamification and Agile: An Alternative Approach to Learn Mechanics Cristina Urbina1, Albert Fabregat-Sanjuan2, Marcos Sanchez3 Mechanical Engineering Department, Universitat Rovira i Virgili – Tarragona, Spain1,2,3 Abstract Statics, Kinematics and Dynamics of machines and mechanisms have been among the subjects with highest failure rates by the students in the bachelor’s degree of Mechanical Engineering at the Rovira i Virgili University. In the academic course 201718 a new strategy with different methodologies was implemented to raise the student success. The methodologies used were Agile philosophy and Kahoot questionnaires (gamification). By means of Agile, the students, which are organized in teams, must study a real mechanism in order to analyze its kinematic and dynamic behavior and to deliver a detailed report to a client (a fictitious company) at the end of the course. Each team has a different mechanism. The experimental study must be performed in successive steps through both semesters. Each step takes two-three weeks and a list of requirements to complete. This methodology, thus, requires continuous teamwork, avoiding student last-minute poor deliveries. On the other hand, by using a personal response system doing a Kahoot! questionnaire during a class (kahoot.com), you can easily quantify how much of this lesson the students have understood and which concepts must be reinforced. Moreover, gamification via Kahoot! contributes to engage students to the subject and creates a more positive and active atmosphere in the classroom. The results of applying simultaneously both techniques in the course 201718 and in the first semester of 2018-19 have been extremely satisfactory. The majority of the students think that Kahoot questionnaires help them to better understand the subjects, and they are more connected during the lessons. Regarding Agile project, the results of a survey reveals that almost all the students think that the methodology applied has facilitated them to better understand the concepts. Finally, a decrease in the subjects’ dropout and an increase in the number of students that pass the subjects have been obtained. Keywords: Agile, Kahoot! Mechanics, Learning Games, Collaborative Work REFERENCES 1. 2. 3. 4. Kahoot! (2017). https://getkahoot.com/ (accessed January 1, 2017). Dichev, C., Dicheva, D. “Gamifying education: what is known, what is believed and what remains uncertain: a critical review” International Journal of Educational Technology in Higher Education 14(9), (2017) doi: 10.1186/s41239-017-0042-5. agilemethodology.org winmecc.uma.es © th Filodiritto Editore – 9 International Conference the Future of Education How to Measure Students’ Individual Performance in Active-Learning Environments: A Case-Study Carla Pinto1, Susana Nicola2, Jorge Mendonça3 School of Engineering, Polytechnic of Porto – Centre for Mathematics, University of Porto, Portugal1 School of Engineering, Polytechnic of Porto – Interdisciplinary Research Center [ISRC], Portugal2,3 Abstract Facing enormous global challenges, we are now in the transforming age where shifts are expected in the way we learn, live and work [1]. This puts a high emphasis on education, creating an increasing demand for new ways of teaching. Students are no longer merely passive vessels of knowledge but are asked to actively engage in their learning process. They participate more, applying, analyzing, evaluating and criticizing information, instead of just memorizing it. Moreover, a special focus is also put on the development of soft skills, namely social skills, communication skills, career attributes, emotional and social intelligence. All of these are traits of active-learning methodologies, which were popularized by Bonwell and Eison in 1991. These new teaching frameworks have started the debate on how to effectively assess students’ performance individually and in group [5], [6]. In this work, we provide a casestudies assessment tool for a curricular unit (CU) of a Bachelor Engineering Degree of the School of Engineering of the Polytechnic of Porto. In this CU, called System’s Lab, students work in groups to develop innovative products, recurring to multidisciplinary approaches in the area of business. Students have to propose an idea, construct a business model, a financial plan, develop an application and present their products in a Pitch format. Students are evaluated by four professors from different backgrounds, Mathematics, Electrical Engineering and Management, and by their peers. Students’ assessment is then achieved by grading several parameters, from communication and time management, presentation quality, business model, demo, logbooks, and exams. This new assessment tool, Tool to Assess students in Lab Courses (TALC), has provided a way to evaluate students which has, in our opinion, reduced the bias, without increasingly the burden in evaluation. Keywords: Active-learning methods, assessment, peer-evaluation REFERENCES 1. 2. 3. https://www.efrontlearning.com/blog/2017/05/active-learning-methodsengaged-corporate-learners.html. Accessed in April 18 2019. https://www.shiftelearning.com/blog/bid/336775/Four-Ways-Technology-IsChanging-How-People-Learn-Infographic Accessed in April 18 2019. EISON J. (2010) Using active learning instructional strategies to create excitement and enhance learning, 2010. © 4. 5. 6. 7. th Filodiritto Editore – 9 International Conference the Future of Education http://www.cte.cornell.edu/documents/presentations/Eisen-Handout.pdf Accessed April 18, 2019. MENDONÇA J., PINTO C.M. AND NICOLA S. (2018) ACTIVE-LEARNING: th SELF-MOTIVATION IN MATH COURSES, INTED 2018 – 12 International Technology, Education and Development Conference, Valencia, Spain, DOI: 10.21125/inted.2018.0332 Thomas, Glyn; Martin, Dona; and Pleasants, Kathleen, “Using self- and peerassessment to enhance students’ future-learning in higher education. Journal of University Teaching & Learning Practice, (2011), 8(1). Eddy, S. L., Converse, M., & Wenderoth, M. P. “PORTAAL: a classroom observation tool assessing evidence-based teaching practices for active learning in large science, technology, engineering, and mathematics classes”. CBE – Life Sciences Education, (2015), 14(2), ar23. Conde, M. Á., Hernández-García, Á., García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. “Evaluation of the CTMTC methodology for assessment of teamwork competence development and acquisition in higher education”. In International Conference on Learning and Collaboration Technologies, (2016, July), (pp. 201-212). Springer, Cham. © th Filodiritto Editore – 9 International Conference the Future of Education Identifying and Assessing Co-Curricular Learning in Pharmacy Students Matthew J. Smith1, Michael J. Fulford2 University of Georgia, United States of America1,2 Abstract Co-curricular learning is recognized as having a positive impact in the learning, growth, development, and overall educational experiences of students. Co-curricular learning allows students to couple the engagement of their campus life with their life outside of academics. Through this means of engagement, the student’s personal development is typically impacted in a positive manner [1]. This positive impact is found in students regardless of their age, race, gender, or socioeconomic background [1]. Some examples of skills further developed and/or enhanced through co-curricular learning include: leadership development, effective communication, development of personal goals, and development of educational goals [2]. In 2016, accreditation standards for the Doctor of Pharmacy (PharmD) programs in the United States were modified to now require the integration of affective domain elements [3]. This new mandate has required pharmacy schools to find ways of effectively identifying and assessing interactions that impact affective domain elements, including co-curricular learning experiences that students participate in throughout their time in pharmacy school. Effectively assessing co-curricular learning is not always an easy feat to accomplish. The presenters will highlight findings from an assessment of co-curricular learning of PharmD students. Keywords: Assessment, Co-curricular Learning, Pharmacy Students REFERENCES 1. 2. 3. 4. 5. Kuh, G. “What student affairs professionals need to know about student engagement.” Journals of College Student Development, 50(6), 2009, pp. 683706. Strayhorn, T. “How college students’ engagement affects personal and social learning outcomes.” Journal of College and Character, 10(2), 2008, pp. 1-10. Chaieb, J., Phillips, B., Thiman, M., Fulford, M., Young, H., & Perri, M. “Evaluation of affective domain elements in a new pharmacy practice course. Currents in Pharmacy Teaching and Learning, 10(9), 2018, pp. 1219-1227. Accreditation Council for Pharmacy Education, “Guidance for the accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree, 2015, pp. 1-45. Retrieved from https://www.acpe-accredit.org/pdf/GuidanceforStandards2016FINAL.pdf Rutter, M. & Mintz, S. “The curricular and the co-curricular.” Inside Higher Education, 2016. Retrieved from https://www.insidehighered.com/blogs/highered-gamma/curricular-and-co-curricular © th Filodiritto Editore – 9 International Conference the Future of Education Improving Learners’ Reading Skills Using Web 2.0 Tools: The “I Read Better than You-Know-Who” Reading Platform Aikaterini Venetikidou1 Hellenic Open University, Greece1 Abstract We would all agree that humanity has long time passed to the digital era which refers to the widespread availability of technology that provides people with enables access to data, ideas and interaction with people from all over the world at the same time (Starkey, 2010). In order to catch up with that uprising digital era, more teachers are experimenting by designing digital tools as web 2.0 applications and blog creating platforms are greatly available online nowadays. Some freshly graduated teachers are already experienced in the use of digital technologies (Starkey, 2010), while others try to self-educate themselves by watching online tutorials or online courses for lifelong learning. This essay explores two digital tools that have been developed in order to serve the educational needs of Grade 4 students at home or during remediation classes. Those tools aim to provide the students with a learning experience that will enable them to track their progress in reading as well as to encourage parents to engage themselves in the school community and actively participate in their children’s education. Moreover, in order to assess the effectiveness of the evaluation activity, a third tool has been developed to demonstrate the comprehension level of the students in reading. Keywords: digital tools, task-based learning, second language acquisition REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. Surname, N. “Title of the work”, Name of Journal/Work/Source, City, Publishing House, Year, pages Anderson, L., Bloom, B., & Krathwohl, D. “A taxonomy for learning, teaching, and assessing”, New York, Longman, 2001. Benson, P., & Reinders, H. “Beyond the language classroom”, Basingstoke, Palgrave Macmillan, 2011, pp. 7-16. Google Translate. Retrieved from https://translate.google.com/ H5P. Retrieved from https://h5p.org/ Rowling, J. “Harry Potter and the Philosopher’s Stone”, United Kingdom, Bloomsbury, 1997, pp. 1-18. Starkey, L. “Teachers’ pedagogical reasoning and action in the digital age”, Teachers and Teaching, 16(2), 2010, pp. 233-244. VoiceThread, Conversations in the cloud. Retrieved from https://voicethread.com/ © 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Weebly is the easiest way to create a website, store or blog. (2006). Retrieved from https://www.weebly.com/ Zhang, F. “Computer-enhanced and mobile-assisted language learning”, Hershey, PA: Information Science Reference, 2012, pp. 1-34. © th Filodiritto Editore – 9 International Conference the Future of Education Learning and Teaching in and with the Local Community: The Use of a Critical and Innovative Methodology in ESECS/IPLeiria Jenny Sousa1, Sandrine Milhano2, Sara Lopes3, Catarina Mangas4 Polythecnic Institute of Leiria, Portugal1,2,3,4 Abstract This work presents and reflects on a pedagogical experience conducted at the School of Education and Social Sciences of the Polytechnic Institute of Leiria, with undergraduate students in Social Education. This experience carried over the past three years (2015-2018) focuses on the use of teaching-learning methodologies. They are operationalized in active collaboration with local community entities/institutions – schools at all levels of education, support institutions for the elderly, people with disabilities, people in situations of marginalization and social exclusion, health institutions, local development institutions, cultural equipment, among others – which become privileged contexts for student training. Being the social educator a relationship agent that acts with educational intention in different contexts of social intervention, this professional training encourages the use of new teaching-learning methodologies. Thus, in the Community Animation Strategies course unit, students are challenged to work on projects where, within a group, they apply theoretical knowledge and carry out a socio-educational intervention in the chosen local community entity/institution, meeting the needs felt by the entity institution, or by the target audience belonging to it. Students are challenged to be the protagonists in building their knowledge [5]).This construction is done, in parallel, in different contexts: at classroom and at entities chosen by students, in a dialogical and collaborative relationship between practical intervention and theoretical reflection. These three years of experience allow us to verify that this methodology of learning in practical context results in benefits for the students. Based on the content analysis of the individual reflective reports carried out by each of the students – in a total of 123 students – the idea standing out is that this methodology allows students to practice and test the theoretical contents learned at the classroom bringing at the same time, real contexts challenges to the classroom of [4]. In addition, it favors the acquisition of cognitive, non-cognitive and social-emotional skills in a more solid construction of the social educator’s professional profile. It’s hoped that the experience described here will help to deepen reflection on teaching-learning methodologies in Higher Education within a framework of involvement with the local community. Keywords: Higher education, Professional Profile, Social Education, Teaching-learning, methodologies. REFERENCES © 1. 2. 3. 4. 5. 6. th Filodiritto Editore – 9 International Conference the Future of Education Baptista, I. “Educador Social – Especialista de mãos vazias”. Revista A Página da Educação, n. 9, 2000. Costa, R. “(Por)Portas e Travessas: Ensino, Investigação e Intervenção Social na e com a Cidade”. Sensos – Revista multimédia de investigação em educação, vol. 3, n. 1, 2016, pp. 1-12. Marques, R. (Coord.). “Livro Verde sobre Responsabilidade Social e Instituições de Ensino Superior”. ORSIES – Observatorio sobre Responsabilidade Social e Instituições de Ensino Superior. Lisboa, 2018. Maffesoli, M. “O conhecimento comum: introdução à sociologia compreensiva”, Porto Alegre, Sulina, 2010. Morin, E. “Saberes globais e saberes locais: o olhar transdisciplinar”, Rio de Janeiro, Garamond, 2010. Paiva, M., Parente, J., Brandão, I. & Queiroz, A. “Metodologias ativas de ensino-aprendizagem: revisão integrativa”. SANARE, vol. 15, n. 2, 2016, pp. 145-153. © th Filodiritto Editore – 9 International Conference the Future of Education Learning Creativity and Innovation: A Case Study in Tourism Degree Catarina Nadais1, Cristina Mocetão2 Centro de Estudos de Geografia e Ordenamento do Território – Instituto Superior de Administração e Gestão – European Business School, Portugal1 Instituto de Sociologia – UP – Instituto Superior de Administração e Gestão – European Business School, Portugal2 Abstract Do not rely on a thought that has been drawn when sitting. This principle inspired by Nietzsche refers to the need for movement for richer and more creative cognitive and artistic elaborations. Creativity is today a way of responding to competition, a way to manage new challenges and, in an organizational context, aims to promote interpersonal relationships. Creativity and innovation are central to the development and sustainability of the most creative projects and companies. In a society framed by rules and norms, but also by a syndrome of leaders and followers, and where the school/learning context follows traditional, mostly theoretical molds and models, where is the space for creativity? Our research consists on the analysis of a case study and aims to know the students’ perceptions and feedback about practical methodologies applied in the curricular unit of creation of products and touristic experiences, in the degree of tourism. We will present the contents of the curricular unit, the dynamics and activities proposed, outdoor classes, resources created and the projects of the students. We will also analyze students’ feedback through qualitative and quantitative methodology, perceptions and opinions about using these methods and the benefits for their learning path, as well about the knowing, understanding and identifying soft skills as keys for success. The results show immediately higher attendance at class, greater satisfaction and involvement in the activities during the semester. Keywords: Creativity, education, innovation, tourism, practical methodologies REFERENCES 1. 2. 3. 4. 5. Bauman, Z (2006). Amor líquido – sobre a fragilidade dos laços humanos. Lisboa: Relógio D’Água Editores. Bourdieu, P. (2007). A distinção: crítica social do julgamento. São Paulo: Edusp. Chickering, A. & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass Publishers Damásio. A. (2017). A estranha ordem das coisas. Temas e Debates. Le Boterf, G. (2004). Construir competências individuais e colectivas. Resposta a 80 questões. Porto: Edições Asa © 6. th Filodiritto Editore – 9 International Conference the Future of Education Lipovetsku, G. (2016). Da leveza – para uma civilização do ligeiro. Lisboa: Edições 70. © th Filodiritto Editore – 9 International Conference the Future of Education Lexicographic Reflection of Leech’s Seven Types of Meanings in English-Albanian and Albanian-English Dictionaries Miranda Enesi1, Ekaterina Strati2 Aleksandër Moisiu University, Durrës, Albania1,2 Abstract Meaning is one of the most controversial and complex terms in the history of a language. Without meaning there is no interaction of thought. Though ‘meaning’ can be provided through other means like body kinesthetic, pictures, signals, etc., language is the main mean of communication of thoughts and feelings among human beings. Semantics as a branch of linguistics is mainly concerned with how the ‘meaning’ is conveyed by the linguistic system consisting of structures like sentences, phrases, words, morphemes etc. Semantics studies all that is communicated through language. Geoffrey Leech in his book semantics breaks down “meaning” into seven different types giving primary importance to logical or conceptual one. The five other types included in the associative meaning are Connotative meaning, Social meaning, Affective meaning, reflected meaning, Collocative meaning as well as the last type thematic meaning. Meaning in a wider sense embraces all types with the alternative term “communicative value”, which is the crucial importance of meaning. The aim of this paper is to review Leech’s seven types of meanings and to observe how they are reflected in bilingual dictionaries. Examples of words, phrases and expressions from dictionaries have been extracted in order to investigate the use of all types in bilingual dictionaries. Meaning and its importance in expressing thought in different contexts from the source language to the target one, its translation and analysis when teaching and learning English lexicology and Semantics as well English as a second language, has been emphasized. Based on the lexicographic reflection the types of meanings which take a significant part in bilingual dictionaries are the social meaning, affective and connotative one in both languages. Keywords: linguistics, semantics, meaning, bilingual dictionaries, language REFERENCES 1. 2. 3. 4. 5. Lyons, J. 1977:643’Semantics’Volume 2 Cambridge University Press. Palmer, F.R.1981:40-41 Cambridge [Cambridgeshire]; New York: Cambridge University Press, 1981. Leech, G Semantics the study of meaning. Second Edition Pelican Books, pp. 22-37. Zgusta L. 1971. Manual of lexicography. Prague. Löbner, S. 2002, Understanding Semantics. London: Arnold Publishers. Jürgen Bohnemeyer, University at Buffalo – SUNY www.acsu.buffalo.edu/~jb77/review_Loebner2002_JB.pdf © 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Mwihaki A. in http://www.ifeas.uni-mainz.de/SwaFo/SF11Mwihaki.pdf https://en.oxforddictionaries.com/definition/intercourse Umagandhi, R. Vinothini M. Leech’s seven types of meaning in semantics International Journal of Multidisciplinary Research and Development Volume 4; Issue 3; March 2017; pp. 71-72. Qesku, P. Albanian English Dictionary. 45 500 entries, EDFA, Tirana (1999). Stefanllari, I.English-Albanian Dictionary.30.000 entries Shtëpia botuese enciklopedike Tirana 1996. © th Filodiritto Editore – 9 International Conference the Future of Education Literary Studies and the Questions we Ask: On Reflection as Cognitive Core Competence Christer Ekholm1, Ingrid Lindell2 Dept. of Literature, History of Ideas, and Religion, University of Gothenburg, Sweden1,2 Abstract Trapped in a contemporary educational twirl, generated by a public management inspired definition of educational quality as something measurable and assessable, the teaching of literature in school faces major difficulties in terms of both performance and justification. At the same time reading and talking about literature reveal some profound shortcomings in the current tendency to make education secure and predictable. These are apparent against the backdrop of a long history of treating literature reading as a main aspect of education, of becoming educated. In our paper we focus on the core competence of reflection as central to all education regarded as an essential practice in the forming and upholding of a democratic society. To reflect is to critically-ethically engage yourself with the notion of something and someone Other. Reflection, then, is fundamentally dialogical and of an indefinite nature, i.e., a process of reciprocal estrangement – seeing yourself in the other, and the other in yourself – making space for the becoming of liable subjects. We suggest that reading and talking about literature in school by necessity must open up for such events. Reflection as a pedagogical activity must be defined as using thought processes to produce answers of a non-definite nature. To reflect is synonymous with considering, contemplating, deliberating, etc. If reflection systematically could be taught, modelled and given time and centrality in teaching, and thereby be a counter-discourse to the focus on speed and quantity in contemporary schools much would be gained. And what it all comes down to, in a teaching perspective, is the questions we ask. Keywords: literature didactics, educational philosophy, reflection, generic competences REFERENCES 1. 2. 3. 4. Ball, S. J., The Education Debate, Bristol: The Policy Press, 2013; Biesta, G. J. J., Good Education in an Age of Measurement: Ethics, Politics, Democracy, London: Routledge, 2011; Biesta, G. J. J., The Beautiful Risk of Education, London: Paradigm, 2014. Bloom, B. S. et al., Taxonomy of Educational Objectives: The Classification of Educational Goals, New York: David McKay, 1956, pp. 19-25. Hillis Miller, J., On Literature, London & New York: Routledge, 2002; Dunne, E., J. Hillis Miller and the Possibilities of Reading. Literature after Deconstruction, New York: Bloomsbury, 2010. Vischer Bruns, C., Why Literature? The Value of Literary Reading and What it Means for Teaching, New York: Continuum, 2011, 31; Ekholm, C., “Aktivering © 5. 6. 7. th Filodiritto Editore – 9 International Conference the Future of Education och ansvar: Subjektifierande litteraturundervisning i teori och praktik,” in Lindell, I. & Öhman, A. (ed.), För berättelsens skull: Modeller för litteraturundervisningen, Stockholm: Natur och Kultur, 2019, pp. 169-189. Nottingham, J., Encouraging Learning. How You Can Help Children Learn. Oxford: Routledge, 2013; Thom, J., Slow Teaching: On Finding Calm, Clarity and Impact in the Classroom. Woodbridge, U.K.: John Catt Educational, 2018. Cavell, S., “A Matter of Meaning It,” in Must We Mean What We Say? A Book of Essays, Cambridge: Cambridge University Press, 2002, pp. 213-237; Moi, T., Revolution of the Ordinary: Literary Studies after Wittgenstein, Austin, and Cavell, Chicago & London: The University of Chicago Press, 2017, pp. 180182. Wedin, T., The Aporia of Equality: A Historico-Political Approach to Swedish Educational Politics 1946-2000, Gothenborg: Gothenburg, 2018. © th Filodiritto Editore – 9 International Conference the Future of Education Methods of Teaching the Bible – A Study on the Learning Experience of the Millennium’s Pupils from High Schools Ori Katzin1 The Hebrew University of Jerusalem, Israel1 Abstract Through qualitative research, data were collected using semi-structured interviews of 76 pupils ages 12-18, born between 1997-2003. The research study attempts to answer the question: what are the expectations of millennial (Generation Z) youths from Bible study classes in public schools. Results show that Israeli pupils in nonreligious public schools prefer and expect Bible studies to be conducted utilizing three teaching and learning methods: 1. Literary criticism and high-order thinking; 2. Experiential manner of teaching; 3. Discourse forming moral identity. The expectation of many of the participants in the research is for instruction that invites expression of opinions and critical thought through dialogue and class discussion. The pupils’ expectations are contrary to traditional teaching that is focused on the content per se, which according to the research participants causes them to disassociate themselves from the subject matter. As befitting millennials in the Digital Age, the participants did not express interest in amassing content knowledge, but rather in the stimuli of experiential teaching that includes media, technology, drama, stories and games, all in contrast to the prevailing conservative teaching approaches that they claim causes them to be disinterested. The pupils’ perceptions and expectations call for the planning and execution of teaching based on critical and high order thinking, with emotional and cognitive processing of cultural humanistic content that is relevant for molding young adults’ cultural identity. Keywords: Humanities Instruction, Teaching Methods, Authentic Learning, Generation Z, Digital Age REFERENCES 1. 2. 3. Fox, H. “Their Highest Vocation: Social Justice and the Millennial Generation”. New York, Peter Lang, 2012. st Harari, Y. N. (Hebrew) “21 Lessons for the 21 Century”. Israel, Kinneret, Zmora-Bitan, Dvir – Publishung House Ltd, 2018. Hicks, J & Waltz, M. “Cross-Generational Counselling Strategies: Understanding Unique Needs of Each Generation”. Journal of Counselor Practice, 9(1): pp. 6-23, 2018. © 4. 5. 6. 7. th Filodiritto Editore – 9 International Conference the Future of Education Mazer, J. P. & Hess, J. A. “Forum: Instructional Communication and Millennial Students Editor’s Introduction”. Communication Education, 65(3): pp. 356-376, 2016. Pew Research Center. (2014). Millennials in adulthood. Retrieved from http://www.pewso-cialtrends.org/2014/03/07/millennials-in-adulthood/ Strauss, A. & Corbin. “Basics of qualitative research: Grounded theory procedures and techniques”. Newbury Park: Sage, 1990. Swanzen, R. “Facing the generation chasm: the parenting and teaching of generation Y and Z.” International Journal of Child, Youth and Family Studies, 9(2): pp. 125-150, 2018. © th Filodiritto Editore – 9 International Conference the Future of Education Project Based Learning: A Study of Using ZnO on Bacterial Species Onur Berdici1, Kerem Çoban2 Hisar School İstanbul, Turkey1,2 Abstract Project-Based Learning is an instructional methodology that encourages students to learn and apply knowledge and skills via experience. The role of the teacher is shifted to the students and students work more independently through the whole process. st System gives opportunities to students to build 21 century skills as collaboration, communication, critical thinking, and the usage of technology, which will serve them well in the workplace and their later life. Learning becomes deeper and long-lasting, and inspires students a love of science even in tough subjects. This project involves an alternative preservative for raw foods by preventing bacterial growth with ZnO photocatalyst in the presence of UV light. In this study, all the literature survey and experimental procedure are performed by us in a laboratory environment and the project has brought new information in the fields of both chemistry and biology. We believe in as Swiss Psychologist Jean Piaget says, “knowledge is a consequence of experience”. Keywords: project based learning, ZnO, food hygiene, bacteria REFERENCES 1. 2. 3. 4. 5. 6. 7. John W. Thomas, Ph. D, A Review of Research on Project-Based Learning, March, 2000. Amina Amine Khodja, Tahar Sehili, Jean-François Pilichowski, Pierre Boule, Photocatalytic degradation of 2-phenylphenol on TiO2 and ZnO in aqueous suspensions, Journal of Photochemistry and Photobiology A: Chemistry 141, pp. 231-239, 2001. Matthew Wook Chang, Freshteh Toghrol, and William E. Bentley, Toxicogenomic Response of Staphylococcus aureus to Peracetic Acid Wook, Environ. Sci. Technol, 40, pp. 5124-5131, 2006. R.A.N. Chmielewski, J.F. Frank, Biofilm Formation and Control in Food Processing Facilities. Comprehensive Reviews in Food Science and Food Safety, Vol. 2, 2003, pp. 22-32, 2003. Stylidi M., Kondarides D., Verykios X., Pathways of Solar Light-Induced Photocatalytic Degradation of Azo-Dyes in Aqueous TiO2 Suspensions, Applied Catalysis B: Environmental. 40, pp. 271-286, 2003. Baş Gökhan, Investigating The Effects of Project-Based Learning on Students’ Academic Achievement and Attitudes Towards English Lesson, Investigating The Effects of Project-Based Learning on Students’ Academic Achievement © 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education and Attitudes Towards English Lesson, The Online Journal of New Horizons in Education, Vol. 1, Issue 4, 2011. Zimmer, Carl, Microcosm: E. coli and the new science of life, Pantheon Books, New York, 2008. st Bell Stephanie, Project-Based Learning for the 21 Century: Skills for the Future, A journal of Educational Strategies, Vol. 83, Issue 2, pp. 39-43, 2010. Argudin MA, Mendoza MC, Rodicio MR., Food Poisoning and Staphylococcus aureus Enterotoxins, Toxins , Vol. 2, Issue 7, pp. 1751-1773, 2010. © th Filodiritto Editore – 9 International Conference the Future of Education Regional Transformation through Design Paula Tavares1, Ana Catarina Silva2, Jorge Brandão Pereira3, Pedro Mota Teixeira4, Demétrio Matos5 IPCA Polytechnic Institute of Cávado and Ave/ID+,Portugal1,2,3,4,5 Abstract IPCA (Polytechnic Institute of Cávado and Ave) is the most recent Public HEI in Portugal, founded in 1994, in the Minho region. The School of Design (ESD) is one of four schools, offering a broad range of Bachelor, Master and Professional Short-cycle Courses. Beyond education and applied research, ESD is committed to regional, national and international cultural and artistic activity and to the fundamental role that Design has, and can have, in the society and in the regional development. In cooperation with some national and regional development agencies and programs, ESD planned a training project for small businesses and companies in Minho. It included a capacity building training program through Design, knowledge transfer at the level of communication design, digital design and product design for companies of predominant areas in the region such as textile, ceramics and wine industry. This industrial context is formed by small and medium-sized family businesses that have been recognized by the quality of its products. However, there is a lack of visibility of the existing brands and services offered, resulting in a decrease in competitiveness. This is where the design thinking strategy can help: in the systematization and sharing of the information available and in the creation of a tool kit that enables small businesses and companies, to improve their communication strategies and boost their real and virtual presence in the global market. The activities carried out included: 1. Analysis/diagnosis ‘Innovation through design in Cávado companies’; 2. Web platform of the project “https://web.ipca.pt/dei/”; 3. Design, Companies and innovation Forum. We intend to present the results and future intentions of this project, considering that this companies are the principal employers of our students. We aim to continue with the project promoting actions like: 1. Design weeks; 2. Exhibitions; 3. Design Innovation Lab. We believe that, as a school, we are fulfilling the mission of polytechnic higher education in relation and training of companies. the work was developed by ESD researchers and teachers, and is currently being extended to undergraduate and masters students who have participated actively in the business forum already held. Research, knowledge transfer and teaching through practice are at the heart of design education. Keywords: Design, Knowledge transfer, Region, Companies © th Filodiritto Editore – 9 International Conference the Future of Education Resource Provision of the Methodological Grounding of Students in Informatics, Statistics, and Econometrics on the Basis of ESS Research Methodology Venelin Boshnakov1, Valentin Goev2 University of National and World Economy – Sofia, Bulgaria1,2 Abstract The paper informs about the range of alternatives for utilization of various methodological tools implemented at a major European Research Infrastructure – namely the European Social Survey programme – to provide modern teaching resources for students in applied informatics, statistics, and econometrics. A contemporary study of database management, statistical analysis of data, and reporting of research results at all university levels (undergraduate, graduate, and postgraduate) can be substantially boosted by incorporation of particular components of the methodological grounds of the European Social Survey programme. A specific focus of the paper is put on the variety of options to provide valuable resources for teaching empirical analysis courses that utilize cross-sectional data. Particularly important for the students are the options for deriving cross-country comparative analyses of socio-economic topics using large sample representative data for numerous European countries. However, before doing any analytical work the student has to gain substantial knowledge about database management (with appropriate examples form the area of social surveys), data processing, and preparation of crosssectional data for analysis using specialized statistical or econometric software. The paper underlines the major advantageous alternatives for utilizing the methodological knowledge achieved in the framework of the European Social Survey Programme for the goals of providing real-world innovative study resources at the required high methodological standards level. Keywords: European Social Survey, survey design, survey data analysis, teaching empirical analysis REFERENCES 1. 2. 3. 4. ESS-a, “The History of the ESS ERIC” (www.europeansocialsurvey.org/about/history.html), 2019. ESS-b, “ESS Methodology” (https://www.europeansocialsurvey.org/methodology/), 2019. ESS-c, “Round 9 Survey Specification for ESS ERIC Member, Observer and Guest Countries”, V.3 /24 July 2018/, European Research Infrastructure Consortium, London, 2018. Hulsizer, M. R., Woolf, L. M., “A Guide to Teaching Statistics: Innovations and Best Practices”, Wiley-Blackwell, 2008. © 5. 6. th Filodiritto Editore – 9 International Conference the Future of Education Lalayants, M., “Overcoming graduate students' negative perceptions of Statistics”, Journal of Teaching in Social Work, 2012, Vol. 32(4), pp. 356-375. Marson, S. M., “Three empirical strategies for teaching statistics”, Journal of Teaching in Social Work, 2008, Vol. 27(3-4), pp. 199-213. © th Filodiritto Editore – 9 International Conference the Future of Education Teaching to Dexign Futures in China: A Vision for a Blended Learning Pedagogy to be Deployed at Scale Peter Scupelli1, Zhiyong Fu2, Yangshuo Zheng3, Judy Brooks4 Carnegie Mellon University, United States of America1,4 Tsinghua University, People’s Republic of China2 Wuhan University of Technology, People’s Republic of China3 Abstract Many design educators are concerned with urgent problems such as sustainable development [1] and climate change [2]. The Intergovernmental Panel on Climate Change (IPCC) 2018 report clearly states that rapid decarbonization is needed by year 2030 to avoid climate change catastrophe. Such planetary level problems impact people’s everyday existence within the biosphere, and require short-term design action alignment with long-term vision goals. However, many design educators teach to design for increasingly shorter time horizons within consumerist worldviews (e.g., rapid-prototyping, agile, human-centered design). In this paper, we describe a course that teaches design students how to align short-term design to long-term timescales. We leverage Future Studies researchers’ work on how to teach students greater agency within long-term timescale horizons [3]. We describe an effective and efficient blended learning design pedagogy (e.g., combining online and face-to-face learning activities) [4] to engage with new global challenges such as climate change and sustainability (e.g., [5], [6], [7]). Dexign Futures, is a required design studies course for all third-year undergraduate students in the School of Design at Carnegie Mellon University. The term “dexign,” refers to an experimental form of design that combines design thinking [8] with futures thinking [9]. Due to time constraints of student schedule, the course was taught as a blended learning course with half the time and three times as many students as a traditional design studio course. Students’ first exposure to new materials was an online platform where they watched videos, answered questions, and received immediate correctness feedback. During in-class sessions we discussed homework questions and did interactive hands-on design exercises. Prior research established the efficacy and areas for improvement of the Dexign Futures course as taught at Carnegie Mellon University to 40-50 students each year [5, 6, 7]. We are exploring how to share the course at scale in China. We’ve identified four challenges in our plans: modular design, teaching professors and students, synthesizing content, and deploying a western learning platform in the Chinese internet. Keywords: Blended Learning, Flipped Classroom, Open Learning Initiative, Design Futures, Dexign © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. https://sustainabledevelopment.un.org https://www.ipcc.ch/sr15/ Slaughter, R. Futures Education: Catalyst for Our Times, Journal of Futures Studies, February 12, 3, 2008, pp. 15-30. Graham, C. R. (2006). Blended learning systems. The handbook of blended learning, pp. 3-21. Scupelli, P., & Brooks, J. (2018) What Features of a Flipped Course Improve Design Student Learning Experiences? Next wave: Design Management Academic conference, August 1-2, Ravensbourne London, UK. Presentation. Scupelli, P. (2019) Teaching to Transition Design: A Case Study on Design Agility, Design Ethos, and Dexign Futures, Cuadernos del Centro de Estudios de Diseño y Comunicación ISSN: 1668-0227 volume 73, pp. 111-132. Scupelli, Candy, & Brooks (under-review) Teaching to Future: Tradeoffs Between Flipped Classroom and Design Studio Course Pedagogies. Brown, T., & Kātz, B. (2009). Change by design: How design thinking transforms organizations and inspires innovation. New York: Harper Business. Inayatullah, S. (2008). Six pillars: futures thinking for transforming. foresight, 10(1), pp. 4-21. Ambrose, S. A., Bridges, M., DiPietro, M., Lovett, M., Norman, M., & Mayer, R. E., (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass. WBCSD – World Business Council for Sustainable Development. (2009). Retrieved from http://www.wbcsd.org/vision2050.aspx Stewart-Wingfield, S., & Black, G. S. (2005). Active versus passive course designs: The impact on student outcomes. Journal of Educati on Business, 81(2), pp. 119-123. Pellegrino, J. W. & Hilton, M. L. (2012). Education for Life and Work: st Developing Transferable Knowledge and Skills in the 21 Century. Washington, DC: The National Academies Press. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene: International Society for Technology in Education. https://oli.cmu.edu/ © th Filodiritto Editore – 9 International Conference the Future of Education The Role of Soft Skills in the Tourism Industry and the Challenges for HEI’s: The Case of Portugal Goretti Silva1, Alexandra I. Correia2, Mariana Oliveira3 Polytechnic Institute of Viana do Castelo (Portugal)1,2,3 UNIAG (Applied Management Research Unit, founded by FCT, Project n. UID/GES/4752/2019)1,2 Abstract In a context of unprecedented dynamics and rapid changes, Higher Education Institutions (HEIs) face the challenges of adaptation, and the need to anticipate and be prepared for the future. Despite the inherent uncertainty of the future, one can be sure that soft skills will play a critical role for the future generations in many industries, including Tourism and Hospitality. Soft skills are crucial for talented professionals, along with technical (hard) skills, and are increasingly commonplace in job descriptions, indicating that many employers recognize their importance, not only as employability criteria, but also for their businesses’ performance and competitiveness. However, and despite the recognised importance of soft skills, it seems there is a gap between what market needs and what European HEIs with Tourism degrees actually offer. Traditionally, the curricula of HEI’s in Tourism has been mostly narrowed to teaching and learning of hard skills and when soft skills are contemplated, the approach is limited. European HEI’s are, therefore, required to contribute to graduates who are able to respond to a continuously changing and challenging workplace. Thus, concerns of HEI’s about the future of education are related to the development of new learning opportunities and to the implementation of innovative teaching and learning methodologies, including the development of soft skills into higher education curricula, in strong cooperation with businesses, as they provide learning opportunities in the “real” work context, enhancing skills of future and currently working staff. This paper aims at presenting the context of a research process in Portugal, based on a mixed method approaches, including secondary data analysis, interviews to tourism businesses stakeholders, and questionnaires to students. Results highlight the need of greater focus on soft skills and on close collaborative interaction with stakeholders and community facilitating the entry of students to labour market. It is also an objective to discuss the role of innovative teaching methodologies which are already being put into practice by some Portuguese HEI’s in the specific context of T&H industries. Keywords: Soft Skills, Tourism and hospitality, learning methodologies, collaborative approach REFERENCES 1. 2. st Ananiadou, K., & Claro, M. 21 Century skills and competences for new millennium learners in OECD countries, Paris, 2009. Baum, T. Skills and training for the hospitality sector: A review of issues. Journal of Vocational Education and Training, 2002. © 3. 4. 5. 6. 7. 8. th Filodiritto Editore – 9 International Conference the Future of Education European Commission. Education and Training 2020 Work programme Thematic Working Group Assessment of Key Competences. Brussels, 2012. Lemos, F., & Salgado, M. Avaliação em educação no turismo no ensino superior em Portugal, Revista Turismo & Desenvolvimento (17/18), 2012, p. 26. OECD, OECD Tourism Trends and Policies 2010. Patuleia, M. ‘Soft Skills’ para quando? Publituris, 2016, retrieved May 2019, from https://www.publituris.pt/2016/12/02/soft-skils-para-quando/ Simões, A., Moreira, G., Pinheiro, M., & Clemente, V. Competências transversais no ensino superior: Percepções, práticas e desafios, Aveiro, Universidade de Aveiro, 2015. Wilks, D., and Hemsworth, K. Soft skills as key competencies in hospitality higher education: Matching demand and supply, Tourism & Management Studies, I7, 2011, pp. 131-139. © th Filodiritto Editore – 9 International Conference the Future of Education Thinking and Learning in the Post-normal Era: How Might we Respond to a Curriculum that Embraced Diverse Perspectives and Contested Issues? Nigel Coutts1 Redlands, Australia1 Abstract We live in a time of chaos, complexity and contradiction [1]. Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality [2]. These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities, to connect their learning to their passions and emerge from their years of formal education as self-navigating life-long learners. This presentation will unpack how such an approach can be embedded into the existing curriculum and encourage dreams of a future curriculum that embraces this type of learning. It will explore strategies for embedding creativity, critical reflection, communication and collaboration into their curriculum. Building on the work of [3] in the domain of self-determination theory, we explore the forces which motivate our learners and provide the drive they require to take charge of their learning journeys. This presentation shares practices implemented by a school building a culture of thinking [4] influenced by the work of Harvard’s Project Zero. Using strategies from Making Thinking Visible [5], Agency by Design [6] and Teaching for Understanding [7] we will explore the development of a cohesive learning platform that prepares learners to embrace diversity and develop acceptance and empathy. Keywords: learner agency, post-normality, creativity, critical reflection, communication, collaboration REFERENCES 1. 2. 3. 4. 5. 6. Sardar, Z. “Welcome to post-normal times”, Futures, 42(5), 2010, pp. 435-444. Friedman, T. “Thank you for being late”, Great Britain: Picador, 2016, p. 461. Ryan, R. & Deci, E. “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being”, American Psychologist, 55(1), 2000, pp. 68-78. Ritchhart, R. “Creating cultures of thinking: The eight forces we must truly master to transform our schools”, San Francisco, Josey-Bass, 2015, p. 368. Ritchhart, R., Church, M. & Morrison, K. “Making thinking visible: How to promote engagement, understanding and independence for all learners”, San Francisco, Josey-Bass, 2011, p. 294. Clapp, E., Ross, J., Oxman Ryan, J. & Tishman, S. “Maker-centered learning: empowering young people to shape their worlds”, San Francisco, Josey Bass, 2017, p. 225. © 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. th Filodiritto Editore – 9 International Conference the Future of Education Blythe, T. “The teaching for understanding guide”, San Francisco, Jossey-Bass Publishers, 1998, p. 144. st Harari, Y. “21 Lessons for the 21 Century”, London, Random House, 2018, p. 416. USAWC. “Origins of VUCA” Accessed online 5.5.19 – http://usawc.libanswers.com/faq/84869 Attenborough, D. “Sir David Attenborough: Climate change our greatest threat” accessed 5.5.19 – https://www.bbc.com/news/science-environment-46398057 Gladwell, M. “Outliers: The story of success”. London, Allen Lane, 2008, p. 299. Oxford Dictionary, Accessed online 5.5.19 – https://en.oxforddictionaries.com/word-of-the-year/word-of-the-year-2016 Brotherton, R. “Suspicious Minds: Why We Believe Conspiracy Theories” (2016) London, Bloomsbury Publishing, p. 304. d’Ancona, M. “Post-Truth: The New War on Truth and How to Fight Back”, 2017, London, Elbury Press, p. 167. Origgi, G. “Reputation: What it is and why it matters”, Oxfordshire, Princeton University Press, 2018, p. 273. Kakutani, M. “The death of truth” London, William Collins, 2018, p. 208. Perkins, D. “Future Wise: Educating our children for a changing world”, San Francisco, Josey-Bass, 2014, p. 274. Csikszentmihalyi, M. “Creativity: Flow and the psychology of discovery and invention”, New York, Harper Perennial, 2013, p. 456. Kelley, D. “Creative Confidence: Unleashing the Creative Potential Within Us All”, London, Harper Collins, 2013, p. 281. © th Filodiritto Editore – 9 International Conference the Future of Education Using Wargames for Teaching Social Sciences in Secondary Schools. An Erasmus+ Experience Alonso Mateo Gómez1, Agnieszka Kucharska Widera2 University of Castilla La Mancha, Spain1 Zespol Szkol Mistrzostwa Sportowego, Poland2 Abstract Teaching effectively social sciences to secondary school students poses a challenge nowadays to teachers. Triggering their interest in recent history needs the use of appealing strategies. In order to face this and other educational challenges, in 2016 schools from Spain, Italy, Poland, Turkey, Czech Republic and Bulgaria started an Erasmus+ association and presented an innovation project called ‘Historical Board Games for Peace. Making History Alive’. It was approved by the Spanish National Agency to be run for two years, till 2018. With this project we introduced the use of historical board games, commonly known as wargames, into the process of teaching history to students. There is little experience with board games in teaching. Normally their use is related to military intelligence training. Indeed, historical board games have a huge, teaching potential because students are actively involved in the learning process, develop logical thinking, decision making, creativity and discover history as a dynamic process, linking it to active citizenship. This potential had not been developed enough in school education. Although there had been some isolated experiences with the use of board games for teaching purposes, there were no major projects involving international cooperation and there wasn’t much awareness of their possibilities for school education. Through our project we tried to seize this potential. We played several strategy games with the pupils participating in the project and also had a common wargame ‘Twillight Struggle’ based on the Cold War, which was played in the different meetings. We also created a new cooperative boardgame called ‘Refugees’ based on the refugee crisis in Europe. This project had a transnational approach to the teaching of social sciences. The issues addressed, improved the quality and efficiency of education in our schools and enhanced creativity and innovation of the students involved. In addition, the methodology based on Content and Language Integrated Learning offered a more dynamic approach to teaching. Keywords: Social Sciences, Citizenship, Wargames, CLIL, Erasmus+ REFERENCES 1. 2. Arnold, T. (1998). “How to Make Your History Class Hop with Excitement (At Least Once a Semester): Designing and Using Classroom Simulations.” The History Teacher, 31(2), pp. 193-203. Cooper, D. F. & Klein, J., (1980). “Board wargames for decision making research," European Journal of Operational Research, Elsevier, vol. 5 (1), pp. 36-41, July. doi:10.1016/0377-2217(80)90071-5. © 3. th Filodiritto Editore – 9 International Conference the Future of Education Palmer, M. (2016). Red versus blue: Cold War games. Agora, Vol. 51, No. 2, Jun 2016: pp. 51-58. ISSN: 0044-6726. © th Filodiritto Editore – 9 International Conference the Future of Education Web 2.0 Technology Integrated Personalized Learning in CLT for EAP at least CEFR Level B2 Rumondang Miranda Marsaulina1 Institut Teknologi Del, Indonesia1 Abstract This study was about the technology lecturers’ low international EAP test scores due to learning barriers restricting them to continue their study for professional development. The study aims to explore a learning framework for foreign language learners whose profession is a technology lecturer to reach international EAP test score equivalent to CEFR minimum level B2. The subject of the study was the EAP learning methods referred by 48 active lecturers in an open questionnaire and semi interview. The method was qualitative with primary and secondary data collected for 6 months. All data were content analysed. The main finding shows Personalized Learning in a Communication Teaching Language (CLT) way integrated with Web 2.0. technology based on Heutagogy approach is to be the appropriate learning framework for the lecturers. The study contributes to the production of an effective learning framework helping EFL learners to get their EAP test score increased at least for CEFR level B2. Keywords: CEFR, EAP, methods, Personalized Learning REFERENCES 1. 2. 3. 4. 5. 6. Carlsen, Cecilie Hamnes and Bart Deygers. “The B2 level and its applicability in university entrance tests”, VOX Norwegian Agency for Lifelong Learning, Leuven, Centrum voor Taal en Onderwijs, 2014, pp. 18-28. Council of Europe, Language Policy Division. “Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) a manual)”, retrieved on April 2017 from https://www.ecml.at, Strasbourg, 2009, pp. 7-16. Guthrie, James et al., “Using Content Analysis as a Research Method to Inquire into Intellectual Capital Reporting”. Journal of Intellectual Capital retrieved from https://www.researchgate.net/publication/242336296_Using_Content_Analysis _as_a_Research_Method_to_Inquire_Into_Intellectual_Capital_Reporting, Bingley, MCB University Press, Emerald, 2004, pp. 282-293. Howton, Robyn.” Turn your classroom into a personalized learning environment”, retrieved on 26 October 2018 from https://www.iste.org/explore/article8/16/2017, 2017. Law of RI No.12 in 2012 section 5c. Mahapatra, Santosh. “Using Web 2.0 tools for teacher professional development: a case study, selected papers from the fourth International © 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. th Filodiritto Editore – 9 International Conference the Future of Education Teacher Educator Conference Hyderabad, India Innovation in English Language Teacher Education ELTAI-British Council,” 2014. Marsaulina, Rumondang Miranda, “Laporan Akhir Penelitian Dosen Pemula (PDP)”, 2017. Marsaulina, Rumondang Miranda, “Coping with barriers towards good CEFR th level in academic English”, TEFLIN 2018 Proceeding The 65 TEFLIN International Conference, Universitas Negeri Makassar, Indonesia”, 2018, 170 Moritoshi, Paul. “Perspectives on the role of English as an International Language”, retrieved on 5 June 2017 from https://www.birmingham.ac.uk/documents/collegeartslaw/cels/essays/sociolinguistics/moritoshi6.pdf, Birmingham, University of Birmingham, 2001, pp. 1-19. Panadero, Ernesto. “A Review of Self-regulated Learning: Six Models and Four Directions for Research”, Frontiers in Psychology, V (8) 422, 1-28 retrieved in 2018 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5408091/pdf/fpsyg08-00422.pdf, 2017,pp. 1-28 Regulation of MenPan and RB No. 17 in 2013 on Functional Level of Lecturers Perry and Bodkin. “Content analysis of Fortune 100 company Web sites”, Corporate Communications: An International Journal, V (2), 2000, pp. 87-97. Public Broadcasting Service. “Do You Speak American? Perspectives on Written and Spoken English”, retrieved on 2 May 2016 from http://www.pbs.org/speak/education/curriculum/high/perspectives/, 2015. Rubenstein, Grace. “Ten Tips for Personalized Learning via Technology”, retrieved on 26 October 2018 from https://www.edutopia.org/stw-differentiatedinstruction-ten-key-lessons, 2010. st Saudelli, M.G. “The Balancing Act: International Higher Education in the 21 Century”, Sense Publisher retrieved from https://books.google.co.id/books, 2015, p. 161. Stringer, Dave et al., “From Pedagogy to Heutagogy: A Teaching and Learning Continuum”. Yasuda, Sachiko. “An Overview of the English University Curriculum: A conceptual framework for curricula innovation”, Bulletin of KIKAN Education, Vol. 1, 2015, Fukuoka, Kyushu University, 2015, pp. 102-117. © th Filodiritto Editore – 9 International Conference the Future of Education Learning Games and Media © th Filodiritto Editore – 9 International Conference the Future of Education Edu-larp Paths in Education: A Pedagogic Research on Ethnic Prejudice and Empathy through Games Andrea Maragliano1 University of Genoa, Italy1 Abstract The society we live in leads us to rethink education and communication languages, especially in educational processes concerning children and adolescents. It seems increasingly difficult to build meaningful educational experiences able to involve young people in transformative processes and overcome the ingrained “nihilistic sense”. The new digital paradigm and the evolving perceptions of corporeal forms bring some crucial changes we need to explore. The social science teachings need, therefore, to be renewed to better deal with knowledge and skills in an interactive environment, promoting creativity, aesthetics, global and critical thinking and to promote relevant societal change. A possible educational method to tackle these realities can be given by the Educational Live Action Role Play (hereafter “Edu-larp”). An Edu-larp is a live role-playing game in which the narration is not only told but also played in first hand by the participants with their body and their actions. Players interact each other by interpreting a character and playing fictitious situations in a real space (“magic circle”). Despite the Edu-larp still being a growth method, several studies are highlighting its specific benefits, which include: identity exploration, communities building and cooperation, transversal skills, didactic media, problem solving, empathy, and self-awareness. The presented study builds on the findings of an experimental research on two migration-themed Edu-larps: “Youth On The Run” which simulates the migratory journey of an asylum seeker family from Somalia to Italy for 24 hours; and “300, the battle of the tent cities” which simulates a 4-hour municipal meeting in which the participants have to decide the placement of 300 refugees arriving in their city. It aims to enquire whether both games have significant effects on the participants’ empathy and ethnic prejudices. The research was conducted on 82 subjects who partook an Edu-larp, using an open-question survey, psychometric scales and Implicit Association Test (IAT). The test was iterated three times: one week before, one week after and three months after the game. This paper will present the research design, the first reflections on the relationship between a “game for social change”, and possible Edu-larp paths in future of education. Keywords: Edu-larp, Empathy, Ethnic Prejudice, Game for Social Change, Educational Research, Intercultural Education © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Stenros, J., & Montola, M. “Nordic larp”, Cophenagen, Knudepunkt Book, 2010 Bowman, S, L. (2010). The functions of role-playing games: How participants create community, solve problems, and explore identity. Jefferson, NC: McFarland and Company, Inc. Mochocki, M. “Edu-larp as revision of subject – matter knowledge”, International Journal of Role-Playing, 2013, 4, pp. 55-75. Emotional Safety Manifesto, retrieved from https://emotionalsafety.home.blog/ Kriz, W. C. “A systemic-constructivist approach to the facilitation and debriefing of simulations and games”, Simulation & Gaming, 41(5), 2010, pp. 663-680. Bateson, G. “The message This is play”, Group processes, 1956, (2), pp. 145241. Huizinga, J. “Homo ludens”, London, ROUTLEDGE & KEGAN PAUL, 1938 Caillois, R. “Les jeux et les hommes. Le masque et le vertige”, Paris, Galliard, 1958. Morin, E. “La tête bien faite. Repenser la réforme. Réformer la pensée”, Paris, Le Seuil, 1999. Mezirow, J. “Transformative dimensions of adult learning”, San Francisco, CA, Jossey-Bass, 1991. Kolb D. A., Fry R. “Twoard an applied theory of experiential learning” In C. Cooper (Ed.) Theories of Group Process, London, Jhon Wiley, 1975. Calvani, A. “Per un’istruzione evidence based. Analisi teorico-metodologica internazionale sulle didattiche efficaci e inclusive”, Trento, Edizioni Erickson, 2012. Schön, D. A. “Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions”, San Francisco, Jossey-Bass Publishers, 1987. Rossi, P. G. “Didattica inattiva. Complessità, teorie dell’azione, professionalità docente”, Milan, Franco Angeli, 2011. Simkins, D. “The arts of larp: Design, literacy, learning and community in liveaction role play”, Jefferson: NC, McFarland, 2014. Gjedde, L. “Role game playing as a platform for creative and collaborative learning”, European Game Based Learning Conference Proceedings, England, Academic Conferences International Limited, 2013. Gee, J. P. “What Video Games Have to Teach Us About Learning and Literacy”, New York, Palgrave Macmillan, 2003. Flanagan, M. “Making games for social change”, AI & SOCIETY, 2006, 20(4), pp. 493-505. Zagal, J. P. “A framework for games literacy and understanding games” Proceedings of the 2008 Conference on Future Play: Research, Play, Share, pp. 33-40, ACM. Traverso, A. “Metodologia della progettazione educativa: competenza, strumenti e contest”, Roma, Carocci, 2016. © th Filodiritto Editore – 9 International Conference the Future of Education Music Education © th Filodiritto Editore – 9 International Conference the Future of Education Primary Pupil’s Perceptions of their Participation in a Performative Music Project – Crianças ao Palco Sandrina Milhano1, Jenny Sousa2, Sara Lopes3 Escola Superior de Educação e Ciências Sociais IPLeiria/Centro de Estudos em Educação e Inovação IPLeiria/CICS.NOVA.IPLeiria, Portugal1 Escola Superior de Educação e Ciências Sociais IPLeiria/CICS.NOVA.IPLeiria/ Centro de Estudos em Educação e Inovação IPLeiria, Portugal2 Escola Superior de Educação e Ciências Sociais IPLeiria/CICS.NOVA.IPLeiria/Portugal3 Abstract The present study is based on a socio-cultural perspective of music education, in which the contexts of musical participation and learning that are provided to the children can assume an important role in the formulation of their perceptions, in the opinions and attitudes that they build and rebuild on music and on themselves. It focuses on understanding the musical and socio-cultural contribution of the project named Crianças ao Palco, a music project available since 2010 in the Leiria region, in Portugal, for primary schools. This project aims to develop and improve pupil’s artistic, cognitive and social skills through a voice selection process in order to participate in a final musical performance [1]. As suggested by Milhano [2] in a study developed with pupils from the same region, musical participation in the different contexts of primary music education seems to be an activity participated in only by a minority. They include children participation in musical activities both at school as a compulsory subject, and outside school as an elective subject in formal and informal dimensions. Suggestion was made upon the importance of nurturing pupil’s opportunities to actively take part in each one of the potential and desirable contexts of music education, especially music at primary school [3]. The present study aimed to understand the meanings assigned by pupils to the experience of participating in the project, characterizing their contexts of musical participation, before and after the experience. Results were drowned on a questionnaire survey, made available online to pupils participating in the final shows between the years 2010 and 2017, and on structured interviews made with parents and primary school teachers. Results suggests that, for many pupils, the project allowed their first contacts with professional musicians, and later, encouraged their search for opportunities for a greater musical involvement as the pursuit of further studies in music education. The positive experiences and musical, social and emotional memories gathered by pupils generated new musical perspectives in their lives and ways of participation and involvement. Keywords: Music participation, music performance, professional musicians, school music © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. Milhano, S.; Sousa, J; Magueta, L; Lopes, S. M. “Crianças ao Palco – relatório técnico de avaliação do projeto”, Leiria, Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Leiria, 2018. Milhano, S. “Primary school children’s opportunities and motivations in music: a research in different contexts of music education”, Barcelona, EDULEARN12 International Association for Technology, Education and Development, 2012. Milhano, S. “Reshaping identities musically: a cross-sequential research with children”, In Ascott, R. & Girão, L.M. (eds.), CR12 Presence in the Mindfield: Art, Identity and the Technology of Transformation, Aveiro, Universidade de Aveiro, 2011, pp. 181-186. Pitts, S. “Roots and routes in adult musical participation: investigating the impact of home and school on lifelong musical interest and involvement”, British Journal of Music Education, 26:3, Cambridge, Cambridge University Press, 2009, pp. 241-256. Hargreaves, D. J. “The developmental Psychology of Music”, Cambridge, Cambridge University Press, 1996. Hendry, L. B., Kloep, M. & Wood, S. “Young people’s use of unprotected time and contexts: challenges, resources and risk”, In Colozzi, I and Giovannini, G (eds.), Unprotected Time of Young People in the E.U, Brussels, Alma Mater Foundation, University of Bologna and Philip Morris Institute, 2002, p. 32. Burr, V. “An introduction to social constructionism”, London, Routledge, 1995, p. 28. © th Filodiritto Editore – 9 International Conference the Future of Education Visual Concretization of Musical Concepts as Applied by Engineers: A Case Study Johanna Maria Roels1, Peter Van Petegem2 University of Antwerp, Department of Training and Education Sciences, Belgium1,2 Abstract Brain research has shown that vision is our most dominant sense and that more information is absorbed visually than through any of the other senses. How visual techniques may contribute to developing musical skills is an area that remains largely unexplored. The current case reports on how two engineers – students from my piano class – integrated cognitive visual strategies to handle musical complexities. Their approach illustrates how engineering knowledge and skills can be applied to creating music and comprehending musical concepts. This study indicates that our neural networks can be trained to become more sophisticated and foster the intellectual capacity to solve musical intricacies. In addition, we also suggest that music teachers may benefit from the problem-solving attitude and visual thinking abilities of engineers as a valuable transdisciplinary input to find solutions to specific problems. Keywords: brain research, engineers, keyboard, music, visual learning REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. Ansari, D., De Smedt, B., & Grabner, R.H. “Neuroeducation – A Critical Overview of An Emerging Field”, Neuroethics, 5, 2012, pp. 105-117. Baukel, C.E., & Ausburn, L.J. “Verbal-visual preferences of working engineers”, European Journal of Engineering Education, 4 (6), 2018, pp. 660677. Berylia. “The Klavarskribo documentary part 1”, 2014, August 31, Retrieved from https://www.youtube.com/watch?v=efTv05nWNhk Felder, R.M., & Silverman, L.K. “Learning and Teaching Styles in Engineering Education”, Engineering Education, 78(7), 1988, pp. 674-681. Johnson, B. R., & Onwuegbuzie, A.J. “Mixed Methods Research: A Research Paradigm Whose Time Has Come”, Educational Researcher, 33(7), 2004, pp. 14-26. Jonassen, D. H., & Grabowski, B. L. “Handbook of Individual Differences, Learning, and Instruction”, Hillsdale, NJ, Lawrence Erlbaum, 1993. Smith, J. A., Flower, P., & Larkin, M. “Interpretative phenomenological analysis: Theory, method and research”, London, UK, Sage, 2009. Van Manen, M. “Researching Lived Experience: Human Science for an Action Sensitive Pedagogy”, Ontario, Althouse,1990. nd Wolfe, P. “Brain Matters: Translating Research into Classroom Practice. 2 ed.”, Alexandria, VA, ASCD, 2010. © th Filodiritto Editore – 9 International Conference the Future of Education Science Education © th Filodiritto Editore – 9 International Conference the Future of Education “Science with Bobert” a Successful Online Introductory Science Course Created with the Help of my Dog Charles A. Smith1 Our Lady of the Lake University, United States1 Abstract A highly successful online introductory science course (with lab component) has recently been developed at Our Lady of the Lake University (OLLU) in San Antonio, Texas. The course is designed for undergraduate non science majors. The objective of the course is to introduce today’s science in a fun and interactive way through “do-athome” activities, original video, and animations of scientific concepts. Integral to the course is a YouTube Channel titled “Science with Bobert” where the videos in this channel revolve around the instructor, Dr. Smith, and his dog, Bobert. The videos combine humour, music, slow motion video, and Claymation to explain scientific concepts found in our daily lives. Topics include Newton’s Laws, pressure, density, and forces. Fundamental discussions of probability, surface area, meteorology, polymers, radioactivity, and microbes are also investigated. The course guides students in applying scientific concepts through hands-on activities demonstrated with each topic. For instance, students create their own cell phone blocker through a simplistic understanding of light, make objects levitate using static electricity, or play catch with bubbles with an appropriate application of surface tension. All activities students are asked to perform require the use of items found in the home or easily available at a store. In each activity students repeat what they saw in the video and document (i.e., take pictures) their successful attempt. This is followed by the student modifying the activity in some minor way at their choosing and documenting any change in the result of their modified activity. Students then post a statement along with their documentation on an online discussion group devoted to the course. This presentation discusses common barriers to a successful online course and an overview of how “Science with Bobert” appears to overcome these barriers. The positive impact of the course on student interest and engagement in science is evidenced through student course evaluations, improved passing rates, and the excitement reflected in postings obtained from the online discussion group. Keywords: online education, science, outreach REFERENCES 1. Aslanian, C. B., and D. L. Clinefelter. 2013. “Online college students 2013: Comprehensive data on demands and preferences.” Louisville, KY: The Learning House, Inc. © th Filodiritto Editore – 9 International Conference the Future of Education Cross-Sectoral Competences for Physics Graduates Mile Dželalija1 University of Split, Faculty of Science, Croatia1 Abstract Physics, with their general concepts, principles and laws, is widely considered to be the fundamental base for other natural sciences, technology, engineering, biosciences, and many other fields. Physics involves the study of all measurable aspects of the matter, energy and interactions. It touches many aspects of peoples’ lives giving elements for many key questions in the society. But, on the other hand, the perception of the society is not in line to the above when talking about physicists. Recent decade, according to discussions and conclusions at various events of physic associations, for example within the Forum of Physics and Society of the European Physical Society [1], young physics graduates have a set of strengths, but also weaknesses in relation to the society needs. Their strengths are related to the performance in health sector, energy, environmental protection and food security. The main strengths of being a physicist are strong knowledge and skills in problem solving and modelling complex systems, strong intrinsic technical and cultural motivations, effective skills for various occupations related to policy making, business, consulting, etc. Also, the key weaknesses have been identified, which are related to cultural understanding of what it means to be “physicists” and student aspiration for the career path, lacking of information of potential jobs, poor possess by students of cross-sectoral competences [2] (team work, communication, entrepreneurial skills, cultural awareness and expression, social and civic competence, etc.), lacking interests by physics graduates to spend time and effort to interact with the non-traditional labour market world, and to decode potential industrial applications. In this study we have analysed which of key competences [3] are missing by students and physics graduates, and how to integrate achievements of those competences into the formal curricula or other forms of learning, which could give graduates better position at the labour market and society. Further, we have discussed the knowledge and skills from physics that could be given to graduates in other fields, for their better competitiveness. Keywords: Cross-sectoral competences, physicists, formal, non-formal and informal learning REFERENCES 1. 2. 3. European Physical Society, Report from the Forum Physics and Society meeting, Physicists in the Market Place, CERN, Switzerland, 2012. European Skills Competence, Qualifications and Occupations Taxonomy, https://ec.europa.eu/esco/portal/home Council recommendation on key competences for lifelong learning, Official Journal of the European Union, C189/1, 2018. © 4. 5. th Filodiritto Editore – 9 International Conference the Future of Education World Economic Forum, how young people can boost competitiveness, 2014, http://www.weforum.org/agenda/2014/case-youth-driven-competitiveness/ Surname, N. “Title of the work”, Name of Journal/Work/Source, City, Publishing House, Year, pages. © th Filodiritto Editore – 9 International Conference the Future of Education Eco-social Literacy: Circular Economy Conceptions in Initial Teacher Training Gema Sánchez-Emeterio1, Conceição Figueira2 UCLM, Toledo Faculty of Education, Spain1 IPL, Lisbon School of Education, Portugal2 Abstract The serious environmental degradation in which we are immersed and the speed of its rise, make necessary evolve into a new paradigm of environmental education where citizenship empowers through the acquisition of skills that allow them to make a way of life more sustainable. In this sense, the circular economy provides a key framework. The main objective of this work is to analyze what are the conceptions that have students from last year of the degree of primary education on some, essentially, of the key environmental aspects of the circular economy. For, based on them, to prepare a proposal of scientific literacy, enabling them to acquire the necessary skills to develop ecosocial processes of teaching and learning in the classrooms of primary education. To do this, the questionnaire has been used as an information collection tool, through intentional sampling with declared data. An analytical study was done in which both numerical and non-numeric primary data have been obtained. With the data obtained, a mixed analysis, quantitative and qualitative, was carried out. The main results have shown that: 1) The lack of knowledge about key ecological aspects of the circular economy is very high among the surveyed students 2) Most of the respondents have loop references on the correct answers. It is concluded that effective ecosocial literacy is necessary with students who are going to perform teaching and learning processes in the early educational stages of the next generations. Keywords: Ecosocial Literacy, Circular Economy, Initial teacher Training, Misconceptions, Science Didactics. REFERENCES 1. 2. 3. 4. Prieto-Sandoval, V., Jaca, C. & Ormazabal, M. “Economía circular: Relación con la evolución del concepto de sostenibilidad y estrategias para su implementación”. Memoria Investigaciones en Ingeniería, 2017,15, pp. 85-95. González, G. & Vargas-Hernández, J.”The circular economy as a factor of social responsibility”, Economía Coyuntural, Revista de temas de perspectivas y coyuntura, 2017, 2(3), pp. 105-130. Liu, Z., Adams, M., Cote, R., Geng, Y. & Li, Y. “Comparative study on the pathways of industrial parks towards sustainable development between China and Canada”, Resources, conservation and recycling, 2018, 128, pp. 417-425. Nelson, B., Aron, R. & Francek, M. “Clarification of Selected Misconceptions in Physical Geography”, Journal of Geography,1992, 91(2), pp. 76-80. © 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. th Filodiritto Editore – 9 International Conference the Future of Education Munson, B. “Ecological missconceptions”, Journal of Environmental Education, 1994, 24(4), pp. 30-34. Ames, B. & Gold, L. “Environmental pollution, pesticides, and the prevention of cancer: misconceptions”, The FASEB Journal, 1997, 11(13), pp. 1041-1052. Khalid, T. “Pre-service teachers’ misconceptions regarding three environmental issues”, Canadian Journal of Environmental Education, 2001, 6, pp. 102-120. Fernández, J., Rodríguez, F. & Solís, E. “Cuáles son las concepciones que tiene el alumnado sobre el uso, gestión y contaminación del agua en primero de bachillerato? Estudio de caso”, Enseñanza de las ciencias: revista de investigación y experiencias didácticas, 2013, (Número extraordinario), pp. 1233-1239. Almeida, A., García, B. & Sánchez-Emeterio, G. “Assessment of pre-service teachers’ knowledge of the impact of livestock production on global warming: a comparative study between Portugal and Spain”, International Journal of Environmental Studies, 2016, 73(6), pp. 939-953. Korhonen, J., Honkasalo, A. & Seppälä, J. “Circular Economy: The Concept and its Limitations”, Ecological Economics, 2018, 143, pp. 37-46. Hass, W., Krausmann, D., Wiedenhofer & Heinz, M. “How circular is the global economy? An assessment of material flows, waste production, and recycling in the European Union and the world in 2005”, Journal of Industrial Ecology, 2015, 19(5): pp. 765-777. Pozo J.I. & Cantero, M. “Del pensamiento formal a las concepciones expontáneas: ¿Qué cambia en la enseñanza de las ciencias?, Infancia y aprendizaje, 1987, 38, pp. 35-52. Campanario, J.M. & Otero, J.C. “Más allá de las ideas previas como dificultades de aprendizaje: Las pautas de pensamiento, las concepciones epistemológicas y las estrategias metacognitivas de los alumnos de ciencias”, Enseñanza de las ciencias, 2000, 18(2), pp. 155-169. Smith, J., di Sessa, A. & Rocschelle, J. “Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition”, Journal of the Learning Sciences, 3(2) (1993-1994), pp. 115-163. © th Filodiritto Editore – 9 International Conference the Future of Education Educational and Experiential Activities, for Students and Teachers of Mathematics and Sciences, in a Classical Museum of Archeology Ruti Segal1, Dror Segal2 Shaanan – Academic College of Education, Israel1 Museum of Archeology in Gan-Hashlosha, Israel2 Abstract The Museum of Archeology in Gan-Hashlosha was inaugurated on an ancient biblical mount in the early 1960s, in the heart of a spectacular national park in the western part of the Beit She’an Valley. The museum collects and displays archeological collections and ancient artifacts, representing many ancient that thrived along the shores of the Mediterranean Sea and the Aegean Sea. Those cultures include Minoan, Mycenaean, Classical Greece, Etruscan, Roman, Persian, Egyptian and more. The museum also displays archaeological artifacts from excavations in the Beit She’an Valley. Dan Lifschitz, a Swiss citizen living today in Italy, donated this exotic collection. The exhibits are rare and spectacular, as can be seen only in the world's most important museums. Many students, from kindergarten to K12, who have interest in history, archeology, Bible, etc., visit this archeological museum. We propose here a novel approach to the study of science as enrichment and the integration of exact sciences and life sciences, archeology, and ancient art. This activity, beyond the educational experience, demonstrates to both students and teachers that it is possible to combine and use mathematics, geochemistry or biology, even in archaeological research and in museum exhibitions. Here, students can learn the potential in integrating other scientific fields. The activity shows them that their future occupations will probably be interdisciplinary. We will gradually introduce the full program, which will progressively adapt for all ages of kindergartens to K12 and their teachers in the relevant fields. Keywords: Archeology, Museum, Mathematics, Sciences REFERENCES 1. 2. 3. 4. 5. 6. 1966, Museum of Mediterranean archaeology, Nir- David, Israel. Jucker I, and Avida U, 1991, Italy of the Etruscans, the Israel Museum, Jerusalem. Brewer, E. J. (1999). Geometry and Op art. Teaching Children Mathematics, 6 (4), 220. Clements, D. H., Sarama, J. (2000). Young Children’s Ideas about Geometric Shapes. Teaching Children Mathematics, 6(8), pp. 482-488. Remijan, W. K. (2019). STEAMing Up Linear Functions. Mathematics Teacher, 112 (4), pp. 250-256. Van Hiele, P. M. (1999). Developing Geometric Thinking through Activities that Begin with Play. Teaching Children Mathematics, 5(6), pp. 310-316. © 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. th Filodiritto Editore – 9 International Conference the Future of Education Van de Walle, J. A. (2001). Geometric thinking and geometric concepts. Elementary and middle school mathematics: Teaching developmentally. Brezovnik, A. (2017). The benefits of fine art integration into mathematics in primary school. Center for Educational Policy Studies Journal, 5(3), pp. 11-32. Bush, S. B., Karp, K. S., & Nadler, J. (2015). Artist? Mathematician? Developing Both Enhances Learning! Teaching Children Mathematics, 22(2), pp. 61-63. Cai, J., Hwang, S., Jiang, C., & Silber, S. (2015). Problem-posing research in mathematics education: Some answered and unanswered questions. In Mathematical Problem Posing (pp. 3-34). Springer, New York, NY. Cai, J., Moyer, J. C., Wang, N., Hwang, S., Nie, B., & Garber, T. (2013). Mathematical problem posing as a measure of curricular effect on students’ learning. Educational Studies in Mathematics, 83(1), pp. 57-69. Natsoulas, A. (2000). Group symmetries connect art and history with mathematics. The Mathematics Teacher, 93(5), p. 364. Olson, J. C., & Knott, L. (2013). When a problem is more than a teacher’s question. Educational Studies in Mathematics, 83(1), pp. 27-36. Silver, E. A. (2013). Problem-posing research in mathematics education: Looking back, looking around, and looking ahead. Educational Studies in Mathematics, 83(1), pp. 157-162. Silverstein, L. B., & Layne, S. (2010). What is arts integration. Washington, DC: The Kennedy Center for the Performing Arts. Van Harpen, X. Y., & Presmeg, N. C. (2013). An investigation of relationships between students’ mathematical problem-posing abilities and their mathematical content knowledge. Educational Studies in Mathematics, 83(1), pp. 117-132. © th Filodiritto Editore – 9 International Conference the Future of Education Engineering Design Process in Education Mehmet Güvenilir1, Melis Olcay2 Hisar School, Turkey1,2 Abstract The world is evolving, and people and technology are evolving simultaneously; however, education and the integration of STEM (Science, Technology, Engineering, and Mathematics) to school curriculums is falling behind these rapid changes. In the modern world system where technology is one of the main centers of attention, it’s crucial for technology to be added as a significant part of school curriculums to be taught systematically in classrooms for the greater development of future generations. Although the current system has certain flawed aspects, it’s never late for refinements. For this universal problem that applies to schools all over the world, there’s a simple, pragmatic and fertile suggestion: the Engineering Design Process. The EDP consists of 11 steps that allows students to develop their projects. It has a format that can, and should, be thought everywhere and be applied to all projects no matter the field. We, as two high school students interested in robotics, have seen the vigorous impact the EDP had over us. Starting high school, our knowledge in robotics was limited and we had a hard time planning and using our time and resources effectively. When we met the EDP, this rough process of planning became very simple and clear because we had a guideline. After a short notice, we started to use the EDP not only in our robot building processes but also in other aspects of our daily lives where we were in the continuous trial to overcome obstacles. Keywords: Technology, STEM, Engineering Design REFERENCES 1. 2. 3. 4. 5. Ertas, A., Jones, J. C., The Engineering Design Process, John Wiley and Sons, New York, 1996. Lumsdaine, E., Lumsdaine, M., Shelnutt, J. W., Creative Problem Solving and Engineering Design, McGraw-Hill, Inc., New York, 1999. 1.3: What Is the Engineering Design Process?” 1.3: What Is the Engineering Design Process?VEX EDR Curriculum, curriculum.vexrobotics.com/curriculum/intro-to-engineering/what-is-theengineering-design-process.html st Applied Educational Systems, Inc. “What Are 21 Century Skills?” Digital Curriculum for CTE & Elective Teachers, www.aeseducation.com/careerreadiness/what-are-21st-century-skills. Mangold, J., & Robinson, S. (2013). Green Manufacturing and Sustainable Manufacturing Partnership. Retrieved May 05, 2019, from https://escholarship.org/content/qt8390918m/qt8390918m.pdf © th Filodiritto Editore – 9 International Conference the Future of Education Factors Influencing Teachers on a Competency-Based Curriculum Reform Implementation Mohamed Suleiman1 University of Leeds, United Kingdom1 Abstract To improve the quality of education, reflective for the current societal demands, many countries undergo a curriculum reform. It has been a decade since Tanzanian secondary education curriculum underwent a reform, moving from a content-based to a competency-based curriculum (CBC). The CBC aimed to make teaching and learning more interactive and effective, incorporating technological advancements within the curriculum. However, despite efforts to change teaching from teacher-centred to student-centred, including learning by doing, the teachers’ practices said to contradict with the CBC reform. Many studies conducted in the Tanzanian context in response to the CBC argue that it has not been implemented as intended because of several constraints such as resources. However, little is known about how teachers negotiate these difficulties within CBC enactment. This study explored the factors that influence teachers’ CBC enactment, and how teachers negotiate those factors. A qualitative approach was applied, with 21 in-depth interviews and four focus group discussions (FGD), subsequently analysed through thematic analysis. The conceptual framework adopted connected three categories of factors of influence; Personal, Internal and External (PIE), as developed by Ryder and Banner (2013). The findings indicated a state of entanglement of the three groups of factors, pulling at each other, resulting in a high degree of tension between the teachers and CBC enactment. Because of this tension, the teachers experienced a state of conformity, subterfuge, accountability and resistance to CBC enactment all at once. In addition, high stake national assessment and school league tables have had a negative impact on the CBC reform enactment in Tanzanian secondary education. The study finds that teachers’ professional development for CBC enactment must bear in mind the local country-context and situated experiences that influence teachers’ perceptions of various facets of the curriculum and its subsequent implementation. Keywords: Competency-based curriculum, enactment, accountability REFERENCES 1. 2. Ball, S.J., Maguire, M., Braun, A., 2012. How schools do policy: Policy enactments in secondary schools. Routledge, London; New York. Chisholm, L., Leyendecker, R., 2008. Curriculum reform in post-1990s subSaharan Africa. International Journal of Education and Development. 28, pp. 1995-2005. https://doi.org/10.1016/j.ijedudev.2007.04.003 © 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Crujeiras, B., Jiménez-Aleixandre, M.P., 2013. Challenges in the implementation of a competency-based curriculum in Spain. Thinking Skills and Creatives. 10, pp. 208-220. https://doi.org/10.1016/j.tsc.2013.07.001 Darling-Hammond, L., Bransford, J. (Eds.), 2005. Preparing teachers for a changing world: what teachers should learn and be able to do. Jossey-Bass, San Francisco, CA. Gauthier, R.F., 2013. The competency-based approach to curriculum reform in five African countries: What can we learn from the 2008-2009 evaluation? Journal Education and Practice. 43, pp. 429-439. https://doi.org/10.1007/s11125-013-9289-3 Goodson, I.F., 2003. Professional knowledge, professional lives: studies in education and teaching, Professional Learning. Open Univ. Press, Maidenhead. th Kelly, A.V., 2009. The curriculum: theory and practice, 6 ed. ed. SAGE Publications, Thousand Oaks, CA. Mellegård, I., Pettersen, K.D., 2016. Teachers’ response to curriculum change: Balancing external and internal change forces. Teacher Development. 20, pp. 181-196. https://doi.org/10.1080/13664530.2016.1143871 Paulo, A., Tilya, F., 2014. The 2005 secondary school curriculum reforms in Tanzania: Disjunction between policy and practice in its implementation. Journal of Education and Practice. 5, pp. 114-122. Ryder, J., Banner, I., 2013. School Teachers’ Experiences of Science Curriculum Reform. International Journal of Science Education. 35, pp. 490514. https://doi.org/10.1080/09500693.2012.665195 Smith, L.K., Southerland, S.A., 2007. Reforming practice or modifying reforms? Elementary teachers’ response to the tools of reform. Journal of Research and Science Teaching. 44, pp. 396-423. https://doi.org/10.1002/tea.20165. Tanzania Institute of Education (TIE), 2007. Curriculum for ordinary secondary education in Tanzania. © th Filodiritto Editore – 9 International Conference the Future of Education Harnessing the Power of Digital Badges to Help Create Future Ready Graduates Anne Marie O’Brien1 Athlone Institute of Technology, Ireland1 Abstract Higher education has seen an upsurge in recent times in the use of digital badges for the recording of student achievement. According to Dowling-Hetherington & Glowtaz [1], many students in higher education today have grown up with the internet and consider digital media to be a very useful learning tool. A digital badge represents an accomplishment in the same way that a traditional badge such as one received from the girl guides would have. However, a digital badge is available online and contains all the meta-data and links required to explain its context and meaning. In essence digital badges provide three things motivation, status recognition and evidence of achievement [2]. Taking all this into account, they have the potential (when used correctly) to become an alternative system for awarding micro-credentials. The piece of work undertaken for this paper looked at a large-scale pilot study to award digital badges to participants and category winners in Ireland’s first Science Undergraduate Research Experience (SURE) network conference (2018) aimed at students from Ireland’s Institutes of Technology. The conference ran simultaneously over three venues with 28 oral presenters, 64 poster presentations and almost 600 delegates. A total of 104 digital badges were awarded from the SURE network with an acceptance rate of 79%. A follow up survey of recipients revealed that while 90% had never come across a digital badge they found it easy to accept and 75% said they would use it on LinkedIn and their CVs (Curriculum Vitae). The recipients found the badges a motivating factor and while some expressed concerns that employers might not recognize their value, 58% stated that they would be useful for their careers. Following on from this successful pilot, digital badges will be used in subsequent SURE network conferences with an annual evaluation measuring the impact of the badges planned. Keywords: Digital badge, badges, Undergraduate, Conference, skills REFERENCES 1. 2. 3. Dowling-Hetherington, L. & Glowtaz, M. “The Usefulness of Digital Badges in Higher Education: Exploring the Students’ Perspectives”, Irish Journal of Academic Practice, Dublin, 2017.6(1). Gibson, D., Ostashewsk, N., Flintoff, K. & Grant, S. and Knight, E. “Education and Information Technologies Education”. The Official Journal of the IFIP Technical Committee on Education. 2013, pp. 403-410. Anderson, D & Selva, S. “Postgraduate Digital Badges in Higher Education: Transforming Advanced Programs Using Authentic Online Instruction and © 4. 5. 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Assessment to Meet the Demands of a Global Marketplace” Procedia - Social and Behavioural Sciences, 2015, pp. 18-23. Rimland, E. “Micro-credentials and Digital Badges”, Library Technology Reports, Chicago, American Library Association, 2019, pp. 1-34. Borrás-Gené, O. “Use of digital badges for training in digital skills within higher education” IEEE, Spain, 2018, pp. 1-7. NUIG, Allaboard. [Online] Availableat: http://www.allaboardhe.ie/digital-badges [Accessed 30 4 2019]. Cellexplorers. [online] Available at: https://www.cellexplorers.com/open-badge [Accessed 30 4 2019]. Cross, S, Whitelock, D. & Galley, R. “The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses,” International Journal of e-Assessment, 2014 4(1). Suarta, I., Ketut Suwintana, I. & Fajar Pranadi Sudhana. “Employability skills st required by the 21 -century workplace: a literature review of labour market st Demand”, 1 International conference on Technology and Vocational Teachers, Advances in Social Science, Education and Humanities Research, Atlantis press, 2017, (102). Bull, M. “Soft skills take hard-hitting role in modern jobs market” [Online] Available at: https://www.randstad.co.uk/about-us/press-releases/randstadnews/soft-skills-take-hard-hitting-role-in-modern-jobs-market [Accessed 29 4 2019]. © th Filodiritto Editore – 9 International Conference the Future of Education Learning Environmental Sustainability by Experiments: Using Chitosan in Plant Growth Lashyn Sandalkhan1, Elif Ersoz2 Hisar School, Turkey1,2 Abstract Especially in recent years, due to climate change, the globally significant increase in the food demand, and particularly the dangerous consumption of farmlands, the wish for harmless as well as environmentally friendly food commodities have initiated the search for an alternative biological method that can meet this demand. Chitosan, obtained from chitin, is a natural biomaterial found to be effective in agricultural use in increasing the crop productivity and showing sufficient resistance against pathogens without the need for hazardous chemical substances. Chitin is found in various organisms, such as fungi, marine and freshwater sponges as well as in the exoskeleton of many invertebrates, and can be extracted easily from the waste shells of crabs and shrimps produced by the Seafood industry. Moreover, this natural polymer is the second largest renewable carbon source, making the production of chitosan an economic interest. Chitosan based materials are being investigated by researchers to be used in agricultural purposes. In the experiment, we tested effect of chitosan to germination period and growth rate of two different wheats, Triticum aestivum and Triticum monococcum. It was observed that seeds soaked in chitosan germinated earlier than the seeds soaked in water. As AP Biology students, we have been learning plant growth, organic molecules, and human impact on ecosystems. The scientific skills that we’ve gained through the year helped us expressing ourselves in different areas such as doing research and projects beyond the exams. Environmental sustainability and biodiversity protection are the biggest challenges for the future. With this project, we tried to see the effects of alternative methods in plant growth by using an organic waste derivative-chitosan and the importance of sustainable agricultural methods for the future of humanity. Keywords: chitin, chitosan, wheat REFERENCES 1. 2. 3. Fatima, B., Fatima, M., Razouk, R. 2018. “Chitin/Chitosan’s bio-fertilizer: usage in vegetative growth of wheat and potato crops.” Chitin-chitosan-myriad functionalities in science and technology. Zeng, D., Luo, X. 2012. Physiological effects of chitosan coating on wheat growth and activities of protective enzyme with drought tolerance. Open Journal of Soil Science. 2: pp. 282-288. El-Kenawy, M. 2017. “Effect of chitosan, salicylic acid and fulvic acid on vegetative growth, yield and fruit quality of Thompson seedless grapevines.” Egyptian Journal of Horticulture. 44: pp. 45-59. © 4. 5. 6. 7. 8. 9. th Filodiritto Editore – 9 International Conference the Future of Education Malerba, M., Cerana, R. 2018. Recent advances of chitosan applications in plants. Polymers. 10: p. 118. Salachna, P., Zawadzinska A. 2014. Effect of chitosan on plant growth, flowering and corms yield of potted fressia. Journal of Ecological Engineering. Khan, W.M., Prithiviraj, B., Smith, D.L. 2002. Effect of foliar application of chitin and chitosan oligosaccharides on photosynthesis of maize and soybean. Photosynthetica. 40: pp. 621-624. Orzali, L., Corsi, B., Forni, C., Riccion, L. 2017. Chitosan in agriculture: a new challenge for managing plant disease. Biological activities and application of marine polysaccharides. Ayoub, A., 1999. Fertilizers and the environment. Nutrient Cycling in Agroecosystems. 55: pp. 117-121. Boonlertnirun, S, Boonraung, C., Suvanasara R. 2008. Application of Chitosan in Rice Production. Journal of Metals, Materials and Minerals. 18: pp. 47-52. © th Filodiritto Editore – 9 International Conference the Future of Education Motors in Theory and Real Life Deniz Uzun1, Cem Yurdusev2 Hisar School, Turkey1,2 Abstract th th In 9 grade we learned about work power, energy; in 10 grade we learned about th electricity and magnetism and in 11 grade we will learn about force and motion [1]. When we examined our current textbooks and the textbooks we’ll be using in the following years, we couldn't obtain any information on the transfer of power produced by an electric motor to a mechanical system [2]. While building robots for our extracurricular activities, although we achieved some success by using the trial and error method, as a part of the elective mechatronics course we’re enrolled in, we had to prove that a system we designed would work scientifically, before physically building it. So, we designed a system that lifts a cap with a mass of 0.335 kg and places it on a 60cm tall pole. To prove that this system will work; first, the force required to lift a cap was measured by using the torque formula. Then, the power was calculated by measuring the current of the system and multiplying it by the potential difference. Next, the speed in the form of m/s was found. Afterwards, the circuit was supplied with a battery powerful enough to create a force that satisfies the torque formula. The force exerted was calculated by knowing the perpendicular distance and torque (torque is constant), by using trigonometry. The arm rotates from 0 to 60 centimeters. The force exerted on the system in each interval of the rotation until it reached 60 centimeters in altitude was found by determining the perpendicular distance of the arm in key positions. Then, the torque formula was applied to find the force required to lift the object at those positions. The calculations showed that the system should have been able to lift the cap, but tests showed otherwise. After some research, we came to the conclusion that this was a result of energy loss during the transfer. So, we attached the arm to a system with a gear reduction of 5/2 and tested the minimum amount of force required to lift the cap. The arm started to lift after a greater force than what we had calculated was applied. By doing this, we managed to calculate the loss of energy due to the friction between the two gears. Keywords: Power, Torque, Energy Transfer, Force REFERENCES 1. 2. “Application-Based Learning: Making Education Fun!” Cyber Innovation Center cyberinnovationcenter.org VEX Robotics Inc. Gravity Rush. 04/30/2019. (retrieved from) education.vex.com. © 3. 4. 5. 6. th Filodiritto Editore – 9 International Conference the Future of Education VEX Robotics Inc. 8.4: Gear Ratios. Curriculum. (retrieved from) vexrobotics.com (2019). McGraw-Hill Education.Glencoe Physics: Principles & Problems, Student Edition.USA.McGraw-Hill Companies (2005). 孟 令 君 . “More Schools May Look to Offer Robotics.” China, www.chinadaily.com.cn VEX Robotics Inc. STEM Lab Guide. (retrieved from) ducation.vex.com © th Filodiritto Editore – 9 International Conference the Future of Education Multidisciplinary Strategies in Education Michela Tramonti1, Luigi Tramonti2, Alden Meirzhanovich Dochshanov3 EU-Track Association, Italy1,2,3 Abstract Multidisciplinary method represents the most efficacious way of managing the knowledge allowing the practice and evaluation of students’ technical and nontechnical skills. Multidisciplinarity should not be seen as a method opposed to specialization but, as summarized by Bohr’s phrase “contraria sunt complementa”, the two methods can be integrated into a new process of approach to concepts. In addition, multidisciplinarity can be a real social experiment in which students and teachers join into different levels of organization and interaction. In fact, multidisciplinarity consists of three levels: pluridisciplinary, interdisciplinary and transdisciplinary. Each one has its own difficulty degree and represents an approach to the concept under examination, gradually deepening its relations with different disciplines at the level of pluri- and multidisciplinarity, until the concept itself has been overcome – at the level of transdisciplinarity. The last, actually, presents itself not as a method but as a real philosophy, an approach to a dynamic world in which social interactions mix with cultural pluralism. Multidisciplinary approach, through these levels, has been enriched from the pedagogical point of view as studied by J. Piaget and subsequently by B. Nicolescu. Thus, in the article three aforementioned levels of multidisciplinarity are considered and analyzed in detail. From the point of view of a different participation of students and teachers the corresponding behaviors and training paths are proposed. Keywords: Multidisciplinary, Interdisciplinarity, Pluridisciplinary, Transdisciplinarity, Research, Method, Philosophy REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. Dochshanov, A. and Tramonti, M., 2017, May. A Multidisciplinary Approach in th STEM Education. In Conference Proceedings. “The Future of Education. 7 edition”, pp. 68-71. Tramonti M, Tramonti L. 2018, March. Facilitating Science Learning through a Multidisciplinary Approach. In Conference Proceedings. “New Perspectives in Science Education”, pp. 549-552; Guilford J.P., “Creativity”, American Psychologist Press, 1950. Bohr N, “Atomic physics and human knowledge”, Wiley, New York,1998. Heisenberg W, “Physics and philosophy”, Allen and Unwin, London, 1963. Piaget J., Bruner J.S. et al., “Pedagogia strutturalista”, Torino, Paravia, 1982. Shannon C.E., Weaver W., “The mathematical theory of communication”, University of Illinois Press,1949. Bird, Graham. Kant’s Theory of Knowledge: An Outline of One Central Argument in the ‘Critique of Pure Reason’. Routledge, 2016. © 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Piaget J., “Le scienze dell’uomo”, Universale Laterza, Bari, 1983. Nicolescu, B. “Transdisciplinarity – Theory and Practice”, (Ed.), Hampton Press, Cresskill, NJ, USA, 2008. Nicolescu, B. “Manifesto of Transdisciplinarity”, State University of New York, (SUNY) Press, New York, 2002. Achard, Sophie, and Ed Bullmore. “Efficiency and cost of economical brain functional networks”. PLoS computational biology 3.2 (2007): e17. © th Filodiritto Editore – 9 International Conference the Future of Education Pedagogical Research Methodology in Would-Be Biology Teachers’ Theses Petr Novotný1, Vanda Janštová2 Charles University, Faculty of Science, Department of Teaching and Didactics of Biology, Czech Republic1,2 Abstract As we want the students to be able to analyze and work with information, it is necessary to enhance such competence of the potential teachers in particular. The “teacher as researcher” is becoming synonymous with the “teacher as professional”, who keeps track in self-development and is involved in research. Therefore, we have conducted a content analysis to find out the methodology level of would-be biology teachers’ theses, because we believe such an analysis is one of the possible ways of gaining an idea about the success of future teachers’ preparation. We analyzed all these (n=199) defended at both departments that prepare biology teachers in Prague, Czech Republic in years 2014-2016. We identified 80 main or supplementary pieces of research, mainly quantitative (77%), the most frequently used tool for acquiring data was a questionnaire (61%). Although many of these researches were methodologically acceptable, we found a large number of fundamental methodological misconduct – 41% cases do not specify the method of sampling, 90% questionnaire-based researches use newly constructed research tool and 61% of them were done without pilot tool validation; 62% of researches presented data without even basic statistical processing. There was a significant difference between two faculties in methodological practice we believe to be caused by including a specialized course in study plan. A further research on building would-be teachers pedagogical research methodology knowledge is needed to investigate how to best fulfill an idea of “teacher as professional”. Keywords: would-be teacher education, biology, thesis, research methodology, pedagogical research REFERENCES 1. 2. 3. 4. 5. st T. Younès, ‘Biological education: Challenges of the 21 Century’, Biol. Int., vol. 39, pp. 8-13, 2000. R. P. Feynman, ‘Cargo cult science’, Eng. Sci., vol. 37, no. 7, pp. 10-13, 1974. V. Fueyo and M. A. Koorland, ‘Teacher as researcher: A synonym for professionalism’, J. Teach. Educ., vol. 48, no. 5, pp. 336-344, 1997. G. S. Hine, ‘The importance of action research in teacher education programs’, 2013. V. Janštová and P. Novotný, ‘Didaktický výzkum jako součást závěrečných prací studentů učitelství biologie’, Sci. Educ., vol. 8, no. 2, Dec. 2017. © 6. 7. 8. th Filodiritto Editore – 9 International Conference the Future of Education R Core Team, R: A Language and Environment for Statistical Computing. Vienna, Austria: R Foundation for Statistical Computing, 2015. K. Koenig, M. Schen, and L. Bao, ‘Explicitly Targeting Pre-service Teacher Scientific Reasoning Abilities and Understanding of Nature of Science through an Introductory Science Course.’, Sci. Educ., vol. 21, no. 2, 2012. V. Lamanauskas and D. Augienė, ‘Scientific research activity of students preservice teachers of sciences at university: Significance, readiness, effectiveness and career aspects’, J. Balt. Sci. Educ., vol. 15, pp. 746-758, 2016. © th Filodiritto Editore – 9 International Conference the Future of Education The Model of “Fundamental Values and Factors of Landscape” Proposed for Education and Practice of Landscape Architecture S-Hassan Taghvaei1 Department of Landscape Architecture, Shahid Beheshti University, Iran1 Abstract The methods and applied models for education practice and study in design-oriented st courses faces new issues at the outset of 21 century. Here, education and practice of Landscape architecture crosses many disciplines and new challenges such as climate changes, tsunami of new Lifestyles and fabrics as visual information in particular. While the impacts of natural and built elements and factors with their environmental diversity beside the cultural dimensions are very important in planning and design process. In both of global and local scales, the lack of special setting and independent identity related to native paradigms and values, human activities as a treasure of culturalecological values is an important problem in education of landscape architecture. This paper, firstly addresses the potential contribution of both “Environmental tacit knowledge” of landscaping and cultural values in Iran. Besides, a short overview on coping with the components of landscape to help alleviating part of those issues. The second and major scope is introducing the “model of Fundamental Values and Factors of Landscape” (model of FVFL) for education and research of landscape architecture and practice. The key questions are: 1. What are the challenges and appropriate approach for the education of landscape architecture? 2. How can various aspects of knowledge and arts influence the way we educate design, construct and manage landscape and develop urban and rural landscapes? In an effort to answer the questions, the paper concentrates on introducing research’ findings and case studies through author’s field studies and teaching landscape design courses in Shahid Beheshti University (SBU) since 2003. The recommendations are based on an approach to education and practice of Ecological Landscape Design at SBU as first MLA program in Iran. Finally, in order to cover these delicate discussions, the article presents main concepts and FVFL Model as a method of design education related to environment, cultural paradigms, behavior setting and of today characteristics of developing rural areas, urban settlements and cities. Keywords: Design education, Model of Fundamental, Values and Factors of Landscape, Environmental Tacit Knowledge, Ecological Landscape Design © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. Jellicoe, G. & Jellicoe, S. “The landscape of man: shaping the environment rd from prehistory to the present day” (3 Edition). New York: Thames and Hudson, 1998. Makhzoumi, J. & Pungetti, G. “Ecological landscape design and planning”. Taylor & Francis, 2003. Taghvaei, S-H. “Tacit Knowledge and Deep Ecology: A Hermeneutic Approach to the Concept of ETK in Landscape Architecture”, Journal of Environmental Sciences, 6(1), 2008, pp. 111-121. Taghvaei, S-H. “Landscape Architecture: An Introduction to Theory and Meanings”, Tehran, Shahid Beheshti University Publishing Press, 2012. Motloch, J. L. “Introduction to landscape design”. John Wiley & Sons, 2001. Swaffield, S. (Ed.). “Theory in landscape architecture: a reader”. University of Pennsylvania Press, 2002. Nasr, S. H. “Views of Islamic Thinkers on Nature”, Tehran, Kharazmi Publishing Company, 1998. Laurie, M. “Introduction to landscape architecture” American Elsevier Pub. Co., 1975. Devall, B., & Sessions, G. “Deep ecology”, Utah, Gibbs M. Smith, Inc., 1985. Leopold, A. “A Sand County Almanac”, London, Oxford University Press, 1968. McHarg, I. L. “Design with nature”. New York: American Museum of Natural History, 1969. Scott, A. “Dimensions of Sustainability”, E & FN Spon, 1998. Golkar, K. “Creating Sustainable Pace: Reflections on Urban Design Theory”, Tehran, Shahid Beheshti University Publishing Press, 2011. Thompson, I. H. “Ecology, Community and Delight: Sources of Values in Landscape Architecture”. Routledge, 2005. Simonds, J. O. “Landscape architecture: A manual of Site Planning and rd Design”, (3 Edition), McGraw-Hill Book Company, 1998. Birksted, J. (Ed.). “Relating architecture to landscape” Taylor & Francis, 2004. Taghvaei, S-H., Alidoost, Sh. & Mobarghaei Dinan, N. “A Framework for Landscape & Urban Riverside’s Improvement Based on Ecosystem Services Case Study: Sefidrud River in Astaneh Ashrafieh”, Journal of Architecture and Urban Planning, 10(18), 2018, pp. 77-92. Taghvaei, S. H. & S. A. Hashemi Zadegan. “Relating to pedestrian Route and Expressway (Case study: Resalat expressway; The part joining Bayhaghi and Seyedkhandan terminal)”. Bagh-e Nazar, 13(39), 2016, pp. 5-26. Thompson, C. W. “Activity, exercise and the planning and design of outdoor spaces”. Journal of Environmental Psychology, 34, 2013, pp. 79-96. © th Filodiritto Editore – 9 International Conference the Future of Education Which Skills Do High School Students See as Improving Thanks to Chemistry Irena Chlebounová1, Petr Šmejkal2 Charles University, Faculty of Science, Czech Republic1,2 Abstract The research has been focused on feelings, attitudes and usefulness of Chemistry for life for students in their last year of learning Chemistry. The study was done at an eight-year “common” grammar school. The group of 102 (18-19 years old) students from six different classes got a questionnaire with 21 statements and 33 open questions. By using 11-point Likert scale, they indicated their progress or regress in skills and competencies in Chemistry during last three years. Open questions gave students an opportunity to comment the marks they made on the Likert scale. Students were taught by four teachers with different teaching styles (two of them using teachercentered model while the other two student-focused model with elements of active learning). The questionnaires were analyzed using common statistical methods to reveal differences between groups. The paired t-test accompanied by qualitative explanation showed significant differences between two educational styles. Unlike the teacher-centered education, the student-focused active learning has resulted in increased self-confidence in case of all 21 statements among the respondents. Keywords: key competencies, teaching methods, active learning REFERENCES 1. 2. 3. 4. Juriševič, M. et al., “The Interplay of Students’ Motivational Orientations, their Chemistry Achievements and their Perception of Learning within the Hands-On Approach to Visible Spectrometry”, Chemistry Education Research and Practice, Vol. 13, The Royal Society of Chemistry, 2012, pp. 237-247. Canelas, D., Hill, J. L., Novicki A. “Cooperative Learning in Organic Chemistry Increases Student Assessment of Learning Gains in Key Transferable Skills”, Chemistry Education Research and Practice, Vol. 18, The Royal Society of Chemistry, 2017, pp. 441-456. Tarhan, L. et al., “A Jigsaw Cooperative Learning Application in Elementary Science and Technology Lessons: Physical and Chemical Changes”, Research in Science and Technological Education, Vol. 31, No. 2, Taylor and Francis, 2013, pp. 184-203. Hong, Z., “Effects of a Collaborative Science Intervention on High Achieving Students’ Learning Anxiety and Attitudes toward Science”, International Journal of Science Education, Vol. 32, No. 15, Taylor and Francis, 2010, pp. 1971-1988. © 5. 6. 7. th Filodiritto Editore – 9 International Conference the Future of Education O’Grady, A., Simmie, G. M., Kennedy, T. Why Change to Active Learning? Pre-Service and In-Service Science Teachers’ Perceptions, European Journal of Teacher Education, Vol. 37, No. 1, 2014, pp. 35-50. Partanen, L. “Student-Centered Active Learning Approaches to Teaching Quantum Chemistry and Spectroscopy: Quantitative Results from a Two-Year Action Research Study”, Chemistry Education Research and Practice, Vol. 19, The Royal Society of Chemistry, 2018, pp. 885-904. Mariscal, A. et al., “A Game-Based Approach to Learning the Idea of Chemical Elements and their Periodic Classification”, Journal of Chemical Education, Vol. 93, American Chemical Society and Division of Chemical Education, Inc., 2016, pp. 1173-1190. © th Filodiritto Editore – 9 International Conference the Future of Education Working Together to Promote Science Learning in the Context of Sustainable Agriculture: A Collaborative Action Research Sittichai Wichaidit1, Patcharee Rompayom Wichaidit2, Prasan Chalardkid3 Faculty of Learning Sciences and Education, Thammasat University, Thailand1 Faculty of Science and Technology, Thepsatri Rajabhat University, Thailand2,3 Abstract This research aims to enhance local science teacher’s ability to manage learning activities that promote the implication of scientific knowledge and sufficiency economy principle to sustainable agriculture. Collaborative action research which was utilized to improve instructional process and professional development simultaneously contained the following stages; 1) the successful cases of sustainable agriculture management were analyzed to build a framework for learning activity development, 2) research participants collaboratively planed the research project together, 3) basic information was collected, 4) learning activities was designed, 5) the 4 stages of action research cycle (plan, do, observe, and reflect) were implemented in the classroom by the participating teacher and researchers, 6) the learning activities were revised after the implementation. The result of reflecting the successful cases of sustainable agriculture management indicated that scientific knowledge and skills played an important role in sustainable agriculture and sufficiency economy principle because they are parts of knowledge and rationality in the principle. The result of professional development showed that the teacher had an ability to organize learning activity that improved student’s inquiry skills by having students observe, pose questions and find the answers by themselves. The result of student’s learning indicated that student’s understanding of sustainable agriculture was at high level, student’s understanding of sufficient economy was at moderate level, student’s problem-solving skill was at moderate level, and student’s awareness about the importance of sustainable agriculture for the conservation of natural recourses was at high level. Moreover, the learning activities from this collaborative action research could be used in the school to which the context is similar. Keywords: sufficiency economy, sustainable agriculture, professional development, collaborative action research REFERENCES 1. 2. Ultay, Neslihan; Calik, Muammer. “A Thematic Review of Studies into the Effectiveness of Context-Based Chemistry Curricula”, Journal of Science Education and Technology, 21, 6, 2012, pp. 686-701. Lele, Sharachchandra M. “Sustainable Development: A Critical Review”, World Development, 19 6, 1991, pp. 607-621. © 3. 4. 5. 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Sagor, R. “How to conduct collaborative actions research”, Alexandria, VA: Association for Supervision and Curriculum Development,1992. Tseng, Chung-Hsien; Tuan, Hsiao-Lin; Chin, Chi-Chin “How to Help Teachers Develop Inquiry Teaching: Perspectives from Experienced Science Teachers”. Research in Science Education,43,2, 2013, pp. 809-825. Ireland, J.E, Watters, J.J., Brownlee, J. & Lupton, M. “Elementary Teacher’s Conceptions of Inquiry Teaching: Messages for Teacher Development”. Journal of Science Teacher Education, 23, 2012, pp. 159-175. DOI 10.1007/s10972-011-9251-2. Golding, Clinton. “The Teacher as Guide: A Conception of The Inquiry Teacher”, Educational Philosophy and Theory, 45, 1, 2013, pp. 91-110. Edwards, Susan. (2015). Active Learning in the Middle Grades Classroom: Overcoming the Barriers to Implementation. Middle Grades Research Journal. 10(1), pp. 65-81. Smart, J.B & Marshall, J.C. Interactions between Classroom Discourse “Teacher Questioning, and Student Cognitive Engagement in Middle School Science”. Journal of Science Teacher Education, 24, 2013, pp. 249-267. DOI 10.1007/s10972-012-9297-9. Madhuri, G.V. Kantamreddi, V.S.S.N & Prakash Goteti, L.N.S. “Promoting higher order thinking skills using inquiry-based learning”, European Journal of Engineering Education, 37,2, 2012, pp. 117-123, DOI: 10.1080/03043797.2012.661701. rd Kemmis, S., & McTaggart, R. (Eds.). “The action research planner (3 ed.)”, Geelong, Victoria: Deakin University Press, 1988. © th Filodiritto Editore – 9 International Conference the Future of Education Studies on Education © th Filodiritto Editore – 9 International Conference the Future of Education A Perfect Learning Day: Perceptions of Secondary School Students about the Ideal School Sandra Valentim1, Carla Freire2 ESECS – Politécnico de Leiria, Portugal1 ESECS, CI&DEI, CICS.NOVA.IPLeiria – iACT, Politécnico de Leiria, Portugal2 Abstract The technological evolution of recent years has opened doors to new challenges in several fields. In Education, more than ever, it seems necessary to develop educational processes that keep the students’ interest in the classroom. These students seem increasingly distant from teachers, unaware, highly motivated to use technologies and needy of active strategies that allow them to remain encouraged to learn. The present research emerged from the difficulty in feeling students engaged in classes and the need to understand the reasons of this demotivation, which leads many students to indiscipline and school failure. An opportunity arose to collaborate in a research project on pedagogical practices and innovative learning environments, the DELLI Project. This was the mobile for the elaboration of a diagnosis, whose purpose was to perceive what would be an ideal day of classes for secondary school students. The study objectives were to identify the students’ perceptions regarding the idealized school and to contribute with suggestions of improvement of teaching practices, in order to identify the difficulties felt in the classroom and other areas where one can intervene improving learning. The research was based on the Qualitative Paradigm and on a descriptive study, anchored in assumptions of a Design Thinking model. The diagnosis was made at two public schools, where data was collected through a nonformal instrument, to encourage free responses appealing to critical ability to anonymously express perceptions regarding what students believe to be a perfect school day. A content analysis was performed in search for answers in the words of the participants. It was concluded that an ideal school day for these students implies the accomplishment of some changes in teaching-learning strategies. Changes related to flexibility, both in terms of timetables and classroom spaces, and especially in the way of being, in the ability of teachers’ openness and accompaniment to the way in which their students are taught. We hope this study contributes to an evolution in the performance of schools and teachers, leading to an approximation of what students see as an Ideal School. Keywords: Students, Teachers, Pedagogical Practices, Significant Learning, Renewal, Design thinking REFERENCES 1. Pedro, N., & Matos, J. F. “Salas de aula do futuro: novos designs, ferramentas e pedagogias”, in Ensinar a aprender! O saber da ação pedagógica em © 2. 3. 4. 5. 6. th Filodiritto Editore – 9 International Conference the Future of Education práticas de ensino inovadoras: Atas digitais do 3o Seminário Nacional Investingando Práticas de Ensino em Sala de Aula, 1º Seminário Internacional de Práticas Inovadoras Pedagógicas, Curitiba, 2015, pp. 15-29. Futurure Classroom Lab “Laboratórios de Aprendizagem: cenários e histórias de aprendizagem”, Lisbon, 2015, pp. 1-14. Pedro, N. “Ambientes educativos inovadores: o estudo do fator espaço nas ‘salas de aula do futuro’ portuguesas” in Revista Tempos e Espaços Em Educação 6597, 2017, pp. 99-108, Retrieved from http://dx.doi.org/10.20952/revtee.v10i23.7448 Ferreira, V., & Almeida, H. N. “Kit de ferramentas para diagnósticos participativos”, Coimbra, CES – Centro de Estudos Sociais da Universidade de Coimbra, 2016, Retrieved from http://lge.ces.uc.pt/outputs.php#primeiro_cont Mateus, A. “Product/Brand co-creation methodology crossing Marketing, Design Thinking, Creativity and Management: IDEAS(R)EVOLUTION”, Universidade de Évora, Évora, 2016. Vilelas, J. “Investigação – O Processo de Construção do Conhecimento”. Lisboa: Edições Sílabo, 2017. © th Filodiritto Editore – 9 International Conference the Future of Education Academic Integrity – The Issue of Tomorrow? Statistical Analyses of Large Survey among University Students Zdena Lustigova1 Charles University in Prague, Czech Republic1 Abstract This paper presents large survey-based results (more than 300 respondents), revealing the basic behavioural patterns in students’ approach to an academic dishonest by admitting or refusing cheating behaviour, by collecting opinions, prejudices, evaluation, and also by reflecting perceptions of cheating among students and its criticism or acceptance. The data were collected within the academic year 2016 by two universities and one high education institution. The leading institution was Charles University in Prague. The information record for each student is represented by 61 variables, of both categorical and quantitative nature, describing 1) basic demographic characteristics, 2) general approach to cheating and its frequency, 3) frequents practice of cheating and their acceptance, 4) cheating scenarios and 5) personal reasons (excuses) for cheating. To ensure the reliability and validity of research design and results, the whole study was conducted manually with questionnaires in a printed form. Their delivery and recollection were anonymous. Statistical analyses revealed three basic behavioural patterns among possible 56. Their frequencies changed with the type and form of study, age, gender and different combinations of above mentioned. Data cross-checking enabled to reveal the level of self-censorship, which was (not surprisingly) highest among the group of in-service teachers. Keywords: academic integrity, cheating behavioural patterns, future teachers, in-service teachers REFERENCES 1. 2. 3. 4. Darrin, T. “Factors That Explain Academic Dishonesty Among University Students in Thailand”. Ethics & Behavior, 27:2, 2017, pp. 140-154. Ewell, P. “Making the Grade: How Boards Can Ensure Academic Quality.” Second Edition, Association of Governing Boards of Universities and Colleges, 2012. Malcik, M., Miklosikova, M. “Holistic and Serialistic Thinking as a Factor Influencing Text Comprehension and Strategy for Dealing with Tasks”. th Proceedings: 10 International Technology, Education and Development Conference (INTED), Valencia, SPAIN, 2016, pp. 2897-2902. Taradi, S., Taradi, M., & Dogas, Z. “Croatian medical students see academic dishonesty as an acceptable behaviour: A cross-sectional multicampus study”, Journal of Medical Ethics, 38, 2012, pp. 376-379. © 5. 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Munoz-Garcia, A., & Aviles-Herrera, M. “Effects of academic dishonesty on dimensions of spiritual well-being and satisfaction: A comparative study of secondary school and university students.” Assessment & Evaluation in Higher Education, 39, 2014, pp. 349-363. Kolski, T., Weible, J. “Examining the Relationship Between Student Test Anxiety and Webcam Based Exam Proctoring”. Available at https://www.academia.edu/37558222/Examining_the_Relationship_Between_ Student_Test_Anxiety_and_Webcam_Based_Exam_Proctoring Morrin, R. “Getting a Grad Degree in Cheating. 2006. Available at: http://www.pewresearch.org/2006/09/26/getting-a-grad-degree-in-cheating/ Kukolja Taradi S, Taradi M, Knežević T, et al., “Students come to medical schools prepared to cheat: a multi-campus investigation”. Journal of Medical Ethics 2010; 36: pp. 666-670. Massachusetts Institute of Technology What is academic integrity? 2019. Available at: https://integrity.mit.edu/ Murphy, B. “Harvard cheating scandal ends in dozens of forced withdrawals.” Retrieved from Huff Post College: http://www.huffingtonpost.com/2013/02/01/harvard-cheating-scandal_n_2600366.html 2013. © th Filodiritto Editore – 9 International Conference the Future of Education Alignment of Civil Engineering Technology Graduate Attributes: Employer, Graduate and Actual Performance Tze-Mi Yong1, Angzzas Sari Mohd Kassim2, Nuramidah Hamidon3, Mohammad Ashraf Abdul Rahman4, Tuan Noor Hasanah Tuan Ismail5, Chee-Ming Chan6 Faculty of Engineering Technology, Universiti Tun Hussein Onn Malaysia, Malaysia1,2,3,4,5,6 Abstract The Programme Learning Outcomes attainment, which relate to the graduate attributes outlined in the Engineering Technology Programme Accreditation Manual, of the first batch of graduates of the Bachelors Degree of Civil Engineering Technology (Environment) programme were subjected to assessments. The assessments were triangulated with results from the graduates’ personal perspective, the employers’ views, and the actual performance of the graduates at the end of their 4-year study. Similar survey questions with direct reference to the learning outcomes were forwarded to graduates and employers. The responses were then correlated with that of actual performance and attainment of the graduates as recorded per course throughout the 4year programme duration. Overall, it was found that the employers had very positive impression of the graduates, as was evident in the highest attainment levels recorded for all 9 PLOs. This is indicative of the graduates meeting the industry’s expectations, at least in terms of entry level competency and skills set for further specific retooling at the respective industries. On the other hand, graduates judged their attainment rather accurately in terms of mastery of the practical skills, teamwork, lifelong learning, ethics and leadership, with close gap between their survey responses and academic records. The fact that graduates thought highly of their knowledge acquisition level (PLO1) when the actual performance was about 20% lower in this primary attribute suggests confidence and maturity entering the job market. Skills in the areas of communication, critical thinking and entrepreneurship were perceived to be not as highly polished by the graduates nonetheless, when the actual assessment showed otherwise. This alignment study provides invaluable insights to the overall effectiveness of programme delivery, in terms of curriculum and syllabus content coverage, industrial needs and programme nurturing exercise compatibility, as well as programme delivery expediency. This finding would enable a more precise and incisive diagnosis of constructive alignment within the programme architecture, i.e., well-defined relationship between the assessments, course learning outcomes and PLOs. It is also a sounding board for future students’ expectations and needs, where course contents, tasks, activities and corresponding assessment methods could be refined in an objectively guided manner. Keywords: Programme Learning Outcomes, student’s performance, employers, soft skills © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. Engineering Technology Accreditation Council, BEM, 2015. Engineering Technology Programme Accreditation Manual 2015. Engineering Technology Accreditation Council, Board of Engineers Malaysia, Malaysia. Andrews J. & Higson H., 2010. Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study. Journal Higher Education in Europe, 33(4): pp. 411-422. Lim Khong Chiu, Nor Idayu Mahat, Basri Rashid, Norhanim A. Razak & Hamimi Omar, 2016. Assessing Students’ Knowledge and Soft Skills Competency in the Industrial Training Programme: The Employers’ Perspective. Review of European Studies, 8(1): pp. 123-133. Linda Darling-Hammond, 2006. Assessing Teacher Education: The Usefulness of Multiple Measures for Assessing Program Outcomes. Journal of Teacher Education, 57(2): pp. 120-138. Hussey, T. & Smith, P., 2018. Learning outcomes: a conceptual analysis. Journal Teaching in Higher Education, 13(1): pp. 107-115. Vehmaa, A.; Karvinen, M.; Keskinen, M., 2019. Building a More Sustainable Society? A Case Study on the Role of Sustainable Development in the Education and Early Career of Water and Environmental Engineers. Sustainability, 10(8): p. 2605. © th Filodiritto Editore – 9 International Conference the Future of Education Double the Effort: How Counselor-Parent Partnership Encourages Child Education Amal Taha Fahoum1, Manar Najjar2 Sakhnin College for Teacher Education, Israel1,2 Abstract The participation of parents in their children’s educational environment is a dynamic process which has become very significant to the study of education and child development. Our research question looked at this process but within the context of Arab schools in Israel and focused on the perspective of the educational advisor. The purpose of this research was to describe and analyze the perspective of educational advisors towards parents’ involvement and the effect it has on the educational environment of the child. The question at the center of this study is therefore what effect does parents’ involvement in their children’s schooling have of the educational environment in the Arab community? And more specifically, whether that effect is positive for the environment of the child. In conducting this research, we interviewed 12 Arab elementary teachers. Those interviews were later transcribed and analyzed and yielded a number of conclusions. First, teachers believe that parents’ involvement is necessary to create a healthy educational environment. Second, a partnership between the educational advisor and parents positively affects the child’s selfconfidence, and his or her academic achievements. Third, parents’ involvement has a positive effect to a certain extent; over-involvement would harm the child’s educational environment. Fourth, in spite of the rise in parents’ involvement, there is not a strong partnership between them and the educational advisor. As a result, most cases of involvement occur when the child is facing trouble. Overall, educational advisors in Arab schools think parents’ involvement is necessary for creating a healthy educational environment for the child. Keywords: education, parental involvement, childhood development, counselors, Arab, Israel REFERENCES 1. 2. 3. 4. 5. Noy, B. “School, Home and their Relationships”. Fifty Years of Israeli Education (1999): pp. 815-834. Caplan, Judith, Deborah Perkins-Gough, and Shanara McKinnon. Essentials for Principals: Strengthening the Connection between School and Home. National Association of Elementary School Principals, 2001. Friedman, I., and I. Fisher. “Parents and School: Attitudes and Levels of Involvement”. Jerusalem: Henrietta Szold Institute (2003). Abu Yunis, H. – in Hebrew ‫יונס אבו‬, ‫ח‬. ‫ראיתם ומזוויות ההורים של מבטם מנוקדת הספר בבית הורים מעורבות תרומת‬ ‫התלמידים של‬. (2007 ‫"מוסמך" תואר לקבלת מחקר עבודת‬, ‫דרבי אוניברסיטת‬: ‫לחינוך החוג‬ © 6. 7. 8. 9. 10. 11. th Filodiritto Editore – 9 International Conference the Future of Education Givton, D. “Grounded Theory”. Genres and Traditions in Qualitative Research (2001). Hammersley, M., and Paul A. “Insider Accounts: Listening and Asking Questions”. Ethnography: Principles in Practice 2 (1995): pp. 124-156. Erhard, R. – in Hebrew‫ארהרד‬, ‫ר‬. ‫מיטבי חינוכי אקלים‬-‫והתערבות לאבחון ערכה‬. ‫משרד‬ ‫החינוך‬, ‫( ולפיתוח למחקר היחידה ייעוצי פסיכולוגי שירות‬2001). Bar-Lev, A. – in Hebrew ‫בר‬-‫לב‬, ‫א‬. ‫הספר בית ואקלים התלמידים הורי‬. (2007). http://www.bet-yatziv.ac.il/data/elchanan/elhanan_parents2.html Sergiovanni, T. J. – in Hebrew ‫ובאני'רג‬, ‫ג‬. ‫ת‬. ‫ספר בית ניהול‬- ‫ומעשיים עיוניים היבטים‬. ‫תל‬-‫אביב‬: ‫הפתוחה האוניברסיטה‬. (2002). © th Filodiritto Editore – 9 International Conference the Future of Education Are we Heading towards a Premature Death of Human Sciences? A Critical Enquiry into Intellectual History (1945-Present) Sanchari Bhattacharyya1 National Institute of Technology Silchar, India1 Abstract This paper probes into the ‘epistemological violence’ [1] – brought about by the ruptures in the disciplinary paradigms in the aftermath of 1945 – that consistently put into question the epistemic basis, social significance and economic viability of Humanities in particular and, liberal education in general. Knowledge has long become the most thriving industry in the post-industrial professional society. Consequently, modern university has fully gravitated towards approximating private corporations. Privatisation of higher education has reduced knowledge into its saleability making such epistemological branches as History, Philosophy, Literature, Fine Arts, Music, to name a few, nearly redundant. Departments of Natural Sciences are undergoing an existential crisis, as well. On the contrary, the xenophobic nation-states’ paranoia for national security that seems to be pacified only by manufacturing nuclear weaponry and genocidal ammunitions, ironically finds consensual legitimisation by the ‘scientific temper’ of the milieu. An ideology of development embedded in this ‘scientific temper’ resolutely elevates ‘modern’ science (modern technologies being its public face) as sacrosanct, thereby, the most legitimate ‘justificatory principle’ [2] of the state. On the flipside, this kind of systematic ‘scientisation’ of social psyche tends to construct a consensus against the importance of Liberal Arts, Humanities and Basic Sciences as legitimate academic disciplines in higher education. Such social conditioning, in the name of development, aids predominantly to supplant the pre-modern paradigms of knowledge with a reified, professional, value-free, instrumentalist, and utilitarian one. As a result, critical knowledge derived from an intellectual enquiry becomes subjugated to uncritical emulation and dependency yielding to the production of homogenous skilled workers for the corporate [3]. In view of the above, this paper questions the moral imperative of university education. Is there an ‘outside’ or an ‘alternative’ to knowledge capitalism and technocratic control over systems of higher education? Keywords: Human Sciences; knowledge capitalism, epistemological violence, scientisation, technocracy REFERENCES 1. 2. Shiva, Vandana. “Reductionist Science as Epitemological Violence”. In Ashis Nandy ed. Science, Hegemony & Violence: A Requiem for Modernity. New Delhi: Oxford University Press, 1988. Nandy, Ashis. “Introduction: Science as a Reason of State”, in Science, Hegemony & Violence. Ibid. 4. © 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. th Filodiritto Editore – 9 International Conference the Future of Education Heller, Henry. The Capitalist University: The Transformations of Higher Education in the United States since 1945. London: Pluto Press, 2016. Cohn-Bendit, Daniel. Obsolete Commu nism: The Left-Wing Alternative. New York: McGraw-Hill Book Company, 1968. Freire, Paulo. Pedagogy of the Oppressed. New York: The Continuum International Publishing Group Inc, 2005, p. 12. Nietzsche, Fredrich. “On the Future of Our Educational Institutions”, First Lecture, Delivered on January 16, 1872”. “The Nietzsche Channel” www.geocities.com – http://www.geocities.com/thenietzschechannel/fed1.htm. Illich, Ivan. Deschooling Society. New York: Harper Colophon, 1983, p. 4. Shiva, Vandana. “Reductionist Science as Epitemological Violence”, in Ashis Nandy ed. Science, Hegemony & Violence: A Requiem for Modernity. New Delhi: Oxford University Press, 1988. Bandyppadhyay, D. “Science. Market, State”, in Anup Dhar ed. Other Voice. (Imperialism: A Feudo-Capitalist regime). 2005, pp. 143-49. Shiva, Vandana. “Reductionist Science as Epitemological Violence”, in Ashis Nandy ed. Science, Hegemony & Violence: A Requiem for Modernity. New Delhi: Oxford University Press, 1988, p. 86. Nandy, Ashis. “Introduction: Science as a Reason of State”. Ibid. 2 Ibid. 6 Visvanathan, Shiv. “On the Annals of the Laboratory State”, in Science, Hegemony & Violence. Ibid. 109. Ibid.105. Shiva, Vandana. “Reductionist Science as Epitemological Violence”, in Science, Hegemony & Violence. Ibid. 92 Visvanathan, Shiv. “On the Annals of the Laboratory State”. Ibid. 108 Alvares, Claude. “Science, Colonialism and Violence: A Luddite View”. Ibid. 36-37. Menand, Louis. The Marketplace of Ideas. New York: W. W. Norton & Company, 2010, p. 117. Ibid. 66 © th Filodiritto Editore – 9 International Conference the Future of Education Development for an Introductory Active Learning Program: Utilize a Digital Storytelling Kazuya Takemata1, Akiyuki Minamide2 International College of Technology, Kanazawa, Japan1,2 Abstract In this study, we describe the preliminary education program employed before the adoption of the PBL process so that learners can smoothly carry out PBL exercise through group activities. Our practical experience of education has shown that the group activity-based PBL process requires the ability to express one’s own ideas to others (communication skill), the ability to abstract problems and develop one’s thoughts (computational thinking skill), and the ability to move ahead with tasks in a planned manner (skill to see the big picture of matters). Therefore, we gave our attention to digital storytelling as an activity that will sharpen these three skills and that lets a student complete assignment by himself or herself. This paper reports on classroom exercise into which digital storytelling activities were incorporated. According to a questionnaire survey conducted after the class, our education program received positive feedback from about 60% of the students who took the course. Meanwhile, it has been revealed that the students evaluated their own works produced using the digital storytelling techniques more strictly than the teachers expected. Keywords: Digital Storytelling, Engineering Design, Active Learning REFERENCES 1. 2. 3. Takemata, K., Minamide, A., Kodaka A. and Yamada H. “Engineering Design th Education based on the CDIO Approach”, 19 International Conference on Engineering Education, Zagreb, Zadar (Croatia), 2015, pp. 759-766. Bonwell, C.C. and Eison J.A. “Active Learning: Creating Excitement in the Classroom”, 1991, Jossey-Bass. Kordaki, M., Kakavas, P. “Digital storytelling as an effective framework for the development of computational thinking skills”, EDULEARN17 Proceedings, 2017, pp. 6325-6335. © th Filodiritto Editore – 9 International Conference the Future of Education Do School Inspections Improve School Quality? Luciana Joana1, Maria João Carvalho2 University of Trás-os-Montes and Alto Douro, and Centre for Research and Intervention in Education (CIIE) of the Faculty of Psychology and Education Sciences of the University of Porto, Portugal1,2 Abstract Approaching the concept of democratic management in Portuguese public schools, this research focuses on the role of the School Inspection System in failing to exercise a purely inspective and bureaucratic function, starting to have a more democratic and participatory role, having in mind that any changes occur among tensions, conflicts, ambiguities, as well as the complexity inherent to the inspection activity. It focuses, in particular, the activity of Monitoring of Educational Action (MEA), which is presented as an instrument to improve the quality of service provided by schools. The aim was to know the representations of Primary School teachers and of school inspectors regarding the fundaments and methodologies of the inspection in the development of the MEA activity. The methodological option, in its qualitative nature, fell on a case study, using a survey questionnaire and semi-structured interviews as instruments for data collection. The total of 21 participants in the research is divided between teachers and school inspectors. Results show the participants’ level of agreement and/or disagreement regarding the role of the inspection, more specifically regarding the importance and efficiency of the MEA. The tension between control and emancipation emerges in the participants’ representations, evidencing a different degree of apprehension in relation to the added value of the MEA. Keywords: School inspection, Monitoring of educational action, Quality of education REFERENCES 1. 2. 3. 4. 5. Gärtner, H.; Wurster, S; Pant, H. “The Effect of School Inspections on School Improvement”, School Effectiveness and School Improvement. Vol. 25, N. 4, 2014. Ozga, J. “Invited Address Governing Knowledge: The Role of Data, Inspection and Standards in Education Policy”, Oslo, National Graduate School of Education, 2011. IGE - Inspeção-Geral da Educação. “Avaliação externa das escolas: Relatório 2009-2010”, Lisbon, Ministery of Education, 2011. Lume, F. “A aceitação da Inspeção nas escolas do 1º CEB, numa perspetiva relacional”, Actas da 1ª Conferência Nacional da Inspecção-Geral da Educação, Lisbon, Inspecção-Geral da Educação, 1999. Cabral, A. “Inspecção em educação: controlo e/ou supervisão?” Dissertation (Master’s), Azores, University of Açores, 2010. © th Filodiritto Editore – 9 International Conference the Future of Education Dynamic Literacy by Senior for Seniors, Motivations and Expectations Sara Lopes1, Catarina Mangas2, Jenny Sousa3, Luísa Pimentel4, Miguel Mesquita5 ESECS, CICS.NOVA.IPLeiria, Polythecnic Institute of Leiria, Portugal1 ESECS, CICS.NOVA.IPLeiria–iACT, CI&DEI, Polythecnic Institute of Leiria, Portugal2,3 ESECS, CICS.NOVA.IPLeiria, Polythecnic Institute of Leiria, CIES.IUL, Portugal4 ESECS, Polythecnic Institute of Leiria, Portugal5 Abstract The focus on lifelong learning, such as the creation of new educational responses that contribute to the empowerment of people and communities, as well as the recognition and valuation of multiple contexts where people acquire and share their knowledge in order to achieve universal literacy, has guided the European policy guidelines. In this article we present some results of a lifelong learning project – PROALFA, which promotes literacy workshops, focuses on learning to read and write and are directed at elderly people in residential structures. The workshops are performed voluntarily by adults, in retirement, who are students of a senior training programme of a Portuguese higher education institution. The aim is to understand the main motives, expectations and the driving forces that leads them to participate in a voluntary way, in these educational activities, meet the participants of the workshop, interact personally with them and their literacy aspects. The data we present is based on a qualitative approach, using: i) techniques of semistructured interview, for the 4 senior facilitators of the workshop; and ii) documentary research, for the characterization of the 16 participants in the activity. We can conclude that the need to share knowledge and experiences, mutually stimulate cognition and interaction with near generations, are the main reason that lead seniors to streamline a socio-educational activity. In Portuguese society this project can be understood as good practice in adult education and for the future elderly. Keywords: Lifelong learning, literacies, seniors REFERENCES 1. Cachioni, M. & Neri, A. “Educação e Velhice Bem-Sucedida no contexto das Universidades da Terceira Idade”. In L. Neri, M. S. Yassuda, (Orgs.) e M. Cachioni (Colab.), Velhice Bem-Sucedida: Aspectos Afetivos e Cognitivos, Campinas (SP), Papirus, 2008, pp. 29-50. © 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. th Filodiritto Editore – 9 International Conference the Future of Education Cachioni, M. & Palma, L.S. “Educação permanente: perspectiva para o trabalho educacional com o adulto maduro e o idoso”. In Freitas, E. et al., (Orgs.). Tratado de Geriatria e Gerontologia, Rio de Janeiro, Guanabara Koogan, 2006, pp. 1456-1465. Conselho da União Europeia. “RECOMENDAÇÃO DO CONSELHO, de 22 de maio de 2018, sobre as Competências Essenciais para a Aprendizagem ao Longo da Vida” in Jornal Oficial da União Europeia, https://eurlex.europa.eu/legalcontent/PT/TXT/PDF/?uri=CELEX:32018H0604(01)&from= EN, 2018. Delors, J. “Educação, um Tesouro a descobrir. Relatório para a UNESCO da Comissão Internacional sobre Educação para o sec. XXI”, Brasília, Representação da UNESCO no Brasil, 2010. European Commission, “EUROPE 2020. A strategy for smart, sustainable and inclusive growth”, http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:EN :PDF, 2010. Ireland, T. & Spezia, C. (Org.). Adult Education in Retrospective. 60 years of CONFINTEA. Brasília, UNESCO, MEC. https://unesdoc.unesco.org/ark:/48223/pf0000227635, 2014. Guerra, I. “Pesquisa Qualitativa e Análise de Conteúdo: Sentidos e formas de uso”, Cascais, Principia, 2006. Lopes, S. “Trajetórias Sociais e Políticas de Formação de Adultos em Portugal.” Lisboa, Chiado Editora. 2014. Lopes, S. & Pimentel, L. “The IPL60+: an educational project for seniors of the Polytechnic of Leiria”, In Minute book of International scientific conference of th th educational projects for seniors, Porto, 16 and 17 february 2017, Porto, Euedito, 2017, pp. 27-30. Mirabelli, S. & Carielo da Fonseca, S. “Educação permanente: diálogo com o contexto globalizado e impacto na vida de idosos” In S. Carielo da Fonseca (org.). O Envelhecimento ativo e seus fundamentos, São Paulo, Portal Edições, 2016, pp. 382-417. Pimentel, L. & Lopes, S. “Programas de Aprendizaje a lo largo de la vida en formación superior, el caso del Instituto Politécnico de Leiria.” In XIV Jornadas Internacionales sobre asociacionismo en los Programas Universitários de Mayores Aprender sempre: Nuevos desafíos en el siglo XXI, Vigo, CAUMAS, http://caumas.org/wp-content/uploads/2016/02/Livro_Humus.pdf, 2016, pp. 106-118. Roldão, F. “Aprendizagem contínua de adulto-idosos e qualidade de vida: refletindo sobre possibilidades em atividades de extensão nas universidades.” Revista Brasileira de Ciências do Envelhecimento Humano da Universidade de Passo Fundo, 5(1), http://seer.upf.br/index.php/rbceh/article/view/147, 2009, pp. 61-73. Santos, V., Lopes, S.M. & Lobão, C. “O contributo da Universidade Sénior de Pombal na promoção do envelhecimento ativo dos seus estudantes”, Res Net Health 4, https://journals.ipleiria.pt/index.php/rnhealth/article/view/186 2018, pp. 1-4. Serapioni, M. et al., “Voluntariado em Portugal: contextos, atores e práticas”, Fundação Eugénio de Almeida, 2013. UNESCO “Education Strategy 2014-21”, Paris, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000231288_eng, 2014. © 16. 17. 18. th Filodiritto Editore – 9 International Conference the Future of Education OMS, “Relatório Mundial de Envelhecimento e Saúde”, OMS, http://apps.who.int/iris/handle/10665/186468, 2015. Silvestre, C. “Educação e Formação de Adultos e Idosos: uma nova oportunidade”. Lisboa, Instituto Piaget, 2013. Souza Filho, P.; Massi, G. e Ribas, Â. “Escolarização e seus efeitos no letramento de idosos acima de 65 anos.” Revista brasileira de geriatria e gerontologia, vol.17, n. 3 [online], http://www.scielo.br/scielo.php?script=sci_arttext&pid=S180998232014000300589&lng=pt&nrm=iso, 2014, pp. 589-600. © th Filodiritto Editore – 9 International Conference the Future of Education Empowering Youth through Civic and Citizenship Education: The Case of Italy Angelyn Balodimas Bartolomei1 North Park University, Chicago – Illinois, United States of America1 Abstract Within the past decade, international organizations such as UNESCO, CoE (Council of Europe), IEA, and the EU Council have strongly advocated for citizenship and human rights education throughout the world. Aimed at promoting the core values of democracy, human rights, and equality among students, the essential theme has become an important component within national curricula across Europe. In recent times, the Ministry of Education, Universities, and Research (MIUR) has been focusing not only on citizenship instruction but themes that until now were rarely covered in class such as environment, peace, intercultural education, and anti-mafia education. Supporting the belief that education is the main channel for awakening and developing social, cultural and legal awareness, and consciousness against crime and the mafia mentality, the theme has been integrated into several educational youth-oriented activities and projects. MIUR encourages school leaders and teachers of all levels to support anti-mafia education, in the context of historical, geographical, and sociohistorical instruction. It also encourages schools to establish effective partnerships and projects with local authorities, police forces, cultural and sports associations, and NGOs. The purpose of this project is to analyze and briefly summarize citizenship and anti-mafia initiatives in Italy while bringing forth new information and approaches that can empower Italian youth. Keywords: anti-mafia education, civic and citizenship education in Italy REFERENCES 1. 2. 3. 4. UNESCO, 2010. “Teaching and learning for a sustainable future. Citizenship Education”. http://www.unesco.org/education/tlsf/mods/theme_b/mod07.html European Commission/EACEA/Eurydice, 2017. “Citizenship Education at School in Europe – 2017”, Eurydice Report. Luxembourg: Publications Office of the European Union. http://eurydice.indire.it/wpcontent/uploads/2017/11/Citizenship_education_Final-Report-2017-1.pdf Losito, B. 2003. “Civic Education in Italy; Intended curriculum and students’ opportunity to learn”, Journal of Social Science Education, 2, pp. 1-15. https://www.researchgate.net/publication/238744596_Civic_Education_in_Italy _Intended_Curriculum_and_Students%27_Opportunity_to_Learn Bombardelli, O. & Codato, M. “Country Report: Civic and Citizenship Education in Italy: Thousands of Fragmented Activities Looking for a Systematization”, © 5. 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Journal of Social Science Education. Volume 16, Number 2, Summer 2017, pp. 73-85. Torney-Puerta, J. “Italy’s Participation in Three IEA Civic Education Studies” (1971-2009). Giornale italiano di pedagogia sperimentale 17(1): pp. 9-19. Intravaia, S. “Via la Costituzione dalle scuole. “Non è una disciplina autonoma”. La Repubblica 10 novembre 2010. https://www.repubblica.it/scuola/2010/11/10/news/costituzione_scuole-894052 MIUR, Ministero dell’Istruzione dell’Università e della Ricerca. “Cittadinanza e Costituzione”, Governo Italiano. 2019. https://www.miur.gov.it/en/cittadinanzae-costituzione Libera International. “About Us”, 2018. http://www.liberainternational.eu/?page_id=10 Addiopizzo. http://www.addiopizzo.org/ Fondazione Falcone http://www.fondazionefalcone.it/ © th Filodiritto Editore – 9 International Conference the Future of Education EXCEED: Excellence in Elementary Education – a Program Transformation Barbara R. Ridener1 Florida Atlantic University, United States of America1 Abstract Florida Atlantic University’s (FAU) EXCEED program began through a Florida Department of Education (FDOE) initiative to create Centers of Excellence in Elementary Education throughout the state. This paper presents a summary of the steps that supported the collaboration and transformation of the program from a program focused on teacher actions to one that measured success by student impact. Its focused approach for developing teachers for elementary grades has become a model for implementing systematic change through extensive, iterative collaboration and evaluation. EXCEED’s teacher preparation improves the knowledge and skills of elementary education candidates to meet partner school district expectations and accelerate candidate practices. The EXCEED program implementation included a coordinated effort between FAU’s College of Education, Department of Teaching and Learning, Broward and Palm Beach County Public Schools, FAU Lab Schools, Learning Sciences International and New Teacher Center. The key outcomes of the EXCEED program are: redesigned elementary education degree that includes both English for Speakers of Other Languages (ESOL) and reading endorsements; developed and delivered new content courses in mathematics, science and social science to improve elementary education candidate content knowledge; developed and delivered new classroom management and reading/language arts supervised practicum courses; revised technology, multicultural and methods courses; enhanced clinical experiences through improved placement practices, observation and evaluation tools, feedback and coaching processes, and professional learning for clinical educators and university supervisors; enhanced of collaboration and communication with district partners; improved data collection and utilization to determine student teacher and clinical educator effectiveness; increased infusion of instructional practices aligned to the districts’ evaluation model in elementary education practicum coursework; enhanced selection and preparation of clinical educators and university supervisors; and implemented systemic continuous improvement processes for program improvements. Keywords: Teacher preparation, Elementary Education, Collaboration, Program Change, Effectiveness REFERENCES 1. Darling-Hammond, L., & Bransford, J. Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: JosseyBass, 2005. © 2. 3. 4. 5. th Filodiritto Editore – 9 International Conference the Future of Education Fullan M., & Hargreaves, A. (Eds.). Teacher development and educational change. The Falmer Press, New York, 1992. Marzano, R.J. The Art and Science of Teaching. Alexandria, VA: ASCD. 2007. TPI-US. https://www.tpius.org/judgment-areas. 2019. WorldAtlas.https://www.worldatlas.com/articles/largest-school-districts-in-theunited-states.html 2019. © th Filodiritto Editore – 9 International Conference the Future of Education Homework: Perspective of Students, Guardians and Teachers of the 1st Cycle of Primary Education Fiona Monteiro1, Conceição Figueira2, Gema Sánchez3 IPL: Lisbon School of Education, Portugal1,2 UCLM: Toledo School of Education, Spain3 Abstract Learning doesn’t only happen inside a classroom. One of the most popular but controversial tasks in education that establishes a link between learning during curricular and extracurricular hours is homework. The present research was developed within the scope of this subject and aimed to study the perspectives of students, st guardians and teachers of the 1 Cycle of Primary Education. The study included 201 st subjects – 115 students, 79 guardians and 7 teachers – from 1 cycle primary schools in the Greater Lisbon area. The pupils being studied have different methods of homework prescription: by the teacher, by themselves or through a mixed system in which the prescription is done by the teacher and by the student. The students have also different methods of homework correction: by the teacher collectively with all the students, by the teacher individually in the student’s presence and by the teacher individually without the student being present. A mixed research methodology (quantitative and qualitative) was used. The data was collected through questionnaire surveys and was processed using content analysis and Statistical Package for Social Sciences v.25 software. The results of the study show that the way homework is prescribed and corrected influences the subjects’ opinion about it, particularly in the group of students. Greater the autonomy and responsibility of the student in homework prescription and the more individual and in person the homework correction is, greater the students’ agreement about it but not on the effort they apply to do it. Regardless, guardians and teachers are more favorable to homework when it is prescribed by a mixed methodology. Keywords: Homework, Self-Regulation in Learning, Differentiated Instruction, Autonomy, Accountability REFERENCES 1. 2. 3. Vigosky, Vygotsky, L. (1988). Aprendizagem e desenvolvimento intelectual na idade escolar. Linguagem, desenvolvimento e aprendizagem, 10, pp. 103-117. N. Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research 1987-2003. Review of Education Research, 76(1), pp. 1-62. Obtido de http://rer.aera.net Marzano, R. J., & Pickering, D. J. (2007). Special Topic/The Case for and Against Homework the Case for Homework. Educational Leadership, 64(6), pp. 74-79. © 4. 5. 6. 7. 8. 9. 10. 11. th Filodiritto Editore – 9 International Conference the Future of Education Silva, R. (2009). Etapas Processuais do Trabalho de Casa e Efeitos Autoregulatórios na Aprendizagem do Inglês: Um estudo com diários de TPC no 2.o Ciclo do Ensino Básico. Universidade do Minho. Obtido de https://repositorium.sdum.uminho.pt/bitstream/1822/9759/1/tese.pdf Morgado, J. (2018). Trabalho de casa ou trabalho em casa. Visão. Obtido de http://visao.sapo.pt/opiniao/bolsa-de-especialistas/2018-05-08-Trabalho-decasa-ou-trabalho-em-casa Quivy, R., & Campenhoudt, L. Van. (1998). Manual de Investigação em Ciências Sociais. Lisboa: Gradiva. Coutinho, C. (2014). Metodologia de investigação em ciências sociais e humanas: Teoria e prática. Leya. Ghiglione, R., & Matalon, B. (2001). O Inquérito – Teoria e Prática. Oeiras: Celta Editora. Ketele, J.-M. de, & Roegieres, X. (1993). Metodologia da Recolha de Dados – Fundamentos dos Métodos de Observações, de Questionário, de Entrevistas e de Estudo de Documentos. Lisboa: Instituto Piaget. Dantas, A. (2014). Perspeticas e práticas sobre a realização dos trabalhos de casa. Lisboa: IPL – Escola Superior de Educação de Lisboa. Bardin, L. (2011). Análise de conteúdo. São Paulo: Edições 70. © th Filodiritto Editore – 9 International Conference the Future of Education Innovative Usage of Fish Scales on the Detoxification of Waste Water through Science Education Özcan Can1, Aydin Ali2 Hisar School, Turkey1,2 Abstract Traces of ionized and elemental fluorine are present at various concentrations in waters, land, and air; indeed, an article published by the World Health Organization (WHO) on fluorine states that the total fluorine concentration in seawater was measured as 1.3 mg/L. Even though fluorine is an essential element for the human body, excessive amounts can be harmful. Specifically, in the article published by WHO it is stated that fluorine has a drastic effect on skeletal tissue and tooth enamel. Collagen is a type of protein that forms one third of all proteins in the human body. While its primary purpose is to maintain the integrity of our body, it also grants flexibility and firmness to the skin. The deceleration of this imperative protein caused by aging has produced the necessity of external collagen supplement. The most common amongst all 16 types of collagen is Collagen type 1 which strengthens and supports many tissues in the body, including cartilage, bone, tendon and skin. Furthermore, it is scientifically proven that Collagen type 1 can be extracted from the skins, bones, fins and scales of both sea and freshwater fish. Calcium-rich Collagen type 1 can be acquired from fish scales through several procedures. This experiment aims to detoxify fluoride containing waste water through calcium rich collagen. Throughout this experiment we also aimed to raise awareness to the opportunity to convert fish waste into beneficial products for the environment. Minimizing the 212 thousand tons of waste caused by fish scales in 2012 alone is a valuable asset of our experiment alongside the curation of waste water. As a student but most importantly as environmentally aware, farsighted citizens of the world, it is our duty to augment any idea or process that will favor environmental well-being and create an educated environment against any obstacles that may exist in our developing country. Keywords: Dicentrarchus Labrax, Fluorine ion, Calcium ion, Water detoxification, Collagen REFERENCES 1. 2. 3. Avcı, B. “Çocuklarda Flor Kullanımının Yarar ve Zararlarının Değerlendirilmesi”, Çocuk Dergisi, 2009, pp. 8-15. Crowley, D., Lau, F., Sharma, P., Evans, M., Guthrie, N., Bagchi, M., Bagchi, D., Dey, D. ve Raychaudhuri, S. “Safety and efficacy of undenatured type II collagen in the treatment of osteoarthritis of the knee: a clinical trial”, PMC, 2009, pp. 312-321. Kozlowska, J. ve Sionkowska, A. “Fish Scales a Biocomposite of Collagen and Calcium Salts”, 2013, pp. 185-190. © 4. th Filodiritto Editore – 9 International Conference the Future of Education Nemati, M., Nemati, H. ve Ariffin, F. “Development of Calcium Supplement from Fish Bone Wastes of Yellowfin Tuna (Thunnus albacares) and characterization of nutritional quality”, 2017, pp. 2419-2426. © th Filodiritto Editore – 9 International Conference the Future of Education Knowledge Building in Accounting Education Ray J. Rhodes1 University of Johannesburg, South Africa1 Abstract The University of Johannesburg (UJ), South Africa, initiated a unique Diploma in Accountancy in which ICT has been integrated into the full 3-year curriculum of two of the financial subjects. This integration of ICT into the curriculum of the subjects (Subject Integrated ICT (SIICT)) was the focus of an impact study, analyzed within the framework of Activity Theory, which aimed to identify the impacts that SIICT had exerted on the stakeholders to the diploma. Through empirical data, SIICT has been shown to benefit the students by decreasing study time, enhancing student graduations and bolstering employability. The case study has shown that the successful outcome of SIICT was ensured due to the convergence, planned and unplanned, of three factors: the full integration of ICT into the curriculum of the diploma subjects; the application of Distributed Cognition for Teams (DiCoT) resulting in knowledge-building, measured by the internalization and externalization of the subject knowledge; and, proper and timeous training of the lecturing staff. Using the theory of DiCoT as a baseline and observations of, and interviews with the SIICT lecturers, arguments for a successful conclusion have been presented. One of the primary stakeholders investigated was the lecturers working as a team, and the conclusions link the results of the interviews and observations to the internalization and externalization of the new SIICT subject matter. The case study presents evidence that knowledge building, in the form of DiCoT, is also a leading factor in the successful implementation of SIICT in Accounting. Evidenced in the case study was the co-operation within teams, of three lecturers sharing a subject, which resulted in the creation of common artefacts. Efficient and effective teamwork enhances and strengthens the reciprocal interchange of information within which cognition is shared leading to enhanced internalization and externalization of the subject matter, and a strengthening of the “key distributed cognition attributes”. One of the contributions of the case study supported the theory, that there is a correlative relationship between DiCoT and Internalization and Externalization of subject matter, which has been termed “Knowledge building through DiCoT” in the paper. Keywords: Accounting education, Integration of ICT in accounting, Distributed cognition for teams (DiCoT), Knowledge building, Case study, Internalization & Externalization REFERENCES 1. Rhodes, Ray J. “Lecturers changing andragogy during implementation of Integrated Information and Communication Technology (IICT) in Accounting rd Education”, in The Future of Education, Conference proceedings; 3 Conference proceedings, Florence, Italy, 2013, pp. 461-465. © 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. th Filodiritto Editore – 9 International Conference the Future of Education Rhodes, N. Transforming accounting education: closing the gap between technology, education and Accounting in higher education institutions. PhD Thesis., Johannesburg, GP, South Africa: University of Johannesburg, 2012a. Rhodes, Ray J. “Impact of integrating information and communication technologies in accounting education”, Conference. Bela-Bela, South Africa, 2016. Rhodes, Ray J. Evaluating the impact of integrating information and communication technologies in accounting education: a case study at the University of Johannesburg, Johannesburg: PhD Thesis, 2019. Rybing, J. Nilsson, H. Jonson, C & Bang, M. “Studying distributed cognition of simulation-based team training with DiCoT”, Journal of Ergonomics, 2016, vol. 59, no. 3, pp. 423-434. Rogers, Y & Ellis, J. “Distributed cognition: an alternative framework for analysing and explaining collaborative working”, Journal of information technology, 1994, vol. 9, no. 2, pp. 119-128. Perkins, DN. “Person-plus: A distributed view of thinking and learning”, in Distributed cognitions: Psychological and educational considerations, G. Salomon, Ed., Cambridge, Cambridge university press, 1993, pp. 188-110. Rhodes, N. “Gateways to positioning information and communication technology in Accounting education”, In South African Journal of Higher th Education: 4 Annual South African Technology Network Conference 2011., 2012b, vol. 26, no. 2, pp. 300-319. Salomon, G. “No distribution without individual’s cognition”, in Distributed cognitions: psychological and educational considerations, G. Salomon, Ed., Cambridge, Cambridge University Press, 1993a, pp. 111-137. Salomon G., “Distributed Cognitions; Psychological and educational considerations”, 1 ed., G. Salomon, Ed., Cambridge: Cambridge University Press, 1993, preface. Sami P, Kai H. “From meaning making to joint construction of knowledge practices and artefacts: A trialogical approach to CSCL.” In Proceedings of the th 9 international conference on Computer supported collaborative learning. Volume 1 2009 Jun 8 (pp. 83-92). th Creswell, J. “Research design” (4 ed.). Thousand Oaks, CA: Sage Publication. (2012). Stake, R. E. “Qualitative Case Studies.” In N. K. Denzin, & Y. S. Lincoln (Eds.), rd The Sage handbook of qualitative research, 3 ed. (2005). (pp. 443-466). Thousand Oake, CA. Vygotsky, L. “Mind in society. The development of higher psychological processes” (Cole M, Steiner V J, Scribner S & Soubermand, E; eds. and translators), M. Cole, V. J. Steiner, S. Scribner and E. Soubermand, Eds., Cambridge, MA: Harvard University Press, 1978. © th Filodiritto Editore – 9 International Conference the Future of Education Learning in the Street: Activism and New Matters of Education Martin Laba1 Simon Fraser University, Canada1 Abstract On February 15, 2019, inspired by Greta Thunberg, the Swedish teenager who initiated the #FridaysforFuture protests each week outside Sweden’s parliament to compel political leaders to address climate change, young students by the tens of thousands took up the cause across Europe. Young people took to the streets with placards reading, “There is no planet B”, “Climate over capitalism”, “Respect your mother”, and more. As reported in The Guardian (15 February 2019), an estimated 10,000+ students throughout the UK joined the strike, “defying threats of detention to voice their frustration at the older generation’s inaction on the environmental impact of climate change.” The protests were strongly endorsed in the UK by 224 academics who submitted an open letter to The Guardian ahead of the 15 February climate strike. It was also supported by the UK Labour leader, by Christiana Figueres, the former Executive Secretary of the U.N. Framework Convention on Climate Change, by Bill McKibben, co-founder of 350.org., and others. However, a Downing Street spokesperson on behalf of the Prime Minister offered a less than enthusiastic account noting that “It is important to emphasise that disruption increases teachers’ workloads and wastes lesson time that teachers have carefully prepared for.” The statement further argued that such lesson time is “crucial” in terms of education that will develop “top scientists, engineers and advocates” to address the climate problem. Greta Thunberg’s tweeted in response that, speaking of time wasting, “political leaders have wasted 30 years of inaction.” The point of analytical departure for this paper is precisely the authoritarian critique and dismissal of the student action as “timewasting”. Indeed, this response, is a summary account of all that is wrong with conservative educational/political philosophies, fundamentalisms, and practices that, as Henry Giroux has argued, “shrink” the spaces and capacities for “sustained and critical thought” (Giroux, 2017); that is, institutionalized imperatives that lack responsiveness, nimbleness, and most critically, relevance. This activism of the young around environmental urgencies is enormously significant in retheorizing education, and this paper explores precisely this retheorization in terms of learning social and political engagement, citizenship, and instigations of change. It considers an increasing activist consciousness among the young which necessarily takes them out of the bounded classroom for learning through real world consequences. Keywords: activism; civic literacy; critical educational culture © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Giroux, Henry (2017) “Thinking Dangerously: The Role of Higher Education in Authoritarian Times”, Truthout (June, 2017). Accessed on May 3, 2019 at https://truthout.org/articles/thinking-dangerously-the-role-of-higher-educationin-authoritarian-times/ The Committee to Protect Journalists (2019). “Free the Press”, The Globe and Mail (May 4, 2019). Adler, Stephen J. (2019). “When people are properly informed, fake news doesn’t stand a chance”, The Globe and Mail (May 4, 2019). Freire, Paulo (2000). Pedagogy of the Oppressed. New York: Continuum. Puri, Ishwar and Waverman, Leonard (2019). “How the university can save itself-from itself”, The Globe and Mail (April 27, 2019). Readings, Bill (1996). The University in Ruins. Cambridge: Harvard University Press. Harvey, David (1998). “University, Inc.”, The Atlantic (October 1998). Accessed on May 3 at www.theatlantic.com/magazine/archive/1998/10/universityinc/377274 Jason, Zachary (2018). “Student Activism 2.0”, Ed. Harvard Ed. Magazine (Fall 2018). Case, Kristen (2014). “The Other Public Humanities”, The Chronicle of Higher Education (January 13, 2014). Accessed on May 5, 2019 at https://www.chronicle.com/article/Ahas-Ahead/143867 Giroux, Henry (2011). On Critical Pedagogy. (New York: Continuum, p. 74). © th Filodiritto Editore – 9 International Conference the Future of Education Managing Quality of Pre-Service Teacher Training in Vietnam: An Institutional Case Ni Thi Ha Nguyen1 University of Leeds, United Kingdom1 Abstract Teacher training quality has long been in focus of attention, particularly when many radical changes have been made for Vietnamese higher education renovation in recent decades [5]. Among various problems identified by policy makers and academia, weaknesses in the state management and higher education management are deemed to cause most of the systematic shortcomings of Vietnamese education. The government determined that traditional management of higher education should be replaced with quality-oriented management [8, 9, 11]. In reality, while teacher quality and teacher training in Vietnam have been commonly under investigation, there is little literature on how quality of teacher training is managed [7, 10]. The research explores the practice of quality management of pre-service teacher training (PTT) at a Vietnamese university which specialises in teacher training. With the purpose of showing a real picture of the quality management at operational level, the research investigates the perceptions of key stakeholders about the PTT quality and the implementation of quality management in respect of three dimensions including quality control, quality assurance, quality enhancement. Findings indicate the incomplete implementation of quality assurance due to organisational culture and a shortage of expertise and resources, particularly at institutional level. Evidence shows that there are signs of dominance in informal activities over formal exercises in the process of managing quality of the programmes. The research is envisaged to make a contribution to the body of knowledge relating to quality management associated with teacher training in Vietnam. Keywords: quality management, quality assurance, teacher training, higher education REFERENCES 1. 2. 3. 4. 5. Barnett, R. 1992. Improving Higher Education: Total Quality Care. London: Open University Press/Society for Research into Higher Education. Biggs, J. 2001. The Relective Institution: Assuring and Enhancing the Quality of Teaching and Learning. Higher Education. 41(3), pp. 221-238. Brennan, J. and Shah, T. 2001. Managing quality in higher education: an international perspective on institutional assessment and change. OECD, SRHE and Open University Press. Brown, R. 2011. Quality Assurance in Higher Education: The UK Experience Since 1992. London: Routledge. Government of Vietnam (GoV) 2012. A Strategy to Develop Vietnam’s Education from 2011 to 2020. Available from: © 6. 7. 8. 9. 10. 11. th Filodiritto Editore – 9 International Conference the Future of Education http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_i d=2&mode=detail&document_id=160806 GoV 2006. Higher Education Renovation Agenda (HERA) 2006-2020. GoV 2016. National Teacher Education Program (NTEP). MOET 2004. Government Report on Education to the National Assembly. MOET 2009. Report on the Development of Higher Education System, the Solutions to Ensure Quality Assurance and Improve Educational Quality. World Bank 2016. Vietnam – Enhancing Teacher Education Program Project (English) [Online]. Washington, DC. Available from: http://documents.worldbank.org/curated/en/777231467305951315/VietnamEnhancing-Teacher-Education-Program-Project World Bank 2014. Vietnam – Higher Education Development Policy Program (English) [Online]. Washington, DC. Available from: http://documents.worldbank.org/curated/en/781141468311661472/VietnamHigher-Education-Development-Policy-Program © th Filodiritto Editore – 9 International Conference the Future of Education Professionalization of University Administrators and Managers: The Russian Case and the World Perspectives Alina Kolycheva1 National Research University Higher School of Economics, Russian Federation1 Abstract Administrative initiatives are gaining importance and visibility because of the higher education transformation and challenges it is facing. Both administrative employees and scholars are involved in the competition for jurisdiction in academia. The article is devoted to this tension and the process of university administrative practice professionalization, which has already started in Europe and US, but is only beginning to be developed in Russia. The research was conducted by analyzing world HE administrators’ and managers’ associations and educational programs, and by interviewing Russian universities managers and administrators. The goal of the research was to figure out the characteristics of academic management as a professional practice, to demonstrate an increase of administrative work status and to follow the steps of the profession’s development. The future of the tension between two groups of professionals and the perspectives of university administrators’ profession will be discussed. Keywords: HE transformation, managerialism, professionalization, university administrators REFERENCES 1. 2. 3. Gornitzka, Å., Kyvik, S., Larsen, I. M. (1998). The bureaucratization of universities. Minerva, 36(1), pp. 21-47. Meek, V. L., Goedegebuure, L., Santiago, R., Carvalho, T. (Eds.). (2010). The changing dynamics of higher education middle management (Vol. 33). Springer Science & Business Media. Whitchurch, C. (2007). The changing roles and identities of professional managers in UK higher education. Perspectives, 11(2), pp. 53-60. © th Filodiritto Editore – 9 International Conference the Future of Education Project Based Education System and Presentation of a Project Study Özge Yilmaz Gel1 Hisar School Istanbul, Turkey1 Abstract In this study, project-based education system, its content and presentation of a project and how student-centered education can be applied in science lessons are presented. This study can be divided into two parts: In the first part, definition of project, key points in a project study and rules of writing a project study are given. Because increasing number of educators believe that project-based learning model is an important instructional approach that enables students to develop academic skills and knowledge to overcome world’s challenges. In the second part, a sample project is illustrated and covered according to the content and rules of writing. Sample project deals with an important topic which is water pollution and aims to degrade textile dyes from water. Due to the fact that dyes that are utilized in textile industry are carcinogenic, students want to find a way to degrade dyes in order to solve the problem. Students’ study is appreciated as one of the model projects that was exhibited in an international project competition in 2009 in Turkey. Since 2009, my students have been doing projects by taking responsibility, studying outside of the classroom environment and have been awarded prizes in different project competitions. Keywords: project-based education, student-centered, dynamic classroom, science education REFERENCES 1. 2. 3. 4. 5. 6. HMELO-SILVER C., 2004, “Problem-Based Learning: What and How Do Students Learn?”, Educational Psychology Review, Vol. 16, No. 3. PAN W. and ALLISON J., 2010, “Predictors of Student’s Engagement and Persistence in an Innovative PBL Curriculum”, Introduction to Journal of Engaged Education, Vol. 26, No. 3, pp. 511-522. ÇEKER E. and OZDAMLI F., 2016, “Features and characteristics of PBL & PBL Oriented Research Studies”, Cypriot Journal of Educational Sciences, Volume 11, Issue 4, pp. 195-202. Tübitak High School Students Research Projects Competition 2008 Project Guide [Access Date: 5 March 2009]. http://talimterbiye.mebnet.net/eders/projegrupcalismasi/Projecalismasininonem i.pdf [Access Date: 28 March 2009]. DANESHVAR N., SALARİ D., KHATAE A., 2004, “Photocatalytic Degradation of Azo Dye Acid Red 14 in Water on ZnO as an Alternative Catalyst to TiO2”, Journal of Photochemistry and Photobiology A: Chemistry, 162, pp. 317-322. © 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education AKYAT A., YATMAZ H., BAYRAMOĞLU M., 2004, “Photocatalytic Decolourization of Remazol Red RR in Aqueous ZnO Suspension”, Applied Catalysis B: Environmental, Volume 54, pp. 19-24. KİRİAKİDOU F., KONDARİES D., VERYKİOS X., 1999, “The Effect of Operational Parameters and TiO2 Doping on the Photocatalytic Degradation of Azo Dyes”, Catalysis Today, 54, pp. 119-130. KONSTANTINOU K., ALBANS T., 2004, “TiO2 Assisted Photocatalytic Degradation of Azo Dyes in Aqueous Solution: Kinetic and Mechanistic Investigations a Review”, Applied Catalysis B: Environmental, 49, pp. 1-14. ÖKTE N., YILMAZ Ö., 2008, “Photodecolouration of Methyl Orange by Yttrium Incorporated TiO2 Supported ZSM-5”, Applied Catalysis B: Environmental, 85, pp. 92-102. © th Filodiritto Editore – 9 International Conference the Future of Education Student Crime and School Suspensions in Five Different School Types in an Entire U.S. State Edward J. Sabornie1, Cathy L. Crossland2, Emily H. Griffith3 North Carolina State University, United States of America1,2,3 Abstract The purpose of this study was to compare five different types of school organization and the effects that such structure had on (a) 16 different types of student crime committed at school, and (b) subsequent school-related short-term student suspensions. The data originated with all the public schools (n=2,590) in North Carolina during the 2015-2016 school year: traditional public schools (n=1,838), charter public schools (n=157), and other public schools with one of three levels of implementation of Positive Behavior Intervention and Support (PBIS) programming (Green Ribbon schools, n=269; Model schools, n=211; Exemplar schools n=115). Results showed that charter schools experienced significantly lower school-related crime than did traditional public schools – but not all PBIS schools – in five of the 16 different types of school crime measured. Moreover, charter schools demonstrated significantly lower short-term suspension rates of any type of school organization. School crime implications will be provided. Keywords: crime, violence, schools, suspensions REFERENCES 1. 2. 3. 4. 5. Hamlin, D. (2017). Are charter schools safer in deindustrialized cities with high rates of crime? Testing hypotheses in Detroit. American Educational Research Journal, 54, pp. 725-756. doi:10.3102/0002831217705060. Kincaid, D., Dunlap, G., Kern., L., Lane, K. L., Bambara, L. M., Brown, F. Knoster, T. (2016). Positive behavior support: A proposal for updating and refining the definition. Journal of Positive Behavior Interventions, 18, pp. 69-73. doi: 10.1177/1098300715604826 Vincent, C. G., Sprague, J. R., CHiXapkaid, Tobin, T. J., & Gau, J. M. (2015). Effectiveness of schoolwide positive behavior interventions and supports in reducing racially inequitable disciplinary exclusion. In D. J. Losen (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 207-221). New York: Teachers College Press. Critchlow, C. E., & Fligner, F. A. (1991). On distribution-free multiple comparisons in the one-way analysis of variance. Communications in Statistics: Theory and Methods, 20(1), pp. 127-139. doi:10.1080/03610929108830487 Chen, G. (2017). Charter school versus traditional public schools: Which one is underperforming. Public School Review. Retrieved from © 6. th Filodiritto Editore – 9 International Conference the Future of Education https://www.publicschoolreview.com/blog/charter-schools-vs-traditional-publicschools-which-one-is-under-performing Dynarski, S. (2015, November 20). Urban charter schools often succeed. Suburban ones often don’t. Retrieved from https://www.nytimes.com/2015/11/22/upshot/a-suburban-urban-divide-incharter-school-success-rates.html © th Filodiritto Editore – 9 International Conference the Future of Education Student’s Profile vs. Teacher’s Profile: Convergence and Divergence in the 1st Cycle of Basic Education Catarina Mangas1, Sara Lopes2, Jenny Sousa3 ESECS, CICS.NOVA.IPLeiria–iACT, CI&DEI, Polytechnic Institute of Leiria – Portugal1,3 ESECS, CICS.NOVA.IPLeiria, Polytechnic Institute of Leiria – Portugal2 Abstract In Portugal, Compulsory Education is for all children and young people between the ages of six and eighteen, and it is hoped that at the end of this period they will reach a specific profile, recently determined by the Ministry of Education. One of the main educational actors is undoubtedly the teacher who has a central role in the definition of strategies and methodologies which are directed towards the expected profile of the student. This means that the teacher’s own profile, from the first years of schooling, should ensure that the teacher has characteristics which are conducive to the determination of a teaching-learning environment where students construct the multiple literacies that seem necessary to respond to the demands of our current society. The article intends to present an analysis of content around the documents that st regulate the profile of the teacher of the 1 Cycle of Basic Education, in articulation with the profile of students leaving compulsory education, so as to look for points of convergence and divergence that foster reflection on the contribution of these two poles to the success of students and the education system itself. The results showed that it is necessary to rethink the teacher’s profile in order to be more in accordance with the Profile of students leaving compulsory education. st Keywords: Student’s Profile, Teacher’s Profile, Compulsory Education, 1 Cycle of Basic Education (CBE). REFERENCES 1. 2. 3. 4. 5. 6. Abreu, M. “Competências e Funções de Educadores e Professores no Contexto da Sociedade do Conhecimento e da Inovação: Um Desafio para as Universidades Portuguesas”, In Conselho Nacional da Educação (Org.), “As Bases da Educação”. Lisboa: Ministério da Educação, 2004, pp. 281-291. Conselho Nacional da Educação (Org.), “As Bases da Educação”. Lisboa: Ministério da Educação, 2004. Decreto-Lei n. 240/2001, 20 de agosto – Diário da República, I Série-A, Nº 201. Decreto-Lei n. 241/2001, 30 de agosto – Diário da República, I Série-A, Nº 201. Despacho n. 6478/2017, 26 de julho – Diário da República, 2ª Série – Nº 143. Lei n. 46/86, de 14 de outubro, Lei de Bases do Sistema Educativo. © 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Macara, M. “Metamorfoses em espelho de água: Identidade, perfil, contextos e mudança nas (auto) representações dos professores”. Revista Lusófona, 16, 2010. Martins, G. (Coord.). “Perfil dos Alunos no Final da Escolaridade Obrigatória”. Lisboa: Ministério da Educação/Direção Geral da Educação/José Vitor Pedroso, 2017 Sá, P. & Paixão, F. “Contributos para a clarificação do conceito de competência numa perspetiva integrada e sistémica”. Rev. Port. de Educação, vol. 26, n.1, 2013, pp. 87-114. Voogt, J., & Roblin, N. P. “A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies”. Journal of Curriculum Studies, 44(3), 2012, pp. 299-321. © th Filodiritto Editore – 9 International Conference the Future of Education Sustaining the Integration of ICT in Accounting Education Nadia Rhodes1 University of Johannesburg, South Africa1 Abstract This paper reports on the critical success factors necessary to promote sustainability in the integration of information and communications technology (ICT) in accounting education. The integration was implemented in order to better align accounting education to accounting practice in Higher Education. The alignment is only possible through the use and understanding of accounting software packages (ICT) which are integrated into the entire learning experience of the accounting diploma student. Firstly, it is argued that the iterative cycles of design-based research in the implementation process together with action research facilitated the refinement process. The continuous feedback cycles are a learning process for the teaching and learning with ICT to be sustained. Secondly, the close working relationship to industry, management support and staff interventions are integral parts of the alignment and it is argued that these are the more imperative key success factors in the sustainability of the alignment process of accounting education to accounting industry. Thirdly, best practices emanating from the refinements of the implementation processes over the period from 2011 to date will be presented. The teaching and learning practices that will be highlighted cover assessment practices, the knowledge and skills balance for the graduate and tutor roles and responsibilities. The results of an impact study of the integration of ICT on the graduateness and employability of the graduates will be highlighted. Finally, the need for further research in the dynamic work place, fourth industrial revolution (4IR) and the future of accounting education knowledge and skills alignment will be presented. Keywords: Accounting, Education, Information and communication technology (ICT), Integration, Implementation of ICT REFERENCES 1. 2. 3. Rhodes, N. “Accounting education: closing the gap between technology, education and accounting in higher education institutions”, Johannesburg: University of Johannesburg, 2012. Rhodes, N. “Gateways to positioning information and communication technology in accounting education,” South African Journal of Higher Education, vol. 26, no. 2, 2012, pp. 300-316. Rhodes, Ray J. “Evaluating the impact of integrating information and communication technologies in accounting education: A case study at the University of Johannesburg”, Johannesburg: University of Johannesburg, 2019. Unpublished PhD Thesis. © 4. 5. 6. 7. 8. th Filodiritto Editore – 9 International Conference the Future of Education Rhodes, N. “Creating value in accounting education with a qualitative research methodology”, Journal of Economic and Financial Sciences, vol. 8, no. 3, 2015, pp. 728-741. Amini, M & Safavi, N S. “Review Paper: Critical Success Factors for ERP Implementation”, International Journal of Information Technology & Information Systems, vol. 5, no. 16, 2013, pp. 1-23. Ahmad, M.M & Cuenca, R. P. “Critical success factors for ERP implementation in SMEs,” Robotics and Computer-Integrated Manufacturing, vol. 29, no. 3, 2013, pp. 104-111. Baygin, M. Yetis, H. Karakose, M. & Akin, E. “An effect analysis of industry 4.0 th to higher education”, in 15 International Conference on Information Technology Based Higher Education and Training (ITHET), Istanbul, 2016. Moussa, M. “A Literature Survey on Information Communication Technology (ICT) and Management in Organizations”, SIU Journal of Management, 3(2), 2013, pp. 1-33. © th Filodiritto Editore – 9 International Conference the Future of Education Syntactic Properties of Legal Language in English and Albanian Ekaterina Strati1, Miranda Enesi2 Department of Foreign Languages Faculty of Education “Aleksander Moisiu” University, Durrës, Albania1,2 Abstract Being the primary means of communication worldwide, English has become a career tool for all categories of professionals, including lawyers, as it allows them to communicate internationally. English Legal documents are one of the objects of a lawyer’s routine since they write and interpret English-based contracts and other important documents, which may be complex and also include technical vocabulary. Legal terminology and grammar for non-native speakers of English language may bring difficulties. This article is a cross-linguistic study which describes the typical linguistic features of legal English, focusing on syntactic constructions, and aims to make it more comprehensible not only to those studying it, but to teacher of legal English at the same time. It will mainly deal with the pragmatic aspect of language in a synchronic approach. Such characteristics will be presented using a comparative descriptive perspective, between English and Albanian language. We will mainly focus on grammatical features of instructional language used in English legal documents such as the use of performative verbs and speech acts, performative utterances, verb form, finite verbs, passive forms, subjects and objects etc., comparing them to the Albanian equivalent ones. Keywords: linguistic features, legal English, legal documents, English and Albanian language, grammar, etc. REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. Aitcheson, l. “Language Change: Progress or Decay?”, Cambridge: Cambridge University Press, 1991. Ajazi,E. “Aspekte Teorike Dhe Praktike te Perkthimit Juridik”, (doctoral dissertation) University of Tirana, 2014. Albrahimi, A. “Procesi i Përkthimit të Acquis Communautaire në Gjuhën Shqipe”, (doctoral dissertation), University of Tirana, 2014. ASHSH “Gramatika e gjuhës shqipe, I”, Tirana, IGJL, 2002. ASHSH “Gramatika e gjuhës shqipe, II”, Tirana, IGJL, 2002. rd Asprey, M. M. “Plain language for lawyers (3 ed.). Sydney, Australia: The Federation Press, 2003. Austin, J. L. “How to Do Things with Words”, Oxford, The Clarendon Pres,1962 Bázlik, M., & Ambruz, P. “Legal English and its grammatical structure”, Kluwer, Prague, Czech Republic, 2009. © 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. th Filodiritto Editore – 9 International Conference the Future of Education th Bernard R. Porter, Notary Public, Special Power of Attorney, 15 day of March 2019. Bhatia, V. “Cognitive structuring in legislative provisions”. In J. Gibbons (Ed.), 1994. Biber, D.; Johanson, S.; Leech, G.; Conrad, S. And Finegan, E. “Longman Grammar of Spoken and Written English”, Longman, London, 1999. Butt, P.; Castle, R. “Modern Legal Drafting: A Guide to Using Clearer Language”, Cambridge University Press. 2001, pp. 139-140. Felsenfeld, C. “Plain English Movement, The Plain English Movement: Panel Discussion”, Fordham University School of Law, 1981. Felsenfeld, C. “Writing Contracts in Plain English”, West Group, 1981. Gentzler, E. “Contemporary Translation Theories”, Londres et New York, Routledge, 1993. Gibbons, J. “Forensic linguistics: An introduction to language in the justice system”, England, Oxford, 2003. Lisina, N. “Stylistic Features of Legal Discourse a Comparative Study of English and Norwegian Legal Vocabulary” (article), 2013. Lyons, J. “Linguistic Semantics: An Introduction. Cambridge, U.K.: Cambridge University Press, 1995. Memushaj, R. “Për shqipen standarde, I-II”, Infbotues, Tirana, 2012. Memushaj, R. “Shqipja standard”, Toena, Tirana, 2011. Newmark, P. “Approaches to translation”, Oxford; New York: Pergamon Press,1981. Palmer, F. “Mood and Modality”, Cambridge: Cambridge, University Press1986 Rrota, J. “Gjuha e shkrueme ase vërejtje gramatikore”, Botime Françeskane, Shkodër, 2006. Rutledge, A. “Basic Legal Drafting: Litigation Documents, Contracts, Legislative Documents”, USA, CreateSpace Independent Publishing Platform, 2012. st Rylance, P. “Writing and Drafting in Legal Practice”, 1 Edition, Oxford, 1994 Williams, Ch.“Legal English and Plain Language: an introduction”, ESP Across Cultures 1, 2004. https://www.betterteam.com/employee-contract-template https://www.macmillandictionary.com/dictionary/british/ © th Filodiritto Editore – 9 International Conference the Future of Education Teacher’s Collaborative Work: Perspectives and Practices Conceição Figueira1, Lisete Veiga2, Gema Sanchez-Emeterio3, Filomena Covas4 Lisbon Higher School of Education/Interdisciplinary Center of Educational Studies, Portugal1 Lisbon Higher School of Education, Portugal2 Faculty of Education of Toledo/University of Castilla La Mancha, Spain3 Lisbon Higher School of Education/Interdisciplinary Center of Educational Studies, Portugal4 Abstract This work aims to study the concepts and collaborative working practices between teachers, the factors that promote or hinder collaboration and examine the practices of these teachers in their work context. This investigation started in the professional context and the conviction that collaborative work between teachers can bring them numerous benefits to their learning and subsequent professional development. In this regard, [1] points out that the collaborative work “is structured essentially as an articulated work process and thought together, allowing better achieve the desired results, based on the enrichment brought by the dynamic interplay of several specific knowledge and various cognitive processes in collaboration”. This approach to the study was carried out taking into account two dimensions: a) The conceptions of collaborative work, in order to characterize the conceptual universe of teachers about collaboration, who understand for collaboration, the requirements set by the collaborative work and the consequences of it. b) Collaboration practices, in order to describe existing practices in school and identify aspects facilitators or inhibitors collaboration between teachers. We adopted an interpretative qualitative methodology and design of this research as a case study. The techniques used for data collection were semi-structured interviews and documentary research. Study participants expressed a suitable collaborative design arguing that this is how it should guide their work. Nevertheless, the results suggest that the collaborative practices of this group of teachers are still not adequately confirmed and situations of sharing and reflection are a systematic practice. Emerging data indicates the need to promote collaborative work by mobilizing reflective processes with the involvement of teachers, which share materials, processes and strategies, in order to develop the critical skills and selfreflexive teachers. The coordinator is indicated as an element that plays a key role as supervisor and facilitator of collaborative work between teachers. Keywords: Collaborative Work, Individualism, Collaborative Cultures, Professional Development © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. Roldão, M.C. “Colaborar é preciso: questões de qualidade e eficácia no trabalho dos professores”, in Dossier: Trabalho colaborativo dos professores, Revista Noesis, pp. 22-37, 2007. Day, C. “Desenvolvimento profissional de professores. Desafios daaprendizagem permanente”, Porto. Porto Editora, 2001. Hargreaves, A. “A profissão de ensinar, hoje”. In ADÃO, Áurea (org.). Os Professores: Identidades (Re)construídas. Lisboa, Edições Universitárias Lusófonas, 2004, pp. 13-60. Fullan, M. & Hargreaves, A. “Por que é que vale a pena lutar? O trabalho de equipa na escola. Porto”, Porto Editora, 2001. Edwards, A. & Mackenzie, L. “Steps towards participation: The social support of learning trajectories. International Journal of Lifelong Education”, 2005, 24(4), pp. 282-302. Redecker C, Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S. & Hoogveld, B. “The Future of Learning: Preparing for Change. Europe commission”. Publications office of European Union, Luxembourg, 2011, p. 97. Roldão C. & Mesquita. E. “Prática Supervisionada e Construção do Conhecimento Profissional”, Porto, Fundação Manuel Leão, 2019. © th Filodiritto Editore – 9 International Conference the Future of Education The Future of Education in Defence and Security in Relation to the New Security Environment Yuri Tsenkov1 University of National and World Economy, Bulgaria1 Abstract The future development of Armed, Police and various Crisis Response Forces will take place in an environment of increasing needs and resource shortages. The security environment could be characterized as dynamic, with multiple and diverse threats that will need to be addressed with adequate capabilities. The new threats like economic warfare, cyber warfare, unconventional threats, etc. and the related crisis during and afterwards require a diverse set of capabilities to cope with. Since no organization is able to develop such capabilities on its own, this will require much better cooperation of staff with different Training and Education (E&T) in order to be efficient during a crisis when shortage of time, lack of resources and rapidly changing environment are present. One of the cheapest and most safe ways to train and educate the needed personnel are CAX and various simulations of real time events, that will allow for the various forces to work together in a controlled environment, to learn for and from each other and in such a way to develop the capability for cooperation that will be an important success factor when a real crisis is present. Keywords: Future education, defence, security, CAX, M&S REFERENCES 1. 2. 3. 4. Cayirci, E., NATO’s Joint Warfare Centre Perspective on CAX Support Tools and Requirements, Transforming Training and Experimentation through M&S, Meeting Proceedings, RTO-MP-MSG-045, Paper 1., 2006, pp. 1-11. Coppieters, D., Military Operational Requirements for CAX (CAX) in NATO, RTO SAS Lecture Series on “Simulation of and for Military Decision Making”, RTO-EN-017, 2003, pp. 3-1. Erdal Cayirci and Dusan Marincic, CAX and Training. A Reference Guide (Hoboken, NJ: John Wiley, 2009), p. 8. Doctorine and Training Series, Australian Defence Doctorine Publication 7.0, DoD Camberra, Australia, 2011, p. 7. © th Filodiritto Editore – 9 International Conference the Future of Education The Montessori Approach to Early Childhood Education: Benefits and Challenges of Mixed-Age Classrooms as an Essential Montessori Schools Feature Ilaria Navarra1 Georgetown University, USA – Università degli Studi di Macerata, Italy1 Abstract The Montessori Approach to Early Childhood Education is a growing influence throughout the world. This paper reports on research completed in the US that assessed the similarities and differences in Montessori programming between the US and Italy in both private and public schools. The research assessed how the essential elements of the Montessori method, including mixed-age classrooms and the inclusion of children with disabilities are implemented in the US. The paper describes the Montessori methodology, the benefits of mixed age classrooms, as a model of inclusion that can serve also the Italian public schools. In Italy Montessori Education may prove to be beneficial in the rural, isolated areas. According to the manifesto of the small school’s movement of Italy, 76% of the Italian territory is at risk isolation. Apparent disadvantages, such as small or multi-age classes, may provide opportunities to solve the growing concern of schools and school districts with diminishing populations. Moreover, the Montessori Method can be a response to the needs of today schools in search of new strong educational alternative to traditional education. Keywords: Montessori, primary school, early childhood, cultural competence, mixed-age classroom REFERENCES 1. 2. 3. 4. 5. 6. Lillard, A. (2017). Montessori the science behind the genius (Updated ed.). New York: Oxford University Press. Marshall, C. (2017). Montessori education: a review of the evidence base. npj Science of Learning (2), id. 11. Montessori, Maria (1912) 1964. The Montessori Method. Montessori, Maria. Dr. Montessori’s Own Handbook. New York: Schocken Books, 1965. Print. Montessori, Maria 1967. The Absorbent Mind. Newport, Cal. Deep Work: Rules for Focused Success in a Distracted World. NEW YORK: GRAND CENTRAL PUB, 2016. Print. © th Filodiritto Editore – 9 International Conference the Future of Education University Social Responsibility through the Lens of Students: Does it really Matter? Márcia Coelho1, Rachel Drayson2, Isabel Menezes3 CIIE – Faculty of Psychology and Education Sciences, University of Porto, Portugal1 NUS – National Union of Students, United Kingdom2 CIIE – Faculty of Psychology and Education Sciences, University of Porto, Portugal3 Abstract In times of intense social change that pose a new set of demands to education, higher education institutions are called to face their inner values of social responsibility in the development of “public-minded alumni” [1], in the promotion of equal opportunities for all, despite their different cultural and social backgrounds, in terms of access, progression and completion [2] and in the provision of opportunities for students to become involved in intervention projects and activities that promote active citizenship and democratic participation, beyond academic knowledge [3]. University Social Responsibility (USR) is pointed out as central by several international organizations such as UNESCO [4] or ISO26000 [5] but despite the increase of research in this area [6], [7] the potential impacts of students’ participation in USR training and projects are not yet sufficiently studied. Therefore, this research aims to consider how students from three European universities (Edinburgh, Porto and Kaunas) perceive USR and the impact of their participation in the Erasmus + project ESSA – experiential training with involvement in a university social responsibility audit process –, through focus-group discussions, along with the analysis of students’ diaries. Keywords: University Social Responsibility, Higher education, Students, Experiential learning, Social Audit REFERENCES 1. 2. 3. 4. Chase, W. “The social responsibility of the state university”, Journal of Social Forces, 1 (5), 1923, pp. 517-521. London Communiqué “Towards the European Higher Education Area: responding to challenges in a globalised world”, 2007, Available at: http://www.ehea.info/articledetails.aspx?ArticleId=43. Simons, M. & Masschelein, J. “The Public and Its University: beyond learning for civic employability?”, European Educational Research Journal, 8 (2), 2009, pp. 204-217. Unesco “World Conference on Higher Education. Higher Education in the Twenty-first Century: Vision and Action” Volume I, Final Report, Paris, UNESCO, 1998, Available at: http://unesdoc.unesco.org/images/0011/001163/116345e.pdf © 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. th Filodiritto Editore – 9 International Conference the Future of Education ABNT NBR ISO 26000 (2010), Diretrizes sobre responsabilidade social (1a ed.) 2010. Larrán, JM; López, H. & Márquez Moreno, C. “La comunidad universitaria andaluza ante la responsabilidad social: un estudio de opinión”, Foro de los Consejos Sociales de las Universidades Públicas de Andalucía, 2011. Martin, B. “University Social Responsibility: A common European Reference Frame work”, 2016, Available at: www.eu.usr.eu. Zomer, A. & Benneworth, P. “The Rise of the University’s Third Mission”, Reform of Higher Education in Europe, Sense Publishers, 2011, pp. 81-101. https://doi.org/10.1007/978-94-6091-555-0. Menezes, I.; Coelho, M.; Amorim, JP.; Gomes, IP.; Pais, S. & Coimbra, J. “Inovação e compromisso social universitário: a universidade e o chão que ela pisa”, Villa Sánchez, A. (Eds.), Tendencias actuales de las transformaciones de las universidades en una nueva sociedad digital, Vigo, Foro Internacional de Innovación Universitaria, 2018, pp. 395-407. Velazquez, L.; Munguia, N.; Platt, A., & Tadei, J. “Sustainable University: What can be the matter?”, Journal of Cleaner Production, 14(9), 2006, pp. 810-819. Amorim, J., Arenas, B., Daniel, B., Alina F., Carrasco, A., Carvalho, X., Coimbra, J., Dima, G. (Coord.), Don, R., Freires, T., Loja, E., Martin, B., Menezes, I., Negaides, A., Osuna M., Rodrigues, F. “University social responsibility: A common European reference framework.”, 2015, [Final Public Report of the EU-USR Project, 52709-LLP-2012-1-RO-ERASMUS-ESIN, February 2015] doi:10.13140/RG.2.1.1457.8084. Villa Sánchez, A. “La innovación social en el âmbito universitario: una propuesta para su diagnóstico y desarrollo”, Revista Argentina de Educación Superior 6, 2014, pp. 188-218. Barnett, R. “The coming of the ecological university”, Oxford Review of Education. 37(4), 2011, pp. 439-455. DOI: 10.1080/03054985.2011.595550. Tong, T.; Yuen-Tsang, A. & Shek, D. “University Social Responsibility: The PolyU Way”, Shek, D. & Hollister, R. (Eds) University Social Responsibility and Quality of Life – A global Survey of Concepts and Experiences. 8, Singapore: Springer, 2017, pp. 255-270. Ye, J. “Reflections on and Practices of Peking University Fulfilling Social Responsibility”, Shek, D. & Hollister, R. (Eds) University Social Responsibility and Quality of Life – A global Survey of Concepts and Experiences, 8, Singapore, Springer, 2017, pp. 205-221. Ribeiro, R. & Magalhães, A. “Política de responsabilidade social na universidade: conceitos e desafios”, Educação, Sociedade e Culturas, 42, 2014, pp. 133-156. Lopes, H. “Atividades Académicas (Co)Curriculares e o (D)Envolvimento dos Estudantes: O curso e as margens na travessia da implementação do Processo de Bolonha no Ensino Superior”, Porto, Faculty of Psychology and Education Sciences of University of Porto, 2015. Vallaeys, F.; De La Cruz, C. & Sasia, P. “Responsabilidad social universitaria: manual de primeros pasos”, México, McGraw Hill, 2009. Johnson, B. & Onwuegbuzie, J. “Mixed Methods Research: A Research Paradigm Whose Time Has Come”, Educational Researcher, 33(7), 2004, pp. 14-26. Coelho, M.; Rodrigues, F.; Evans, P., Menezes, I.& Martin, B. “Student Auditing of University Social Responsibility – Reform through Reflective, © th Filodiritto Editore – 9 International Conference the Future of Education rd 21. 22. Experiential Learning?” HEAD’17 3 international conference on higher Education Advances. Valencia, 2017, pp. 1165-1175. Cheng, S. “The practice of professional skills and civic engagement through service learning: A Taiwanese perspective”, Higher Education, Skills and Work-Based Learning, Vol. 8 Issue: 4, 2018, pp. 422-437, https://doi.org/10.1108/HESWBL-10-2017-0079 Rutti, R.; LaBonte, J.; Helms, M.; Hervani, A. and Sarkarat, S. “The service learning projects: stakeholder benefits and potential class topics”, Education + Training, Vol. 58 Issue: 2016, pp. 422-438, https://doi.org/10.1108/ET-062015-0 © th Filodiritto Editore – 9 International Conference the Future of Education Visions of 21st Century Education and EvolutionaryTeal – A Diffractive Analysis Simon Ceder1 Konstfack University of Arts, Crafts and Design, Sweden1 Abstract The earth is currently in a phase of rapid transformation; climate change, globalization, digitalization to mention a few of the challenges. As a response, organizations such as st OECD and the United Nations have proposed a variety of visionary documents for 21 century education’. These documents focus primarily on the role of competences such as digital literacy and intercultural communication. This paper will investigate how education can be understood also from a holistic perspective based on the needs of humans and the earth. The paper is based on Frederic Laloux’s organization model ‘evolutionary-teal’, which constructs a holistic approach to organizations and the humans in them based on Ken Wilber’s integral perspective on human cognition. The paper benefits methodologically from a diffractive reading, based on Karen Barad and the author’s previous work where a variety of materials are read through one another. The purpose is to push ideas forward in an affirmative manner, rather than only to critique what is problematic. The analysis will show that even visionary documents lack the vision to think about education beyond an instrumental paradigm. However, the diffractive reading will provide a few openings for formulating the challenges of education as an opportunity to educate while still putting the earthly and human wellbeing first. st Keywords: 21 century education, evolutionary-teal, diffractive analysis REFERENCES 1. 2. 3. 4. 5. 6. Kereluik, K., Mishra, P., Fahnoe, C. & Terry, L. (2013). What knowledge is of st most worth: Teacher knowledge for 21 century learning. Journal of Digital Learning in Teacher Education, 29(4), pp. 127-140. Laloux, F. (2014). Reinventing organizations: A guide to creating organizations inspired by the next stage in human consciousness. Brussels: Nelson Parker. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press. Ceder, S. (2019). Towards a posthuman theory of educational relationality. London & New York: Routledge. Wilber, K., (1996). A brief history of everything. Boulder, CO: Shambhala publications. st Tan, C., Chua, C. S. K. & Goh, O. (2015). Rethinking the framework for 21 century education: Toward a communitarian conception. Educational Forum, 79(3), pp. 307-320. © 7. 8. 9. th Filodiritto Editore – 9 International Conference the Future of Education Braidotti, R. (2013). The posthuman. Cambridge: Polity Press. Joseph, B. (2013). An evolutionary framework for global sustainability th education: An integral, posthuman perspective. Proceedings of the 58 Meeting of ISSS. Retrieved from: http://journals.isss.org/index.php/proceedings58th/article/view/2337 st st Partnership for 21 century skills. (2010) 21 century knowledge and skills in educator preparation. Retrieved from: https://files.eric.ed.gov/fulltext/ED519336.pdf © th Filodiritto Editore – 9 International Conference the Future of Education Strategies for Effective Teaching © th Filodiritto Editore – 9 International Conference the Future of Education Achieving Bilingualism in Very Young Learners of EFL Through Real-Life Experience Edita Hornáčková Klapicová1 Constantine the Philosopher University in Nitra, Slovakia1 Abstract Activities simulating real-life experience in the EFL classroom for very young learners may strongly contribute to the acquisition of language skills on multiple levels. This effective teaching method provides learners with the opportunity to become immersed in a natural speaking environment and allows them to acquire and practice the following language forms and skills: pronunciation and other phonological features, vocabulary and meaning, grammar and sentence structure, style, listening and speaking skills, communicative and social skills, sociolinguistic competence, discourse competence, and strategic competence. The aim of the present paper is to offer some tips for teaching EFL through real-life experience, which may lead to achieving bilingually and proficiency in English as a foreign language in very young learners. Keywords: bilingually, communicative approach, EFL, natural approach, very young learners REFERENCES 1. 2. 3. 4. 5. 6. 7. Bloomfield, L. “Language.” Motilal Banarsidass Publ., 1994, pp. 56-56. Coleman, R. and Goldenberg, C. “What does research say about effective practices for English learners? Part III: Promoting literacy development.” Kappa Delta Pi Record, 46(3), pp. 106-111. Hamers, J. and Blanc, M.H.A. “Bilinguality and Bilingualism.” Cambridge, Cambridge University Press, 2004, p. 6. Leopold, W.F. “Speech development of a bilingual child: A linguists record (in four parts).” Evaston, Northwestern Press, 1939, 1947, 1949a, 1949b. Myers-Scotton, C. “Multiple Voices: An Introduction to Bilingualism.” Oxford, Blackwell Publishing, 2006, pp. 44, 326, 345. Ronjat, J. “Le développement du langage observe chez un enfant bilingue.” Paris, Champion, 1913. Weinreich, U. “Languages in contact: Findings and problems.” The Hague, Mouton, 1968, p. 148. © th Filodiritto Editore – 9 International Conference the Future of Education Attendance Monitoring – Supporting Students Effectively Terry C. Lansdown1, Yiannis Argyropoulos2 Heriot-Watt University, Edinburgh, United Kingdom1,2 Abstract The student population is changing. They have new and competing demands for their attention. To meet the educational needs of our future students, we need to better understand their constraints. These encompass both the barriers to, and incentives for, effective performance during their study. This paper presents analysis of an attendance monitoring project undertaken in the department of psychology at Heriot-Watt University in Edinburgh. A novel and bespoke monitoring system was developed. The software processes data from handheld barcode scanners, the student record system and timetabling software. It was designed to provide (semi-) automated reports to students, module coordinators and personal tutors regarding non-attendance incidents. Our ethos in the development of the system was to support students who may be struggling with the demands on them, while providing richer information to understand the underlying motives for their behaviours. Data has been collected over a period of eighteen months, so far. Results are presented concerning three main areas, i) technical lessons learnt, ii) attendance data collected, and iii) system implementation recommendations. The Technical implementation of the project required careful negotiation of the practical and institutional ‘corporate’ policies and infrastructure. Summary results from our (four-year Scottish) degree students revealed nonst nd rd attendance levels of 56.2%, 39%, 36.7% and 47.3% respectively for our 1 , 2 , 3 and th 4 years. Broader systems findings suggest limitations in ‘barcode’ scanning but offer considerable promise from a deeper understanding of the factors revealed. Conclusions are drawn, and recommendations made for those interested in adopting similar ‘smarter’ technologies in support of their students. Keywords: Attendance Monitoring, Student, Support, Performance REFERENCES 1. 2. 3. G. C. Durden and L. V. Ellis, “The Effects of Attendance on Student Learning in Principles of Economics,” The American Economic Review, vol. 85, no. 2, pp. 343-346, May 1995. L. Newman Ford, K. Fitzgibbon, S. Lloyd, and S. Thomas, “A large‐scale investigation into the relationship between attendance and attainment: a study using an innovative, electronic attendance monitoring system,” Studies in Higher Education, vol. 33, no. 6, pp. 699-717, Nov. 2008. V. I. Prodanov, “In-Class Lecture Recording: What Lecture Capture has to Offer to the Instructor,” presented at the ASEE PSW Section Conference, 2012, pp. 1-12. © 4. 5. 6. th Filodiritto Editore – 9 International Conference the Future of Education M. Vardi, “Will MOOCs Destroy academia?” Communications of the ACM, vol. 55, no. 11, p. 5, 2012. A. Mcgowan and P. Hanna, “How video lecture capture affects student engagement in a higher education computer programming course: A study of attendance, video viewing behaviors and student attitude,” presented at the IIMC International Information Management Corporation, 2015. M. Lipscomb and P. C. Snelling, “Student nurse absenteeism in higher education: An argument against enforced attendance,” Nurse Education Today, vol. 30, no. 6, pp. 573-578, Aug. 2010. © th Filodiritto Editore – 9 International Conference the Future of Education Characteristics of the School Climate in BoyacáColombia: A Key Perspective to Transform the Institutional Reality Anderson Geovany Rodríguez Buitrago1, Sandra Liliana Acuña González2, Daniel Roberto Vega Torres3, Aracelly Burgos Ayala4 Fundación Universitaria Juan de Castellanos, Colombia1,2,3,4 Abstract Different investigations show the way in which school climate affects different development and learning processes, at a bio-psycho-social and emotional level. Aspects such as school coexistence, the organization in the classroom, different types of conflict and school violence are part of a complex network of interactions that define spaces where children and young people, teachers in different contexts and cultures exist in the formal environment and institutional school. The evident tensions associated with individual and collective realities end up nuanced the so-called climates, some of them positive in that they generate the deployment of the capacities of those who make up generating affirmative dynamics in which there are explicit and implicit mechanisms for managing situations, others, characterized by being climates in which, on the contrary, significantly increase conflict situations. The paper seeks to identify, in the case of the Central Zone region of Boyacá-Colombia and based on research, the main dimensions that condition the school climate, as well as innovative practices that make school climates allow for collective growth and development, allowing respectful relationships and the experience of values that permeate the institutions. On the other hand, it is expected that from the results the experience can be shared with other researchers in the field to contrast experiences and promote work networks and international cooperation. Keywords: School climate in Colombia, Bullying, School relationships REFERENCES 1. 2. 3. Cohen, J., Mccabe, E., Michelli, N., & Pickeral, T. School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, 111(1), 2009, pp. 180-213. Cornejo, R y Redondo, J. El clima escolar percibido por los alumnos de enseñanza media. Una investigación en algunos liceos de la Región Metropolitana, 2001, pp. 11-52. Donati, P. Rethinking Society. Madrid: Ediciones Internacionales Universitarias, 2006, p. 264. © 4. 5. 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Freiberg, H. J. (Ed.). School Environment: Measuring, Improving and Sustaining Healthy Environments. London, England: Falmer Press, 1999, pp. 1-32. Mockus, A. In: Guías Pedagógicas para la convivencia escolar (2014), guía 49. Ministerio de Educación nacional. Bogotá: Amado Impresores S.A.S, 2002, p. 298. Monjas, Mª I. (Dir.). Cómo promover la convivencia: Programa de assertividad y habilidades sociales (PAHS). Madrid: CEPE, 2009, p. 440. Pérez-Juste, R. Educación, ciudadanía y convivencia. Diversidad y sentido social de la educación. Bordón: Revista de Orientación Pedagógica, 2007, pp. 239-260. Rodríguez, A. Clima escolar: Una experiencia desde el municipio el Socorro – Santander. Tunja, Colombia: Editorial Juan de Castellanos, 2015, 125 pages. Tarter, W. and Kottkamp, R. B. (1991). Open School, Healthy Schools: Organizational Climate Measurement. London, England: Sage. UNESCO. School Climate Analysis. Chile: Regional Office for Education in Latin America and the Caribbean. 2013, p. 35. © th Filodiritto Editore – 9 International Conference the Future of Education Complex Approach in Academic Teaching and Training Students in ‘Intellectual Property and Business’, Master Degree Maria Markova1 University of National and World Economy, Bulgaria1 Abstract The complex approach contains 4 main interconnected elements in the field of intellectual property education regarding the teaching and training process in ‘IP in advertising business’ course. 1. Preparation of individual works by students focused on the problematic areas relating to training objectives: to identify intellectual property /IP/ in business, in advertising and company style. IP is divided in 2 groups: IP objects to protect innovations: patents, utility models, industrial designs /ID/; IP object to protect business identifiers: trademarks /TM/, ID in class ‘Logos’, geographical indications. 2. Discussion during the presentation of the individual works by students with a rising of questions, with an emphasis on current aspects of the market situations and regarding to the subject matter of research or to the company IP policy including protection and obtaining of IP rights in business, to the problems of business area as general or to the specific cases. 3. Student audience attitude to the relevant examined and presented by another student problem assessed as a degree of attention and interest in it through the questions raised by the audience on the circle principle. 4. Student’s participation in quality assessment of the individual works and answers on the principle of anonymous. Elements 3 and 4 are performed in the conditions of anonymity and a brief motivation in 4-6 sentences for a qualified assessment on “bad-good-excellent” scale. As a final result: 1. The students develop their communication, presentation and discussion skills; 2. The students work effectively in the conditions of transparent discussion and develop skills for adequate and rapid implementation in business cases relating to course problems. 3. The students are motivated for analytical and creative activities by raising questions and qualitatively evaluation and motivation. The lecturer takes into account all of the elements in placing the final assessment for students in disciplines, included in addition comprehensive evaluation of development and protected in audience individual assignment, and evaluation the written test material which is included basic terms and management relations. Above mentioned complex approach for teaching and training, based on European social survey, form conclusions of the last 5 years’ experience in 4 different academic courses with more than 120 students. This approach possesses few main advantages, among which are: the interactivity of the model, the integrity of theory and practice, the development of oral communicative © th Filodiritto Editore – 9 International Conference the Future of Education and discussion skills of students and increasing of student’s motivation in the educational process. Keywords: Teaching, training, IP and business REFERENCES 1. 2. 3. 4. 5. 6. 7. Markova, M. Advertising as intellectual property, Compl. ‘Stopanstvo’, Sofia, 2016. Markova M, Markova, M. ‘IP research for business education’, FOE Pixel, 2016. www.bpo.bg www.euipo.europa.eu www.superbrands.com www.cpc.bg www.eur-lex.europa.eu © th Filodiritto Editore – 9 International Conference the Future of Education Enacting Paulo Freire in an Institutional Context: Developing Positive Relationships Carol Thompson1, Michael W. Kleine2 University of Arkansas at Little Rock, United States1,2 Abstract Co-author Michael Kleine and I have experimented with the Brazilian author Paulo Freire’s pedagogy in our team-taught classes. Enacting Freire’s ideal of a liberatory epistemology is extremely difficult because institutional constraints increase the psychological and emotional distance between our students and ourselves. Michael and I devised ways to create a classroom based on Freire’s dialogic approach to education. Using Martin Buber’s terminology, we work to establish our students as “Thous” rather than as Its. Together with our students we explore the texts we read, and generate open and liberatory discussions based on the notion of co-constructing our classroom, and co-constructing what knowledge means to us. Establishing this “open space” of inquiry, a climate of acceptance, involves putting into practice Freire’s strategies that produce authentic dialogue. As teachers we are active participants in the discussions as well as the assignments, writing journals and assignments with the students and submitting our work for student examination. The atmosphere in the classroom is decidedly relational and inter-subjective. Mutual respect is a cardinal value. We also enact behaviors associated with Julien Mirivel’s Positive Communication model such as greeting by first name thus bridging the gulf of separateness; we ask questions to discover the known and unknown with our students; we encourage students and compliment ideas; we disclose in our discussions; we listen deeply to our students and work to establish authentic dialogue. Essentially, we manage the tension between traditional, banking classrooms, in Freirean terms, and a classroom that exhibits and even compels the openness of the liberatory classroom. Our writing (and our teaching) is informed by reviewing the work of Freire, mentioned earlier, but also that of Dewey, Buber, Vygotsky, Palmer and Mirivel as discussed in our chapter. Keywords: Freire, Buber, Positive Education, Authentic Dialogue REFERENCES 1. 2. 3. 4. 5. Buber, M. (1970). I and thou Walter Kaufmann, Trans). New York, NY: Simon and Schuster (Original work published 1923). Cortinas H. (20). Is a liberatory pedagogy possible? Retrieved from http://www.leftvoice.org/Is-a-Liberatory-Pedagogy-Possibl7 Dewey, J. (1916). Democracy and education. New York: Macmillian. Dewey, J. (1997). Experience and education. New York: Touchstone. Dewey, J. (1910). How we think. Boston, D.C. Heath & Co. © 6. 7. 8. 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Freire, P. (2000). Pedagogy of the oppressed. (Myra Berman Ramos, Trans.) New York: Continuum. (Original work published 1968). Mirivel, J. (2014). The art of positive communication. New York: Peter Lang. Parker, P. (1998). The courage to teach. San Francisco, CA: Jossey-Bass, Inc. Socha, T.J., & Pitts, M.J. (Eds.), (2012a). The Positive Side of Interpersonal Communication. New York: Peter Lang. Thompson & Kleine. (2014). Innovative higher education. 40, pp. 173-185. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Oxford, England: Harvard University Press. © th Filodiritto Editore – 9 International Conference the Future of Education Night-Owls and Larks: Shedding Light on Cultural Competence in Translator Training Isabel Chumbo1, Elisabete Mendes Silva2 Instituto Politécnico de Bragança, Portugal1 Instituto Politécnico de Bragança & University of Lisbon Centre for English Studies, Portugal2 Abstract Translator training is viewed as highly practical. However, future translators are also trained through theoretical approaches and with a strong focus on the acquisition of a set of competences which will make their future as professionals uncomplicated. One of these competences includes cultural knowledge. Cultural competence is a fundamental skill of communication in a multicultural world, revealing itself paramount in the understanding of any type of text the translator has to deal with. Therefore, developing and consolidating this competence should be a major concern when training future translators. The aim of this article is to shed light on the acquisition, use and practice of cultural competence. Based on the Task-based learning teaching (TBLT) methodology and taking into account the different learning styles of our students, several text types and genres were analysed in the English language course of a master’s degree in Translation in Portugal, namely through literary texts and the language of headlines. We shall then present some diagnosed and identified problems students felt during hands-on work focusing on this competence, convey some examples that have been worked upon and finally give recommendations on how to overcome this constraint in both learning and teaching perspectives. Keywords: Translator training, cultural competence, TBLT, English language course, learning styles REFERENCES 1. 2. 3. 4. 5. 6. Hurtado Albir, A. “Competence”, in Gambier, Y. & van Doorslaer, L., Handbook of Translation Studies, Amsterdam, John Benjamins, 2010, p. 56. Tomozeiu, D., Koskinen, K., D’Arcangelo, A. “Teaching intercultural competence in translator training”, The Interpreter and Translator Trainer, Routledge, 2016, pp. 251-267. Xiangdong, L., “The first step to incorporate intercultural competence into a given translation curriculum: a micro-level survey of students’ learning needs”, The Interpreter and Translator Trainer, Routledge, 2016, pp. 285-303. Kelly, D., A Handbook for Translator Trainers, Manchester, St. Jerome, 2005. Scrivener, J., Learning Teaching, Oxford, Macmillan, 2011, p. 32. Shreve, G., “The deliberate practice: translation and expertise”, Journal of Translation Studies, pp. 27-42. © 7. 8. th Filodiritto Editore – 9 International Conference the Future of Education Robinson, D. Becoming a translator, London, Routledge, 2001, p. 222. Cripps, J. B. Targeting the source text. A coursebook in English for translators’ trainees. Castelló de la Plana: Publicaciones de la Universitat Jaume I, 2007. © th Filodiritto Editore – 9 International Conference the Future of Education Open Teaching/Learning – PIN Code of the Future/Quality of Higher Education Genutė Gedvilienė1, Ilona Lukoševičiutė-Noreikienė2, Rūta Nadišauskienė3, Laura Malakauskienė4 Lithuanian University of Health Sciences, Lithuania1,2,3,4 Abstract The environment, place, type and curriculum of higher education programmes are the essential factors encouraging the re-examination of the established quality assessment criteria for higher education programmes. Open learning concepts require a change in attitudes regarding the quality of higher education and the concept of teaching and learning. The article analyses the transformation experienced by the learner during the period of high-quality studies from traditional studies to the open learning culture. How can quality learning transformation be measured? The aim: to test the assessment methodology of open learning opportunities responding to the quality of higher education provided. Methods: analysis of scientific literature, case study, survey throughout the course. A case of one mixed course has been investigated. The target group is fifth year medical students of the Lithuanian University of Health Sciences. Keywords: open learning, independent learner, learning culture, goals of studying and studies REFERENCES 1. 2. 3. 4. 5. 6. 7. Bartalomé A. “Web 2.0 and New Learning Paradigms”. eLearning Papers. 2008. Beaty L., Gibb G. and Morgan A., “Learning Orientations and Study Contracts”, In F. Marton D., Hounsell N. and Entwistle (Eds.), The Experience of Learning nd 2 ed. Edinburgh: Scottish Academic Press, 1997 pp. 72-86. Coomey M., Stephenson J. “Online Learning: It Is All about Dialogue, Involvement, Support and Control – According to the Research”. In Stephenson J. (Ed.), Teaching and Learning Online: New Pedagogies for the New Technologies, London: Kogan Page, 2001, pp. 37-52. Ehlers U.D. “Quality in e-Learning from Learner’s Perspective”, In U. Bernath, A. Szucs (Ed) Proceedings of the Third EDEN Research Workshop Oldenburg. Germany: Bibliotheks und Information system der Universitat Oldenburg, 2004, pp. 130-137. ISO standarts. Internet address: http://www.praxiom.com/iso-definition.htm. Page viewed on 16/04/2019. MJ Lemaitre – Quality in Higher Education, Taylor & Francis, 2002. Middlehurst R. “Quality Assurance Implications of New Forms of Higher Education”, Part 1: A Typology, ENQA Occasional Papers 3, 2001. © 8. 9. 10. 11. 12. th Filodiritto Editore – 9 International Conference the Future of Education Paulsen M. F., “Online Education: Learning Management Systems. Global ELearning in a Scandinavian Perspective”, NKI Forlaget, 2003. Paulsen M. F. “Cooperative Online Education”, 2007. Online access: file:///G:/Straipnis/paulsen_-_cooperative_online_education.pdf Viewed on 15/04/2019. Marton F., Beaty E. and Dall’Alba G. Conceptions of Learning//International Journal of Educational Research, 19, 1993, pp. 277-300. Ramsden P., “Learning to Teach in Higher Education”. Routledge, 2003. Sallis E., “Total Quality Management in Education”, Routledge, 2002. © th Filodiritto Editore – 9 International Conference the Future of Education Serving and Learning: Professionalizing Community Engagement in the Liberal Arts David Lynn Painter1 Rollins College, United States of America1 Abstract Traditionally, liberal arts curricula were designed to educate the whole person, refining students’ abilities to think critically and solve problems across a wide range of disciplines. In the face of criticism that the liberal arts are elitist, archaic, and fail to prepare students for particular careers, many liberal education institutions invested significant resources in the development of more pragmatic or applied curricula, with a particular emphasis on experiential learning through community-engagement efforts. These service-learning experiences not only improve the institutions’ connections with the local community, but also foster students’ abilities to apply their knowledge and abilities to address important social issues in a real-world laboratory while also developing their civic engagement. Moreover, project-based service learning allows students to develop portfolios of experiences demonstrating the utility of their liberal arts education to the professional world. As a professor at a liberal arts institution whose mission is to “prepare students for global citizenship and responsible leadership, empowering graduates to pursue meaningful lives and productive careers,” 1 I have taught 15 undergraduate community engagement courses, connecting more than 300 students with 14 local nonprofit organizations over the past five years. This presentation explores the students’ and community partners’ perspectives to develop a set of best practice principles designed to achieve mutually beneficial, transformative learning experiences for undergraduate students. These best practice principles focus on the achievement of five particular outcomes: (1) the alignment of course learning goals with organizational needs; (2) community partner benefits, and the development of the students’ (3) service perspective, (4) civic engagement, and (5) abilities to articulate the value of these experiences in professional terms. This presentation is appropriate for conference participants interested in learning more about the effective development and execution of service learning and community engagement experiences in post-secondary, liberal education. Keywords: Community Engagement, Service Learning, Experiential Learning, Liberal Arts REFERENCES 1. 2. College Mission Statement. Retrieved from: https://www.rollins.edu/aboutrollins/mission/ [Association of American Colleges and Universities. “About LEAP (Liberal Education and America’s Promise).” Retrieved from: https://www.aacu.org/leap © 3. 4. th Filodiritto Editore – 9 International Conference the Future of Education [Remen, Rachel Naomi. “Helping, Fixing, Serving.” Retrieved from: https://www.uc.edu/content/dam/uc/honors/docs/communityengagement/Helpi ngFixingServing.pdf [Association of American Colleges and Universities. “Civic Engagement VALUE Rubric.” Retrieved from: https://www.aacu.org/civic-engagement-valuerubric © th Filodiritto Editore – 9 International Conference the Future of Education The Impact of Comparative European Social Survey Data on Teaching Social Science Courses Elka Todorova1 University of National and World Economy, Sofia, Bulgaria1 Abstract Bulgaria has rejoined its membership in the European Social Survey longitudinal project and in the International Social Survey Program in 2019. The 6 years absence of data in the survey rounds has caused problems for Bulgarian social scientists to analyze the dynamics of the European and global social climate in a cross-national context without being able to organize the knowledge in relation of ourselves to others. Reestablishing the opportunity to participate in international social projects stimulated the use of comparative analyses on the grounds of variety. The determinants of the country differences in the assessment of personal satisfaction, happiness, feelings of optimism, etc., began to be seen on the level of social identification and the process of differential socialization instead of on the rank level of social development. This led to remodeling the course syllabus in Sociology for undergraduates at the University of National and World Economy by presenting core themes in a cyclical way following ESS rotating themes. As an illustration of the way the sociological syllabus might be adapted to ESS topics, we demonstrate revision of the core curricula with emphasis on the themes – Justice and Fairness and Timing of Life, representative of ESS Round 9. Keywords: Social Survey Data, Social Science Courses, Curricula REFERENCES 1. 2. 3. 4. 5. Aassve, A., Billari, F.C. & Piccarreta, R. Eur J Population (2007) 23: p. 369. https://doi.org/10.1007/s10680-007-9134-6. Hülle, S., Liebig, S., May, M. (2018) Measuring Attitudes Toward Distributive Justice: The Basic Social Justice Orientations Scale. Social Indicators Research 136(2): pp. 663-692. Mathumita, D. Innovative Teaching of Social Sciences to Enhance Multiple Intelligence. Journal of Humanities and Social Science (IOSR-JHSS) Volume 21, Issue 2, Ver. II (Feb. 2016) PP 54-60e-ISSN: 2279-0837, p-ISSN: pp. 2279-0845. Piovani, J.I. (2017). Comparative Studies: historical, epistemological and methodological notes. DOI: 10.7770/cuhso-V13N1-art250. Tong, V., Standen, A., Sotirou, M. (2018). Shaping Higher Education with Students:Ways to connect Research and TeachingDOI:10.2307/j.ctt21c4tcm © th Filodiritto Editore – 9 International Conference the Future of Education The Effect of Hands-on-Activities in Biology on Student Performance and Attitude Nida Yildiz1 Hisar School, Turkey1 Abstract It may be noticed that students’ engagement increases when they are active in the lessons. When they are forced to sit and listen in classical ways, they lose their focusing and mostly using visual sources doesn’t help them to concentrate the lesson. th 9 grade biology curriculum is based on molecular level biology such as organic molecules, DNA, cell organelles and cellular transport, which are very difficult to envisage, interpret and make connections. Students generally complain about that biology is boring, there are too many things to memorize, or it is difficult to understand. This study was designed if doing hands-on-activities increases students’ interests and achievement in biology. The hypothesis was if students do hands-on activities in the lessons, then they will be more successful and develop more positive attitudes toward th biology than the students who don’t do hands-on activities. Forty-five 9 grade students attending Hisar School were participated in this study. A pre/post-test design measured student performance of biology concepts about the cell. The experiment th group with twenty-three 9 grade students who were taught using hands-on-activities. The control group with twenty-two students was taught the same topic without using hands-on-activities. The results indicated that there was no significant difference between the change in the biology scores of the students. On the other hand, there was a significant difference between the change in the scores of female students in the favor of experiment group. Male students’ scores didn’t show any significant difference. In order to explore attitude effect, 10 item- five scale pre/post Likert Scale was used. It was shown that there is a significant difference between biology attitude in favor of experiment group. Keywords: Hands-on activities, biology, attitude REFERENCES 1. 2. 3. Ates, O., Eryılmaz, A., (2011), Effectiveness of Hands-on and Minds-on Activities on Students’ Achievement and Attitudes Towards Physics, AsiaPacific Forum on Science Learning and Teaching, Volume 12, Issue 1, Article 6, Jun., 2011. Flannery, M.C., (2001), Hands-on: In many different ways, The American Biology Teacher, Volume 63, 2001. Freeman, J.G., McPhail, J.C., Berndt, J.A., (2002), Sixth graders’ views of activities that do and that do not help them learn, The Elementary School Journal, Volume 102, 2002. © 4. 5. 6. 7. 8. 9. th Filodiritto Editore – 9 International Conference the Future of Education Hussain, M., Akhtar, M., (2013) Impact of Hands-on Activities on Students’ Achievement in Science: An Experimental Evidence from Pakistan, MiddleEast Journal of Scientific Research, Volume 16, 2013. Korwin, A.R., Jones, R.E., (1990), Do hands-on, technology-based activities enhance learning by reinforcing cognitive knowledge and retention, Journal of Technology Education, Volume 1, 1990. Matteucci, M., Mignani, S. (2011). Gender differences in performance in mathematics at the end of lower secondary school in Italy. Learning and Individual Differences, Vol 21, 2011. Pfaff, T.J., Weinberg, A., (2009) Do Hands-On Activities Increase Student Understanding? A Case Study, Journal of Statistics Education, Volume 17, Number 3, 2009. Stohr-Hunt, P.M., (1996), An Analysis of Frequency of Hands-on Experience and Science Achievement, Journal of Research in Science Teaching, Volume 33 Number 1, 1996. Satterthwait, D., (2010), Why are ‘hands-on’ science activities so effective for student learning? Teaching Science, Volume 56, Number 2, June 2010 © th Filodiritto Editore – 9 International Conference the Future of Education The Value of Life: A Multidisciplinary Approach Guido Giuntini1 Boise State University, United States1 Abstract Assigning value to human life is very controversial. The subject, given its intrinsic importance, has, in my experience, always succeeded in capturing students’ attention and interest when applied in different contexts, disciplines and levels. The activity is very interactive, student-centered and can be easily modified to fit needed educational and pedagogical outcomes. This paper explains how the topic can be applied to different academic disciplines and different educational levels, from secondary to postsecondary. Initially created as an exercise for students of economics, the activity can seamlessly be used in several disciplines. In economics and related disciplines, value is generally considered the individual maximum price a person is willing to pay for a certain good: it is a subjective value. More generally, though, economic value is just one of the many aspects of value, which include, but are not limited to, sentimental value, religious value, aesthetic value and so on, and for this reason very difficult to quantify. In many societies throughout history, humans had a price – a market price – based on specific individual characteristics, and to a certain extent fully tradeable. Today, we talk about value of life in different contexts. The idea of placing a monetary value on human life is the springboard for applications in several disciplines, from philosophy and literature, to mathematics, history, economics and jurisprudence, with a strong foundation of methodology and empirical analysis. Keywords: Interdisciplinary, interactive activity, social sciences, education methodology, value of life REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. Berry, D. “The Price for Their Pound of Flesh: The Value of Enslave from Womb to Grave in the Building of a Nation”. Beacon Press. 2017. Feinberg, K. “What Is Life Worth? The Unprecedented Effort to Compensate the Victims of 9/11”. New York, NY: Public Affairs. 2005. Frank, R. “The Economic Naturalist”. New York, NY: Basic Books. 2007. Friedman, D. “What is ‘fair Compensation’ for Death or Injury?” International Review of Law and Economics. 1982. Vol. 2: pp. 81-93. Giuntini, G. “The Value of Life: An Exercise for Students of Introductory Economics” Available at SSRN. 2011. Jacobson, S. “Economics for non-Economists”, Australasian Journal of Economic Education, 2012. Vol. 9: pp. 59-83. Rachels, J., and Rachels, S. “The Elements of Moral Philosophy”. Boston: McGraw-Hill. 1994. Satz, D. “Why Some Things Should Not Be for Sale: The Moral Limits of Markets”. Oxford University Press. 2010. © 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Sunstein, C., and Posner, E. “Dollars and Death,” AEI-Brookings Joint Center Working Paper No. 04-15, U of Chicago, Law & Economics. 2004. Young, S.B. Fixing the Flaw in Economic Analysis. 2012. © th Filodiritto Editore – 9 International Conference the Future of Education Tutors Use of Semantic Waves as a Teaching Strategy to Guide Student Learning: A Case Study Subethra Pather1, Vivienne Wilson2 University of the Western Cape, South Africa1,2 Abstract This study investigated teaching and learning strategies, used by peer tutors in a Bachelor of Oral Health (BOH) tutorial class, to enhance active and engaged learning. This study was conducted on tutorial classes that were linked to a BOH high impact module which many students found challenging. Peer tutors who are senior students in the Faculty of Dentistry led the tutorial classes. Tutorial classes refer to small group teaching which allow for one-on-one interaction and increased student engagement with a peer tutor. This study focused specifically on the tutors’ unconscious use of semantic waves as a teaching and learning technique to unpack difficult BOH concepts. Semantic waves refer to building knowledge through the construction of recurring up and down movements in the semantic gravity (context-dependent) and the semantic density (condensation of meaning) of knowledge. The construction of knowledge moves from abstract to the concrete and vice-versa. This qualitative study made use of semi structured one-on-one and focus group interviews to collect data from the two BOH tutors and students in the tutorial class. The aim of the study was to investigate effective pedagogical strategies used by the tutors that enhanced students’ understanding of abstract oral health concepts. The findings reveal that using semantic waves did assist students with their understanding of difficult concepts. The study also highlighted that the tutors unconscious use of creating ‘semantic waves’ to transform abstract knowledge into everyday particle examples followed a natural sequence of teaching and engaging with students. The tutors had the ability to use the semantic wave technique to build knowledge in oral health concepts but did not have the skills to move knowledge and meaning-making up the semantic wave to cumulative knowledge-building. It was evident that the tutors were unable to engage students in critical thinking and reconnecting with abstract concepts. The outcome from this study is valuable, as the findings have resulted in the restructuring of the institutional tutortraining workshop to include semantic-waves as a pedagogical strategy to improve student learning. This strategy will explicitly raise tutors’ awareness about the importance of knowledge structures and its effectiveness in situated learning. Keywords: Peer Tutors, Teaching Strategies, Semantic Waves REFERENCES 1. Morillas, N.R. & Garrido, M.F. “The role of tutoring in higher education: Improving the student’s academic success and professional goals”, Revista Internacional de Organizaciones, 12 (June), 2014, pp. 89-100. © 2. 3. 4. 5. 6. 7. th Filodiritto Editore – 9 International Conference the Future of Education Pather, S. “Using SWOT Analysis to Enhance Tutoring Practices: A South African University Case Study”, The International Journal of Assessment and Evaluation, 25 (1), 2018, pp. 1-10. doi:10.18848/2327-7920/CGP/v25i01/1-10. Vygotsky, L. S. “Mind in Society: The Development of Higher Psychological Processes”, M. Cole, V. John-Steniner, S. Scribner, and E. Souberman, Ed. Cambridge, Mass: Harvard University Press, 1978. Rupley, W. H., Logan, J. W., & Nichols, W.D. “Vocabulary instruction in a balanced reading program”, The Reading Teacher, 52, 1999, pp. 338-347. Maton, K. “Making semantic waves: A key to cumulative knowledge-building”, Linguistics and Education 24(1), 2013, pp. 8-22. Maton, K. “Cumulative and segmented learning: exploring the role of Curriculum structures in knowledge‐building”, British Journal of Sociology of Education, 30:1, 2009, pp. 43-57. Hugo, W. “Semantic density and semantic gravity”, Journal of Education, 59, 2014, pp. 1-14. © th Filodiritto Editore – 9 International Conference the Future of Education Where the Spiritual Meets the Material: Rebalancing the 21st Century Classroom Stephen Hare1 Schoolteacher, Madeline Symonds Middle School, Canada1 Abstract The material is represented by the physical and virtual world (including the effects of machine learning and smart technology that present pre-packaged decisions to us). The spiritual is represented by our inner voice – the words that come into our heads when our minds stop talking. However, it needs nurturing, encouragement, and rolemodelling. How do we encourage teachers to have the confidence to tune into their spiritual voice? And in so doing, how can they model for students how to remain in charge of the decisions and preferences that frame their lives? When preparing classroom lessons for my Grade 8 students, I frontload (plan in advance) the lesson by visualizing their most predictable behaviours and reactions. However, once the lesson begins, I let go of the presuppositions that come along with frontloading. This way, nothing interferes with stilling my mind so that my spiritual voice can speak through me to the students. This means letting go of executive control and trusting that everything said will come from a place of love (which children will naturally intuit). I will reference Dr. Paul Ekman’s research on micro-expressions, and his discussions with the Dalai Lama about the bridging of the spiritual and material world. I will also discuss whether statement analysis can be applied here as a qualitative research method. Keywords: Spiritual, material, micro-expressions, statement analysis, voice REFERENCES 1. 2. Ekman, P. and the Dalai Lama; https://www.paulekman.com/projects/globalcompassion/ McClish, M. I Know You Are Lying, Harrisburg, NC, The Marpa Group, Inc, 2001. © th Filodiritto Editore – 9 International Conference the Future of Education Talent Engagement and Attraction: Strategic Involvement of HEIs in Regional Innovation Ecosystems Joana Santos1, Ana Teresa Ferreira-Oliveira2, Goretti Silva3, Sara Paiva4, Maria João Rauch5 Technology and Management School, Polytechnic Institute of Viana do Castelo, Portugal1,2,3,4 PPLL Consult, Lisboa, Portugal5 Abstract With the aging population and a more mobile workforce, employers are finding it increasingly difficult to attract and retain talent. While many employers understand that they need to upgrade or change their approaches towards talent management, many do not know how to begin or take the first step. There is a pressing need to invest in human talent and skill development to create an innovation ecosystem that supports intelligent specialization strategies. Higher education institutions (HEIs) are a vital partner in the regions for designing, implementation and evaluating the impact of regional development strategies. The role of higher education institutions in supporting regional development is even more important in peripheral regions. In these regions, HEIs should play an “enabling” role for the regional innovation ecosystem. Higher education institutions play a key role in the development, attraction and retention of human talent in the regional innovation ecosystem. HEIs have a unique institutional profile that provides the best conditions for establishing the essential link between education, research and innovation (the so-called “knowledge triangle”). One of its main activities is to educate the future “makers” of change and to enrich the human resources of public and private organizations. In Alto Minho, Portugal, a higher education institution, Escola Superior de Tecnologia e Gestão (ESTG), is involved with the Intermunicipal Community and the Confederation of companies of the Region in the development of a strategy to ensure maximization of the establishment and retention of talents. This paper highlights and debates the relevance of university-business cooperation in this process, bringing specific results of work-based learning experiences with companies and students. It presents results of the strategy plan, that includes several initiatives with public and private partners, students and organizations, enhancing the need to work together towards the development of more attractive and sustainable regional ecosystems, framing specifically work-based learning as innovative learning and teaching methods that best fit this purpose. Keywords: Talent management, University-Business Cooperation, HEIS, Innovation © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. Hasanefendic, S., Heitor, M., & Horta, H. “Training students for new jobs: The role of technical and vocational higher education and implications for science policy in Portugal”. Technological Forecasting and Social Change, 113, pp. 328-340. doi: 10.1016/j.techfore.2015.12.005. Silva, G., Ferreira-Oliveira, A.T., Santos, J., Fernandes, S. “UniversityBusiness Cooperation: Development of a Strategic School Unit at th ESTG/IPVC”. Proceedings in 9 International Symposium on Project Approaches in Engineering Education (PAEE’ 2018): Advances in Engineering Education by Inclusion and Diversity, Brasília, Brasil, 2018. Human Capital Report with the subtitle “Preparing people for the future of work” (www.weforum.org), 2017. © th Filodiritto Editore – 9 International Conference the Future of Education Corporate Social Responsibility: A New Mission for HEI’s Joana Santos1, Ana Teresa Ferreira-Oliveira2, Goretti Silva3, Sara Paiva4 Technology and Management School, Polytechnic Institute of Viana do Castelo, Portugal1,2,3,4 Abstract Corporate social responsibility (CSR) is nowadays also often associated with HEIs mission. Today, organizations are seeing a gap between their strategic organizational needs in terms of talent acquisition, in the face of a labour market that cannot meet their needs due to deficits of those seeking to integrate into the market, mainly deficits at the behavioural level. Professionals that meet the market needs are scarce. Therefore, organizations that integrate in their values frameworks and strategic policies including social responsibility development, add value to the community and, among other possible benefits, social responsibility gives organizations the opportunity to share skills and knowledge, to reach, motivate and inspire individuals and groups in their communities. Technology and Management School – Viana do Castelo Polytechnic Institute, is working and developing this encounter, and has since long been putting into practice different initiatives that evidence Corporate Social Responsibility. These initiatives include the participation of all stakeholders: students, school, organizations and the local community. As a HEI, ESTG intends to strategically reconcile the development of students’ skills on social responsibilities and contribute to further development through university-business cooperation. Also, the construction of awareness among the surrounding organizations regarding the integration of social responsibility in their policies and practices of strategic management is a goal. To achieve its aims, ESTG strengthens links with the productive sector, involving organizations and society in the process, sharing objectives, planning and building together the scientific, educational, innovation and social integration design that constitutes the triple mission of a modern university (the context of UBC). The strategic partners are companies or organizations that consider a cooperation with ESTG as a first order opportunity for the achievement of their social goals. The paper will present a specific project and its results, aiming at enabling our students to develop effective strategies and practices that allow them to raise awareness of/build clear social responsibility tools with organizations and to accelerate learning which improves and develops key students’ skills that help them to face organizational challenges and get organizations to cement corporate social responsibility as a vehicle for their own development. Keywords: Corporate social responsibility, University-Business Cooperation, HEIS © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. Marques, R. “Livro Verde da Responsabilidade Social, SA Press Forum, Lisboa, 2018. Silva, G., Ferreira-Oliveira, A.T., Santos, J., Fernandes, S. “UniversityBusiness Cooperation: Development of a Strategic School Unit at th ESTG/IPVC”. Proceedings in 9 International Symposium on Project Approaches in Engineering Education (PAEE’ 2018): Advances in Engineering Education by Inclusion and Diversity, Brasília, Brasil, 2018. Singh, S. “Integrating Social Responsibility of University and Corporate Sector for Inclusive Growth in India”. Higher Education for the Future. 2018, pp. 183196. Shaari, R., Rajab, A., Rollah, S. Zulkarnain, N. “The challenges of public academe in university social responsibility: the influences of human resource development’s intervention”. IIOABJ. 2016. Caixeta, J.; de Sousa, M.A., “Responsabilidade social na educação superior: contribuições da psicologia escolar”. Psicologia Escolar e Educacional, vol. 17, núm. 1, nio, 2013, pp. 133-140. © th Filodiritto Editore – 9 International Conference the Future of Education Studies on Second Language Acquisition © th Filodiritto Editore – 9 International Conference the Future of Education A Second Language Teaching Method Based on New Technology and Kinaesthetic Approach Giulia Gatti1 Università degli Studi di Siena, Italy1 Abstract Nowadays Second Language Acquisition is one of the most relevant topics in education, in fact teachers and researchers often debate what is the best method to teach an L2. In Italy the general opinion among educators, teachers and parents is that children should be exposed much more to the second language (English) but unfortunately the school hours dedicated to it are no more than three depending on the school grade. Consequently, Italian children are considered slow in acquiring the language despite their bright potential and what emerges is that they are extremely weak in speaking skills. In fact, usually at the end of primary school, after five years of foreign language exposure, they cannot carry on an A1/A2 conversation. What the linguist Noam Chomsky [1] has pointed out is that language acquisition requires two different features, the fact that not only the language is something innate in our brain but also it needs the experience in order to be developed. Having taken the experience as a basis of our experiment we tried to create a new teaching method for children based on the kinaesthetic approach, which was incorporated through particular body games, and the new technology which was included in the project thanks to an App whose aim was to let primary school children create educational games. Keywords: SLA, ESL, Technology, Kinaesthetic approach REFERENCES 1. 2. 3. 4. 5. 6. Hauser, M.D., Chomsky, N., Fitch, W.T. (2002). The faculty of language: what is it, who has it, and how did it evolve? Science, 298(5598), pp. 1569-1579. Krashen, S.D., Terrel, T.D. (1983). The natural approach: language acquisition in the classroom. Chapelle, C. (2003). English language learning and technology: lectures on applied linguistics in the age of information and communication technology (Vol. 7). John Benjamins Publishing. Dziuban, C.D., Hartman, J.L, & Moskal, P.D. (2004). Blended learning. EDUCAUSE Center for applied research Bulletin, 7(1), p. 12. Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-social and behaviour Sciences, 206, pp. 205-209. Dale, E. (1946). The cone of experience, Audio-visual methods in teaching,1. © th Filodiritto Editore – 9 International Conference the Future of Education Enhancing Young EFL Learners’ Grammar Awareness Kateřina Dvořáková1 University of South Bohemia in České Budějovice, Czech Republic1 Abstract Owing to the developmental characteristics of young learners, it is neither appropriate nor effective to focus in their EFL lessons on the formal teaching of grammar. However, it is widely recognized that teachers can greatly contribute to the children’s understanding of grammar by incorporating form-focused activities in fitting contexts. Such activities enable pupils to acquire basic sentence patterns. Moreover, they draw their attention to the correct forms while engaging them in meaningful communicative situations. This paper first briefly outlines various issues and concerns related to grammar teaching and discusses them in terms of their relevance in the young learners’ classroom. Then, it analyses instructional activities used by two primary English teachers to raise their pupils’ consciousness of specific grammatical structures by including form-focused activities. It examines how these teachers support their pupils’ grammar awareness, how they assist them in noticing and practising language patterns, and how they respond to the learners’ mistakes. Keywords: grammar awareness, young EFL learners, form-focused activities REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. Brewster, J. et al., “The Primary English Teacher’s Guide”, Harlow, Pearson Education Ltd., 2002, pp. 93-94. Cameron, L. “Teaching Languages to Young Learners”, Cambridge, Cambridge University Press, 2001, pp. 121-122. de Oliveira, L.C. & Schleppegrell, M.J. “Focus on Grammar and Meaning”, Oxford, Oxford University Press, 2015. Haught, J. & Crusan, D. “Filling the Gaps: L2 Grammar and Assessment Preparation for ELA Teachers”, In L.C. de Oliveira & M. Shoffner (Eds.), Teaching English Language Arts to English Language Learners, pp. 171-192, London, Palgrave Macmillan, 2016, p. 176. Lewis, G. & Mol, H. “Grammar for Young Learners”, Oxford, Oxford University Press, 2013. Pinter, A. “Teaching Young Language Learners”, Oxford, Oxford University Press, 2006. Templeton, A. “Teaching English to Teens and Preteens. A Guide for Language Teachers”, Szeged, Hevesim, 2007, p. 122. Thornbury, S. “Uncovering Grammar”, Oxford, Macmillan Heinemann English Language Teaching, 2001. © th Filodiritto Editore – 9 International Conference the Future of Education Teachers’ Professional Development © th Filodiritto Editore – 9 International Conference the Future of Education A Professional Development Policy for Novice Science Teachers in the Omani Ministry of Education: The Stakeholders’ Perspective Sulaiman Al Jamoudi1 University of Leeds, United Kingdom1 Abstract This paper presents research findings regarding the policy framework and the thinking of stakeholders in the Ministry of Education in relation to the professional development of novice science teachers (NSTs). The professional development of NSTs is highlighted, together with the emerging sub-themes, illustrated with evidence from qualitative data derived from open questions, official or electronic documents and interviews with Ministry policymakers and implementers. This analysis investigates the Ministry’s policy of developing NSTs and emerging issues that relate to this policy, such as the concept of novice teachers at the Ministry and their roles, the levels of professional development offered to this group of teachers and the factors that led the Ministry to offer professional development for NSTs. This paper answers the research question of why the Ministry considered it necessary to create a new policy for the professional development of NSTs, and with what specific objectives and anticipated outcomes. Keywords: Stakeholders, Novice Science Teachers, Ministry of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. FLORES, M. A. 2004. The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education, 7(4), pp. 297-318. TIMPERLEY, H., A. WILSON, H. BARRAR and I. FUNG. 2008. Teacher professional learning and development. FLORES, M. A. and C. DAY. 2006. Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher education, 22(2), pp. 219-232. YUEN, L. 2012. The impact of continuing professional development on a novice teacher. Teacher development, 16(3), pp. 387-398. MOE. 2010b. Education Development in Oman. Oman Muscat: Ministry of Education. MOE. 2012a. Annual Report of the Evaluation of the Professional Development Plan. Muscat Oman. MOE. 2012b. Education in Oman The Drive for Quality. Muscat Oman: Ministry of Education. MOE. 2013a. Annual Report of the Evaluation of the Professional Development Plan. Muscat Oman. © 9. 10. 11. 12. 13. 14. 15. 16. 17. th Filodiritto Editore – 9 International Conference the Future of Education MOE. 2013b. Review and recommendations. Muscat Ministry of Education. MOE. 2014a. Annual Report of the Evaluation of the Professional Development Plan. Muscat. MOE. 2014b. Evaluation of the Sultanate of Oman Education System (Grades 1-12). Muscat Oman: Ministry of Education. MOE. 2014a. National Report on the Diagnosis of the Quality of Public Education in Oman. Muscat Oman. MOE. 2014b. Evaluation of the Sultanate of Oman Education System (Grades 1-12). Jointly prepared by the Ministry of Education and The New Zealand Education Consortium. MOE. 2015a. Annual Report of the Evaluation of the Professional Development Plan. Muscat. MOE. 2015b. National Report on Quality Education in Oman. Muscat Oman: Ministry of Education. MOE. 2016a. The Annual Educational Statistics Book. Muscat: Ministry of Education HAMMERSLEY, M. 2002. The relationship between qualitative and quantitative research: paradigm loyalty versus methodological eclecticism. BPS Blackwell. © th Filodiritto Editore – 9 International Conference the Future of Education Changes of Competencies and Qualifications of the Initial VET Teachers and Trainers in the Context of VET Curriculum Reforms: The Case of Lithuania Vidmantas Tūtlys1, Genutė Gedvilienė2 Vytautas Magnus University, Lithuania1,2 Abstract Problem Statement. Initial vocational education and training undergoes significant reforms of curriculum through the introduction of competence-based modular VET curricula and implementation of the work-based learning approach. It creates new needs and demands of competencies and qualifications of the VET teachers and trainers. However, the research-based evidence and information on the requirements and the implications of competence-based curriculum reforms for the competence development of VET teachers and trainers is comparatively scarce. Purpose of Study. To explore the changing requirements for competencies and qualifications of the VET teachers and trainers posed by the competence-based Vet curriculum reforms and implementation of work-based learning approaches. Methods. There is applied mixed approach of research: 1) interviewing of the VET teachers, trainers and experts by organizing face-to-face interviews and focus groups; 2) analysis of the available national occupational standards or profiles, as well as other official documents that stipulate the occupations or qualifications of VET teachers and trainers. Findings and Results. Modularization of the initial VET curricula and introduction of the work-based learning approaches creates the following new requirements to the competences and qualifications of the VET teachers and trainers: evaluation of information on the labour market needs, evaluating of training needs from skills demand in the sectors of economy by taking into consideration requirements of the technological and societal change, collecting and evaluating information about the work processes and their changes, design of new ways and measures of learning and training; considering individual needs and possibilities of students. using virtual training and learning environment, preparation of the tasks of assessment referring to the norms and requirements of the professional field and following the principles, methods and approaches of competence assessment. Conclusions and Recommendations. Competence-based VET reforms and implementation of work-based learning approaches would expand and enrich the competencies related to mastering of the real work processes and the learning in these work processes and would require increasing the level of qualifications of the VET teachers and trainers from the one side (up to EQF levels 5 and 6). Keywords: competence, qualifications, teachers and trainers, VET curriculum. © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. Day C. “Competence-based Education and Teacher Professional Development”. In: Competence-based Vocational and Professional Education, edited by M. Mulder. Technical and Vocational Education and Training: Issues, Concerns and Prospects, Vol. 23 (Bern: Springer-Verlag), 2017, pp. 165-182. Laužackas R., Tūtlys V. “Institutional Frameworks for Continuing Vocational Training Provision in European Countries and the Public Funding of Training: Influences and Interrelations; Tūtlys V. Diffuse Best Practices Successfully – Promises and challenges in cross-country adaptation of initiatives to foster company training, in Markowitsch J, Hefler G. (eds.) Enterprise Training in Europe. Comparative Studies on Cultures, Markets and Public Support Initiatives. Wien/Berlin: LIT Verlag, 2008, p. 293. Laužackas, R.; Tūtlys, V.; Spūdytė, I. “Evolution of competence concept in Lithuania: from VET reform to development of National Qualifications System”, Journal of European Industrial Training, Vol. 33 No.8/9, 2009, pp. 800-816. Tūtlys, V., Spūdytė I. “Implementing a national qualifications framework in Lithuania”, Journal of Education and Work, Volume 24, Issue 3-4, Routledge: Taylor and Francis, pp. 429-448. Wuttke, E, and Seifried, J., “Modeling and Measurement of Teacher Competence: Old Wine in New Skins? In: Competence-based Vocational and Professional Education”, edited by M. Mulder. Technical and Vocational Education and Training: Issues, Concerns and Prospects, Vol. 23 (Bern: Springer-Verlag), 2017, pp. 883-902. © th Filodiritto Editore – 9 International Conference the Future of Education Development of Social Competence in the Preparation and Continuing Training of Adult Educators Genutė Gedvilienė1, Egidijus Stancikas2 Vytautas Magnus University, Lithuania1,2 Abstract Study aims o reveal the manifestation and development of social competence of students and adult educators in Lithuania by highlighting subjects' communication and co-operation in the learning process. Research involves combination of theoretical and empirical research methods. Literature review and content analysis of documents helped to highlight the communication and cooperation as fundamental phenomena of the social competence. Empirical study by surveying 240 undergraduate and postgraduate students of adult education study programmes and 320 adult educators disclosed their confidence in the development of communication and cooperation capabilities that constitute social competence. Keywords: adult education, adult educators, social competence, communication, cooperation REFERENCES 1. 2. 3. 4. 5. 6. 7. Gedvilienė G. (2012). Social Competence of Teachers and students. The Case Study of Belgium and Lithuania. Scientific study. file:///C:/Users/VDU/Downloads/Genut%C4%97%20Gedvilien%C4%97.%20So cial%20Competence%20of%20Teachers%20and%20students.%20The%20Ca se%20Study%20of%20Belgium%20and%20Lithuania.%20Scientific%20study %202019-05-06%201445.pdf Green, F. (2013). Skills and Skilled Work– An Economic and Social Analysis. Oxford: Oxford University Press. Key Concepts in Adult Education and Training (2012). London: Routledge. https://doi.org/10.4324/9780203434086 Key competences for lifelong learning. (2018). https://www.euroguidance.eu/key-competences-for-lifelong-learning Key Competences for lifelong learning. Recommendation of the European Parliament and of the Council. (2006). Available at: http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PD F Key competencies for lifelong learning, European Reference Framework. (2007). Available at: http://ec.europa.eu/dgs/education_culture/publ/pdf/lllearning/keycomp_en.pdf Lietuvos Respublikos švietimo įstatymas/Lithuanian Republic Law on Education. (2011). Lietuvos Respublikos šveitimo ir mokslo ministerija: Vilnius. Available at: © th Filodiritto Editore – 9 International Conference the Future of Education http://www.sac.smm.lt/images/file/e_biblioteka/Lietuvos%20Respublikos%20sv ietimo%20istatymas.pdf © th Filodiritto Editore – 9 International Conference the Future of Education Formative Trajectory for Distance Teaching Adriana Costa1, Teresa Pessoa2, Rogério Costa3 Universidade de Coimbra, Portugal1,2 Instituto Politécnico de Leiria, Portugal3 Abstract In view of the growing number of distance learning courses, it is important to understand whether universities or government entities are properly training teachers, especially those in higher education, to work in this new type of educational programs. The main objective of this work was to analyse the learning trajectory of the teachers that teach distance learning modalities. For this purpose, a quantitative and qualitative study was carried out, developed in 2018, using the case-study methodology. Accordingly, 113 teachers from the Academic Unit for Distance Education of the State University of Bahia, who were teaching for at least two years, were approached. The goal of the study was to (i) understand how the learning trajectory of the teachers that teach distance learning course happens, (ii) the difficulties encountered in the scope of their training and practice, as well as (iii) the teacher’s perceptions of Distance Education (DE). The online questionnaire, previously validated by experts, was developed with the lime Survey tool, was available for 2 months and reminders were sent weekly. In addition, based on a review of the literature and on the previous analysis of the results of the questionnaire, a semi-structured interview was built and conducted to 8 teachers who complemented the information about the training course for teaching in DE. From the analysis of the results of this cohort, the authors concluded that the teachers training process at a distance occurred in the absence of public policies promoted by the State, relying solely on the public and private higher education institutions. Keywords: Teacher training, distance education, e-learning REFERENCES 1. 2. 3. 4. Alonso, K. M. “An expansão do ensino superior no Brasil e a EaD: dinâmicas e lugares”, Educ. e Soc., vol. 31, no. 113, 2010, pp. 1319-1335. Hicks, M. “Formação de professores e apoio ao corpo docente”, in Educação a st Distância Online: construindo um agenda de pesquisa, 1 ed., O. ZawackiRichter and T. Anderson, Eds. São Paulo, Artesanato Educacional, 2015. Aretio, L. G, Corbella, M. R. and Figaredo, D. D. De la Educación a Distancia a la Educación Virtual. Barcelona, Editorial Ariel, 2007. Costa, F. A. and Viseu, S. “Formação – Acção – Reflexão: Um modelo de preparação de professores para a integração curricular das TIC”, in As TIC na Educação em Portugal. Concepções e práticas, F. A. Costa, S. Viseu, and H. Peralta, Eds. Porto, Porto Editora, 2008, pp. 238-258. © 5. 6. 7. 8. 9. 10. th Filodiritto Editore – 9 International Conference the Future of Education Costa, R. “Educação a Distância – Um Desafio Atual”, in Educação a Distância: Elementos para Pensar o Ensino Aprendizagem Contemporâneo, D. Mill and C. Maciel, Eds. Cuiabá, Editora da Universidade Federal de Mato Grosso, 2013. Garrison, D. R. and Vaughan, N. D. Blended Learning in Higher Education: Framework, Principles, and Guidelines. São Francisco, John Wiley & Sons, 2011. Laurillard, D. Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York, Routledge, 2013. Mill, D. R. L. Ribeiro, L. R. de and Oliveira, M. R. G. de. Polidocência na educação a distância: múltiplos enfoques. São Carlos, EDUFSCAR, 2010. Silva, R. S. da. Ambientes Virtuais e Multiplataformas Online na EAD: Didática e design tecnológico de cursos digitais. São Paulo, Novatec Editora, 2015. M. G. Moore, M. G. and Kearsley, G. Educação a Distância. Sistemas de Aprendizagem Online, 3. ed. São Paulo, Cengag Learning, 2013. © th Filodiritto Editore – 9 International Conference the Future of Education Further Teacher Training for Implementing Professional Education of Disabled Students in Conditions of Inclusive Education at Universities: Problems and Solutions Liliya Goryunova1, Nikita Zavodny2, Elena Kemechedzhieva3 Southern Federal University, Academy of Psychology and Pedagogy, Russia1 Donstate Technical University, Russia2 Southern Federal University, Academy of Psychology and Pedagogy, Russia3 Abstract The priority area of modern universities development is inclusive education implementation, which provides disabled students with equal possibilities in getting professional training of high quality. Teacher training for working in inclusive education system is one of the main conditions of the efficiency and success in getting professional education by disabled students. That is why improving high school teachers’ professional competencies, especially their readiness to implement education of disabled students, is one of the key points of modern inclusive system of higher education. The improvement of further teacher training system demands establishing absolutely new multidisciplinary flexible programmes, designing new format of organizing further teacher training courses. First of all, in s study university teachers were interviewed with the view to identify the main problems they come across while organizing educational process of disabled student professional training within inclusive education system. The results of the interview allowed to form the main request of university teachers to the substantive part of further teacher training courses. Secondly, further high school teacher training programmes aimed at preparing for inclusive education were analysed. The analysis results demonstrated that these programmes do not fully comply with the key points of teachers’ demands. Thirdly, main directions in changing further teacher training system were formulated. Finally, the algorithm for designing educational programme for further high school teacher training aimed at implementing professional teaching in inclusive environment was developed. The programme designed according to this algorithm was implemented in 10 universities in the South of Russia. Keywords: further teacher training, university inclusive education REFERENCES 1. Buchberger, f., Campos, b.p., Kallos, d. & Stephenson, J. (eds.) (2000). Green Paper on Teacher Education. High Quality Teacher Education for High quality Education and Training. thematic network on teacher education in Europe. fakultetsnämden för lärarutbildning, umeå universitet, sweden. © 2. 3. 4. 5. 6. 7. th Filodiritto Editore – 9 International Conference the Future of Education http://www.umd.umich.edu/casl/natsci/faculty/zitzewitz/curie/teacherprep/50.pd f Goryunova L.V. (2018) The model of forming a teacher’s inclusive competence in teacher training. Human Sciences. N. 2 (42), pp. 57-63 Korneev D.N., Korneeva N.Y., Salamatoc A.A. (2016). An inclusive competence of a professional training teacher: from an idea to the dissemination of pedagogical experience. Modern knowledge-intense technologies. N. 5-1, pp. 116-120. Kurneshova L.E., Didzinskaya D.V., Tralkova N.B., Karma A.E. (2016). Corporate system of further teacher training in educational institutions in conditions of implementing professional pedagogical standard. Psychological Science and education. Vol. 21. N. 4. 5-18. doi:10.17759/pse.2016210402. Majoko, T. (2019). Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers. SAGE Open. doi.org/10.1177/2158244018823455 Margolis A.A. (2015). Models of teacher training in the framework of applied Bachelors and pedagogical Masters programmes. Psychological Science and education. Book 20. N. 5., pp. 45-64. doi:10.17759/pse.2015200505. Pearson S. (2019). Using activity theory to understand prospective teachers’ attitudes to and construction of special educational needs and/or disabilities. Teaching and Teacher Education. Vol. 25. N. 4, pp. 559-568. doi.org/10.1016/j.tate.2009.02.011. © th Filodiritto Editore – 9 International Conference the Future of Education Infusing Entrepreneurship into Campus Culture through Faculty Development Workshops Perry Binder1, Leonard A. Jackson2 Georgia State University, United States of America1,2 Abstract Georgia State University introduced an Entrepreneurship Major in 2018, after successfully launching an Entrepreneurship Minor across campus, a few years earlier. In an effort to spur entrepreneurial thinking – both in the classroom and for research – the Provost recently offered week-long faculty development workshops, in three tracks: 1- Translating discovery into products and enterprises for scientists; 2- Learning, and learning to teach, problem-based learning and design thinking methods; and 3- Main Street Entrepreneurs – the business side of innovation. One author fully designed, developed, and presented the Main Street Entrepreneurs track, while the other was a workshop participant and presenter on common legal issues for entrepreneurs. This track drew faculty from business and social sciences, as well as other academic disciplines. Participants had ideas for products and enterprises, but lacked basic knowledge of accounting, business regulations, fundraising and intellectual property rights. Topics included concept development, branding, venture financing and pitching project ideas. This paper details the successes of the workshop experience, as well as the potential impact that such workshops have on a campus culture. Keywords: Entrepreneurship, Innovation, Law, Intellectual Property, Faculty Workshops REFERENCES 1. 2. 3. GSU Provost, https://faculty.gsu.edu/2018/02/28/entrepreneurshipinnovationapplicationworks hopapplication/. Id. See also GSU Provost, https://provost.gsu.edu/entrepreneurship-innovation-workshops/2018-facultyentrepreneurship-and-innovation-workshops-photos/ Email from Provost Office Communications Director, (Nov. 28, 2018). A few people alternated among the workshops, “so some individuals did not stay in the same room all day.” Id. © th Filodiritto Editore – 9 International Conference the Future of Education The Digital Dimension in University Traineeships: An Opportunity to Build Innovative Professional Teaching Competences Francesca Ravanelli1 Free University of Bolzano – Bozen, Italy1 Abstract The article aims to illustrate the experiences of using digital technology in the internship of future teachers at the University of Bolzano – Faculty of Education. In the Italian National Digital School Plan (2015) it is stressed that digital training is necessary not so much from the IT point of view, but as a necessary ground for the development of competences oriented towards innovation in teaching practice. As the National Teaching Training Plan (2016) – NTTP – states, universities are asked to build, in alliance with schools, the real spaces for the evolution of professional knowledge that should include an updated perspective of the basic skillsof the teaching profession (pedagogical-didactic-relational) effectively supported by the use of digital technology, according to the model TPACK (Technology, Pedagogy and Content Knowledge). University of Bolzano is working, in some courses, toward these perspectives, however an important part of this pedagogical-didactic innovation is played in the traineeship. Since 2016, the students of Faculty of Education have been using an e-portfolio to document and reflect on their personal and professional path and during the various indirect training workshops they share practices and reflections through digital and multimedia artifacts in a digital social platform. This way, the internship is configured as a real playground for the development of those professional skills aimed to innovate teaching practices that characterize the guidelines of NDSP request, where it is highlighted that digital competence helps to build the logic of educational innovation. Keywords: digital competence, teaching innovation, teaching traineeship, School and Higher Education, TPACK, PNSD REFERENCES 1. 2. 3. 4. 5. MIUR. Piano Nazionale Scuola Digitale. 2015. http://bit.ly/2eJ14sK Galliani L., Formazione degli insegnanti e competenze nelle tecnologie della comunicazione educativa. Italian Journal of educational Research, n. 2-3. 2009. Floridi L., The Online Manifesto. Being Human in an Hyperconnected Era. Springer Open (2015). Dewey, J. Le fonti di una scienza dell’educazione. Firenze: La Nuova Italia, 1999. OECD, Students, Computers and Learning: Making the Connection, Paris, OECD Publishing, 2015. http://dx.doi.org/10.1787/9789264239555-en © 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. th Filodiritto Editore – 9 International Conference the Future of Education MIUR Piano per la formazione in servizio dei docenti 2016-2019. Perrenoud, P. Dieci nove competenze per insegnare. Invito al viaggio. Roma: Anicia, 2002. D.M. del 10/09/2010, n. 249. Definizione della disciplina dei requisiti e delle modalità della formazione iniziale degli insegnanti della scuola dell’infanzia, della scuola primaria e della scuola secondaria di primo e secondo grado. Danielson, C. The Framework for Teaching Evaluation Instrument. Princeton NJ: Danielson Group, 2011. Bruner, J., La cultura dell’educazione.Firenze: la Nuova Italia,1997. Prensky, M.,Digital natives, Digitl immigrants. On the Horizon (MCB University Press, Vol. 9 No. 5. 2001. McGarr, O. & McDonagh, A. (Digital Competence in Teacher Education, Output 1 of the Erasmus’ funded Developing Student Teachers’ Digital Competence (DICTE) project. 2019. Koc, M. Student teachers’ conceptions of technology: A metaphor analysis. Computers & Education, 68, 1-8. 2013. Gudmundsdottir, G. B., & Hatlevik, O. E. Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), pp. 214-231. 2018. McGarr, O., & Gavaldon, G. (2018). Exploring Spanish pre-service teachers’ talk in relation to ICT: balancing different expectations between the university and practicum school. Technology, Pedagogy and Education,27(2), pp. 199209. 2018. Ng, W. Can we teach digital natives’ digital literacy? Computers & Education, 59(3), pp. 1065-1078. 2012. Elstad, E., & Christophersen, K.-A. Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers’ Instructional Self-Efficacy in Technology-Rich Classrooms. Education Sciences, 7. 2017. Owston, R. Contextual factors that sustain innovative pedagogical practice using technology: An international study. Journal of Educational Change, 8, pp. 61-77. 2007. Noortje Janssen, Miriam Knoef & Ard W. Lazonder Technological and pedagogical support for pre-service teachers’ lesson planning, Technology, Pedagogy and Education, 2019. Herring, M. C., Koehler, M. J., & Mishra, P. Handbook of technological nd pedagogical content knowledge (TPACK) for educators (2 ed.). New York, NY: Routledge. 2016. Di Blas, N., Fabbri, M. & Ferrari, L. Il modello TPACK nella formazione delle competenze digitali dei docenti. Normative ministeriali e implicazioni pedagogiche. Italian Journal of Educational Technology, 26(1), pp. 24-38. 2018. Ravanelli F., L’e-portfolio come dispositivo per accompagnare la formazione degli insegnanti nel quadro del PNSD, ISSN 2038-3002 – Vol. 8, n. 2, anno 2017, pp. 196-210. UNESCO. Towards knowledge societies: UNESCO world report. 2005. Hattie, J. Visible learning for teachers: Maximizing impact on learning. New York, NY, US: Routledge/Taylor & Francis Group. 2012. Vuorikari, R., Punie, Y., Carretero Gomez S., Van den Brande, G., DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The © 26. 27. 28. 29. th Filodiritto Editore – 9 International Conference the Future of Education Conceptual Reference Model. Luxembourg Publication Office of the European Union. EUR 27948 EN. 2016. Schön, D.A., Il professionista riflessivo. Per una nuova prospettiva della formazione e dell’apprendimento nelle professioni, Milano: Franco Angeli 2006. Profile of Inclusive Teacher, TE4I, European Agency for Development in Special Needs Education https://www.european-agency.org/resources/publications/teacher-educationinclusion-profile-inclusive-teachers 2012. Barak, M. Res Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism Sci Educ 47: 283. 2017. Cochrane, T., Laurent Antonczakb, Helen Keeganc and Vickel Narayan, Riding the wave of BYOD: developing a framework for creative pedagogies, Research in Learning Technology Vol. 22, 2014. © th Filodiritto Editore – 9 International Conference the Future of Education Training Endangered Language Teachers to be at the Forefront of Project-Based Learning Anke al-Bataineh1 Western Governors University, United States of America1 INALCO, France1 Abstract Around the world, minority communities are leveraging schools to revitalize their heritage languages, despite Fishman’s [11] cautions about the school’s limitations. While the school can create learning, it generally fails to foster acquisition [16] and Fishman’s concern is that, even if attained, school-based fluency will not translate to intergenerational transmission in the home. While many researchers take this as a somber prediction, and teachers often strategically disregard such pessimism, this author has taken Fishman’s warning as a challenge and a guide. Fishman’s most powerful contribution on this point is the clarity he brings to the goal these schools must have: the creation of new mother-tongue speakers. But accepting this objective leaves minority language programs in uncharted waters; while schools have been very effective in killing languages, restoring their vitality is a novel purpose [5]. So, how to repurpose a homogenizing, authoritarian, generally colonial institution [14] into a vector of sustained plurality, empowerment of the oppressed, and restorer of sovereignty? Such a project is nothing less than a world-building endeavor [18, 22]; one in which the current order of society, implying the inevitability of mass language death and the hegemony of a few languages tied to capitalist activities, is both not accepted and actively combatted. Teachers of endangered languages (ELs) face daunting challenges even beyond the intense pressures faced by most teachers worldwide. Alongside low salaries, heavy workloads, low social status, unrealistic expectations, and the emotional weight of guiding the future of the community, EL teachers deal with deficits in instructional materials, in student motivation (due to internalized oppression and lack of capitalist imperatives), and in opportunities to practice the language authentically. Given both the difficulty and the urgent importance of what these teachers do, surely, we, as scholars of language diversity and pedagogy, owe them proper training and support. It must be our commitment that they gain the skills and techniques from us to create new mothertongue speakers of their languages. This paper proposes a framework for doing so, recognizing that EL teachers have the potential to be at the forefront of the future of education. Keywords: heritage language, endangered, project-based, teacher training, student-centered © th Filodiritto Editore – 9 International Conference the Future of Education REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. al-Bataineh, A. (2015). Cent ans après: Politiques scolaires et la vitalité des langues en danger le cas de l’arménien occidental (Doctoral dissertation, INALCO, Sorbonne Paris Cité). al-Bataineh, A. (in press). Communicative Competence: A Necessary Approach for Western Armenian Language Vitality. In Proceedings of st Challenges in Teaching Western Armenian in the 21 century Conference. Paris: Études arméniennes contemporaines. al-Bataineh, A. & Donabédian-Demopoulos, A. (2019) Training Teachers of an Endangered Heritage Language: Challenges and Lessons from the Western Armenian Context. Manuscript in preparation. Beckett, G.H. and Iida-Miller, P.C. (2006). Project-Based Second and Foreign Language Education: Past, Present, and Future. Bogum Yoon, State University of New York at Binghamton. Crawford, J. (1996). Seven Hypotheses on Language Loss Causes and Cures. In Cantoni, G. (Ed.) Stabilizing Indigenous Languages (p. 19). Flagstaff: Northern Arizona University. Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied linguistics, 6(2), pp. 5-35. Christensen, C. M., Johnson, C. W., & Horn, M. B. (2010). Disrupting class. Chicago: McGraw-Hill. Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55(1), p. 9. Dooly, M., & Sadler, R. (2016). Becoming Little Scientists: TechnologicallyEnhanced Project-Based Language Learning. Language Learning & Technology, 20(1), pp. 54-78. Donabédian-Demopoulos, A. (2019). (in press). Attrition or resilience? Western Armenian at the crossroads. In Proceedings of Challenges in Teaching st Western Armenian in the 21 century Conference. Paris: Études arméniennes contemporaines. Fishman, J. A. (Ed.). (2001). Can threatened languages be saved? reversing st language shift, revisited: a 21 century perspective (Vol. 116). Multilingual Matters. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), pp. 8410-8415. García, O., & Kleyn, T. (Eds.). (2016). Translanguaging with multilingual students: Learning from classroom moments. Routledge. Harber, C. (2015). Violence in schools: The role of authoritarian learning. The Sage Handbook of Learning. Thousand Oaks: Sage, pp. 243-246. Hornberger, N. H., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), pp. 261-278. Krashen, S. D. (1976). Formal and informal linguistic environments in language acquisition and language learning. TESOL Quarterly, pp. 157-168. © 17. 18. 19. 20. 21. 22. th Filodiritto Editore – 9 International Conference the Future of Education Penfield, S. D., & Tucker, B. V. (2011). From documenting to revitalizing an endangered language: where do applied linguists fit? Language and Education, 25(4), pp. 291-305. Rambukkana, N. (2007). Is Slash an alternative medium? “Queer” heterotopias and the role of autonomous media spaces in radical world building. Affinities: A Journal of Radical Theory, Culture, and Action, Vol. 1 No. 1, Winter 2007, pp. 69-85. Richards, J. C. (2005). Communicative language teaching today (pp. 22-26). Singapore: SEAMEO Regional Language Centre. Navés, T. (2009). Effective content and language integrated learning (CLIL) programmes. Content and language integrated learning: Evidence from research in Europe, (pp. 22-40). Bristol: Multilingual Matters. Newell, R. J. (2003). Passion for learning: How project-based learning meets st the needs of 21 -century students (No. 3). Scarecrow Press. Zigon, J. (2014). An ethics of dwelling and a politics of world‐building: a critical response to ordinary ethics. Journal of the Royal Anthropological Institute, 20(4), pp. 746-764. © th Filodiritto Editore – 9 International Conference the Future of Education Virtual Learning Communities: Reflecting on my Teaching Practicum Ángela María Gamboa1, Catalina Herrera2 Corporación Universitaria Minuto de Dios, Colombia1,2 Abstract This paper intends to present the design of the virtual learning community done for the research in progress called “Reflective practice about teaching practicum and beliefs about teaching”; whose aim is to analyse how eighth semester pre-service teachers from the Bachelor program at Corporación Universitaria Minuto de Dios, Bogotá, Colombia reflected and shared their beliefs, theories and practices through their participation in a virtual learning community, since this is considered a social network where more than sharing information, participants experience an alternative way of learning and self-reflection. The Virtual Learning Community was designed in a cloudbased web development platform using the three moments of reflective practice proposed by Farrell (2013) and Schön (1987): in-on-for action. From the design of the Virtual Learning Community using the reflective practice model, it can be concluded that the platform where the virtual community will be designed must be carefully selected, as well as attractive and easy to use, in order to promote participants’ interaction and contribution. Moreover, to guide participants’ reflection in each of the moments proposed, it is required to design questions that make pre-service teachers think about what they have done and planned before and after the practicum, to make more conscious decisions that guide their future actions. Keywords: Pre-service teachers, Reflective practice, Virtual Learning Communities REFERENCES 1. 2. 3. 4. 5. 6. Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35, 192-207. Recuperado de http://www.sciencedirect.com/science/article/pii/S0346251X07000267. Becerra-Traver, M.T. y Gutiérrez-Esteban, P. (2016). Las Comunidades de Aprendizaje Virtual como parte del PLE. Perspectiva del alumnado universitario. Journal for Educators, Teachers and Trainers, Vol. 7(2), pp. 6476. Benavides, W. I. Á. (2012). El aprendizaje colaborativo en ambientes virtuales. En Blanco y Negro, 3(1), pp. 42-47. Calle, G. Y. (2015). Revisión teórica y empírica sobre las comunidades virtuales de aprendizaje. Revista Horizontes Pedagógicos 17(1), pp. 82-93. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: Houghton Mifflin. Farrell, T. (2013a). Reflective Practice in ESL Teacher Development Group from Practices to Principles. New York: PALGRAVE MACMILLAN. © 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. th Filodiritto Editore – 9 International Conference the Future of Education Farrell, T. (2013b). Reflective teaching. Virginia: TESOL International Association. Korthagen, F. (2001). Linking Practice and Theory. The Pedagogy of Realistic Teacher Education. Londres: LEA. Lave, J. (1991). Situating learning in communities of practice. Perspectives on socially shared cognition, 2, pp. 63-82. Padilla Partida, S., Ortiz Rubio, L. J., & López de la Madrid, C. (2015). Comunidades de aprendizaje en línea. Análisis de las interacciones cognitivas, docentes y afectivas. Apertura, 7(1). Pujolà, J.T. (2010). Los primeros pasos reflexivos en la formación inicial de maestros de inglés: una asignatura de didáctica antes de las prácticas. En O. Esteve, K. Melief & A. Alsina (Coords.), Creando mi profesión. Una propuesta para el desarrollo profesional del profesorado (pp. 131-152). Barcelona: Octaedro. Ribón, J., Monroy, M., & Plinio, P. (2018). Integration of Virtual Learning th Objects in Immersive E-learning Communities. Colombia: 16 LACCEI International Multi-Conference for Engineering, Education, and Technology. Volume (2018), pp. 1-7. Rivera-Vargas, P., & Miño-Puigcercós, R. (2018). Young people and virtual communities: New ways of learning and of social participation in the digital society. Páginas de Educación, 11(1), pp. 67-82. Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books Inc. Schön, D. (1987). La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje de las profesiones. Barcelona: Paidós. Sotomayor, G. (2016). Comunidades virtuales de aprendizaje colaborativo para la educación superior. Propósitos y Representaciones, 2(2), pp. 231-303. doi: http://dx.doi.org/10.20511/ pyr2014.v2n2.64 Walsh, S. (2011). Exploring Classroom Discourse. Language in Action. Abingdon: Routledge. © th Filodiritto Editore – 9 International Conference the Future of Education What Motivates Teachers towards Expertise Development: A Mixed-Methods Study of the Relationships between School Culture, Internal Factors, and State of Flow Amanda Shuford Mayeaux1, Dianne F. Olivier2 University of Louisiana at Lafayette, United States of America1,2 Abstract The purpose of this sequential mixed-methods research was to discover the impact school culture, internal factors, and the state of flow has upon motivating a teacher to develop teaching expertise. This research was designed to find answers concerning why and how individual teachers can nurture their existing internal factors to increase their motivation to seek expertise development and to explore how school culture, internal factors, and state of flow may encourage or limit the development of expertise in order to add to the discussion of educational reform efforts. The major findings of this study included: (1) Teacher-student kinship, an almost family-like relationship, is the driving motivational force behind a teacher’s development towards expertise; (2) Expert teachers can seamlessly merge their strong pedagogical, content, and interpersonal knowledge into a single expert lens through which they view all interactions and activities to positively impact student achievement; (3) Expert teachers constantly and consistently seek deep-impacting professional learning experience; and (4) Expert teachers can function at high capacity regardless of school culture, but prefer optimal school culture. These major findings hold implications for theory, practice, and future research particularly in the realm of teacher quality and the change of mindset towards the profession and the standards of education. Keywords: Motivation, Flow, Expert Teachers, School Culture, Internal Factors REFERENCES 1. 2. 3. 4. Anderson, L., Evertson, C., & Brophy, J. “An experimental study of effective teaching in first-grade reading groups”, Elementary School Journal, Chicago, University of Chicago Press, 1979, pp. 193-223. Costa, A. L., & Kallick, B. (Eds.). Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, Association for Supervision and Curriculum Development, 2009. Csikszentmihalyi, M., Flow, New York, Harper Perennial, 1990. Darling-Hammond, L. & McLaughlin, M.W. “Policies that support professional development in an era of reform”, Phi Delta Kappan, Arlington, Phi Delta Kappa, 1995, pp. 597-604. © 5. 6. 7. 8. 9. 10. 11. 12. 13. th Filodiritto Editore – 9 International Conference the Future of Education Dufour, R., “What is a “Professional Learning Community?” Educational Leadership, Alexandria, Association for Curriculum and School Development, 2004, pp. 6-11. Good, T. L., & Grouws, D., “The Missouri mathematics effectiveness project: An experimental study in fourth-grade classrooms”, Journal of Educational Psychology, Washington, D.C., American Psychological Association, 1979, pp. 355-362. Guskey, T. R., & Sparks, D., “Exploring the relationship between staff development and improvements in student learning”, Journal of Staff Development, Oxford, Learning Forward, 1996, pp. 34-38. Hattie, J.A., “Teachers Make a Difference: What is the research evidence?”, Australian Council for Educational Research, Melbourne, ACER Press, 2003. Huffman, J. B., Hipp, K. A., Moller, G., & Pankake, A. M., “Professional learning communities: Leadership, purposeful decision making, and job embedded staff development”, Journal of School Leadership, Los Angeles, SAGE, 2001, pp. 448-463. Moller, G., “Teacher leadership emerges within professional learning communities. Journal of School Leadership”, Los Angeles, SAGE, 2006, pp. 520-533. Nye, B., Kandstantopoulous, S., & Hedges, L.V., “How large are teacher effects?”, Educational Evaluation and Policy Analysis, Los Angeles, SAGE, 2004, pp. 237-257. Olivier, D. F., Bobbet, J. J., Ellett, C. D., and Ruggett, J. K., “An exploration of Teacher and administrator actual and preferred perceptions of school culture”, Southwest Educational Research Association, Houston, 1998. Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L., “What is the relationship between teacher quality and student achievement? An exploratory study”, Journal of Personnel Evaluation in Education, New York, Springer, 2007, pp. 165-184. © th Filodiritto Editore – 9 International Conference the Future of Education © th Filodiritto Editore – 9 International Conference the Future of Education Authors B A Abhishek Chatterjee 23 Adriana Costa 792 Agnieszka Kucharska Widera 445 Ahmed Abdulzahra Hamdan 259 Aikaterini Venetikidou 384 Akiyuki Minamide 269, 582 Alan Bruce 92, 322 Albert Fabregat-Sanjuan 366 Alden Meirzhanovich Dochshanov 149, 523 Alexandra I. Correia 436 Alina Kolycheva 632 Alonso Mateo Gómez 445 Amal Taha Fahoum 572 Amanda Shuford Mayeaux 823 Ami Baram 210 Ana Amélia Carvalho 155 Ana Catarina Silva 421 Ana Maria Silva 239 Ana Teresa Ferreira-Oliveira 751, 756 Anca Colibaba 215 Anderson Geovany Rodríguez Buitrago 700 Andrea Maragliano 456 Andreas de Bruin 38 Ángela María Gamboa 818 Angelyn Balodimas Bartolomei 598 Angzzas Sari Mohd Kassim 566 Anke al-Bataineh 813 Ann Marie O’Brien 507 Anna Borisova 169 Annalisa Raffone 292 Anna-Maria Markova 98 Anne K. Kurjenoja 43, 243 Annette E. Craven 334 Aracelly Burgos Ayala 700 Arina Grosul 169 Ashley J. Haigler 253 Austeja Landsbergiene 352 Avi Merzel 210 Aydin Ali 612 Barbara R. Ridener 602 Bat-Sheva Eylon 210 Bec Neill 226 Boriana Nikolova 174 Bruno Gonçalves 191 C Carla Freire 552 Carla Pinto 372 Carol Thompson 710 Catalina Herrera 818 Catarina Mangas 389, 592, 647 Catarina Nadais 239, 394 Cathy L. Crossland 643 Cem Yurdusev 518 Charles A. Smith 476 Chee-Ming Chan 566 Christer Ekholm 406 Cintia Colibaba 215 Conceição Figueira 486, 607, 664 Cristiana Palmieri 316 Cristina Machado Guimarães 164 Cristina Mocetão 394 Cristina Urbina Pons 366 D Dagobert Soergel 327 Dale Lyon 356 Daniel Roberto Vega Torres 700 Daša Munková 298 David Lynn Painter 724 David Th. Ausserhuber 275 Deb L. Marciano 311 Demétrio Matos 421 Denise M. Dragos 180 Deniz Uzun 518 Dianne F. Olivie 823 Dimitar Christozov 186 Dominika Hosova 264, 282 Dror Segal 491 E Edita Hornáčková Klapicová 688 Eduardo Gutiérrez-Juárez 243 Edward J. Sabornie 643 © th Filodiritto Editore – 9 International Conference the Future of Education Edwin González-Meza 243 Egidijus Stancikas 786 Ekaterina Strati 399, 658 Elena Kemechedzhieva 796 Elif Ersoz 513 Elisabete Mendes Silva 131, 714 Elka Todorova 728 Elspeth McInnes 226 Emilia-Maria Sorescu 197 Emily H. Griffith 643 Emre Can Aydoğmuş 347 Eva Andrade 220 Eva Stranovská 298 Evtim Iliev 174 F Filomena Covas Covas 664 Fiona Monteiro 607 Francesca Ravanelli 806 Francesco Maria Sacerdoti 292 Francisco Garcia-Tartera 191 G Gabriela-Eugenia Iacobescu 197 Gema Sánchez-Emeterio 486, 607 Genutė Gedvilienė 718, 779, 786 Giulia Gatti 763 Gonçalo Santinha 164 Goretti Silva 436, 751, 756 Guido Giuntini 738 H Hardin L.K. Coleman 249 Heitor Alvelos 23 I Ilaria Navarra 673 Ilona Lukoševičiutė-Noreikienė 718 Imelda Graham 322 Imran Ghani 72 Ingrid Lindell 406 Ion C. Freeman 253 Irena Chlebounová 540 Irina Gheorghiu 215 Isabel Chumbo 131, 714 Isabel Dimas 220 Isabel Menezes 677 Iva Kostadinova 174 J Jacqueline A. O’Flaherty 103 Jana Duchovicova 264, 282 Janet Holland 341 Jenny Sousa 389, 464, 592, 647 Joana Santos 751, 756 Johanna Maria Roels 469 Johanna Monti 292 Jorge Brandão Pereira 23, 421 Jorge Mendonça 372 José Manuel Oliveira 220 José Rainho 220 Joseph Vancell 67 Judy Brooks 431 Julia Chernenko 169 Julia Huisman 356 K Kateřina Dvořáková 767 Katia Rasheva-Yordanova 174, 186 Kazuya Takemata 269, 586 Kerem Çoban 415 Keren Frayman 306 L Lashyn Sandalkhan 513 Laura Malakauskienė 718 Leonard A. Jackson 801 Liliya Goryunova 796 Lisa L. Ellrodt 253 Lisete Sofia Da Veiga 664 Luciana Joana 586 Luigi Tramonti 523 Luísa Pimentel 592 M Mabel Vega 86 Manar Najjar 572 Marcia Coelho 677 Marcos Sanchez 366 Maria de Fátima Goulão 108 Maria João Carvalho 586 Maria João Rauch 751 © th Filodiritto Editore – 9 International Conference the Future of Education Maria Markova 98, 705 Maria Raquel Vaz Patrício 131 Maria-Antònia Guardiola 361 Mariana Oliveira 436 Mário Rodrigues 164, 220 Marlene Amorim 164, 220 Marta Ferreira Dias 220 Martin Laba 623 Martin Steber 79 Matilda Alexandrova 55 Matthew J. Smith 378 Mehmet Güvenilir 496 Melis Olcay 496 Melissa Schumacher 243 Michael J. Fulford 378 Michael W. Kleine 710 Michela Tramonti 232, 523 Miguel Mesquita 592 Mile Dželalija 480 Miranda Enesi 399, 658 Mohamed Suleiman 502 Mohammad Ashraf Abdul Rahman 566 Mona Chiriac 215 Mónica Ortiz Cobo 114, 125 Monika Gudlin 141 N Nadia Rhodes 653 Nedko Georgiev Tagarev 49 Ni Thi Ha Nguyen 627 Nida Yildiz 733 Nigel Coutts 441 Nikita Zavodny 796 Nira Shalev 61 Nuramidah Hamidon 566 O Onur Berdici 415 Ori Katzin 410 Özcan Can 612 Özge Yilmaz Gel 638 P Patcharee Rompayom Wichaidit 545 Paula Hodgson 160 Paula Tavares 421 Pedro Mota Teixeira 421 Pepa Petrova 174 Perry Binder 801 Peter Scupelli 431 Peter Van Petegem 469 Petr Novotný 528 Petr Šmejkal 540 Pia Kiviaho-Kallio 356 Prasan Chalardkid 545 R Rachel Drayson 677 Ray C. Noll III 28 Ray J. Rhodes 617 Rodica Gardikiotis 215 Rogério Costa 155, 792 Rosella Bianco 114, 125 Rumondang Miranda Marsaulina 450 Rūta Nadišauskienė 718 Ruti Segal 210, 491 S Sabina Maraffi 292 Safaa Ali Hussein 259 Sanchari Bhattacharyya 577 Sandra Liliana Acuña González 700 Sandra Valentim 552 Sandrina Milhano 389, 464 Sanwar Ali 72 Sara Lopes 389, 464, 592, 647 Sara Paiva 751, 756 Selin Orbay 204 Shannon A. Patterson 334 S-Hassan Taghvaei 534 Simon Ceder 682 Sittichai Wichaidit 545 Sonia Klante 79 Stefan Colibaba 215 Stefka Toleva-Stoimenova 186 Stephen Hare 747 Steve Kutno 306 Subethra Pather 742 Sulaiman Al Jamoudi 773 Susana Nicola 372 Suzanna E. Schmeelk 180, 253 © th Filodiritto Editore – 9 International Conference the Future of Education T Tatiana Kharitonova 32 Teodora Gechkova 98 Teresa Pessoa 792 Terry C. Lansdown 694 Tonya L. Fields 253 Tsvetan Tsvetkov 137 Tuan Noor Hasanah Tuan Ismail 566 Tze-Mi Yong 566 U Utku Öztekin 347 V Valentin Goev 425 Valerio Amorese 289 Vanda Janštová 528 Vanel Lazcano 86 Vatroslav Zovko 141 Venelin Boshnakov 425 Veselin Chantov 174 Victoria Whitington 226 Vidmantas Tūtlys 779 Vitor Gonçalves 131, 191 Vivian Lee 160 Vivienne Wilson 742 W Waleed Farag 72 Wan Yuan 119 Wei Chin Wong 119 Y Yan Siqi 119 Yangshuo Zheng 431 Yaron Lehavi 210 Yiannis Argyropoulos 694 Yuri Tsenkov 669 Z Zdena Lustigova 559 Zhiyong Fu 431 © th Filodiritto Editore – 9 International Conference the Future of Education