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Context: Early clinical exposure (ECE) is one of the important tools to teach basic science to the MBBS students. It is one form of vertical integration between basic science and clinical subjects. This study is an effort at exploring the use of ECE as a motivational tool toward better learning in neuroanatomy for first year MBBS students. Aim: This study aims to make the students interested and motivated to study neuroanatomy by using ECE as learning tool in neuroanatomy and to make the students enable to retain the knowledge of neuroanatomy more efficiently and correlate the knowledge of neuroanatomy with neuromedicine. Settings and Design: This study was conducted in collaboration with the Departments of Anatomy, General Medicine and Medical Education Unit in the year 2016. This was cross-sectional study. Subjects and Methods: One hundred and fifty students of 1st Professional MBBS were subdivided into two groups. After preliminary classes on brain, brainstem, and spinal cord for both groups, conventional lecture classes were taken for Group A only on upper motor neuron (UMN) and lower motor neuron (LMN) paralysis, and only Group B visited General Medicine ward where HOD, General Medicine showed and examined patients of UMN paralysis and LMN paralysis, elicited different symptoms, and discussed different investigation. It was followed by assessment of all by problem-based multiple choice questions (MCQ) and short answer questions. Then, Group B attended lecture class on different cranial nerve palsy whereas Group A visited medicine ward. It was followed by assessment of both groups by problem-based MCQ and short answer questions. The performance was compared. Then, the feedback of the students on ECE was collected by means of reflection writing followed by administration of questionnaire. Then, the perception of teachers regarding ECE was recorded by focused group discussion. Statistical Analysis Used: Student's t-test was used to compare the performance of both batches. Reflection writing and focus group discussion were analyzed qualitatively. Results: There was a significant difference in Group A (P = 0.019) but no significant difference in Group B (P = 0.679). All the teachers opined that ECE was an efficient method but more time and interdepartmental collaboration were necessary. Conclusions: Group A improved performance due to ECE but Group B maintained the motivational effect of it. Therefore, ECE can be used as an effective learning tool.

The present study investigates psychological foundations of mind mapping as one of the relevant tools in teaching and learning process. A Mind Map, the modern approach implemented and developed by Tony Buzan is viewed as a visual diagram used to record and organise information in a way which the brain finds captivating and easy to process. It is based on the conception of radial tree, diagramming key words in a colorful, radiant, tree-like structure. The study focuses on the theoretical analysis of brain’s as well as cerebral hemispheres’ functioning aiming to explain the claimed increased effectiveness of mind mapping over other forms of learning, understanding, remembering and performing. Much attention is devoted to the benefits and challenges of using mind maps. Thus, some sufficient mind mapping strategies for English teachers which can be effectively used in the classroom have been presented. The research confirms that mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. It is a powerful way for students to reach high levels of cognitive performance. References Abi-El-Mona, I., & Ad-El-Khalick, F (2008). The Influence of Mind Mapping on Eighth Graders' Science Achievement. School Science and Mathematics, 108, 298-312. Buchatska, S. (2015). Anxiety factors of students’ emotional disposition to professional communication in foreign languages. East European Journal of Psycholinguistics. 2(1), 3–10. Buzan, T. and Buzan, B. (1993). The mind map book: How to use radiant thinking to maximize your brains untapped potential. Dutton. Buzan, T., & Buzan, B. (2010). The Mind Map Book. Unlock your creativity, boost your memory, change your life. Harlow, England: Pearson. Cunningham, W. A., Raye, C. L., & Johnson, M. K. (2005). Neural correlates of evaluation associated with promotion and prevention regulatory focus. Cognitive, Affective, & Behavioral Neuroscience, 5, 202-211. Farrand, P., Hussain, F., & Hennessey, E. (2002). The efficacy of the ‘mind map' study technique. Medical Education, 36, 426-431. Gardner, H. (1993). Multiple Intelligences. New York: Basic Books. Novak, J. D., & Cañas, A.J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Institute for Human and Machine Cognition. Pensacola Fl. Retrieved from http://www.ihmc.us. Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart and Winston. (Republished in 1979 – Hillsdale, NJ: Erlbaum.) Yates, F.A. (1966). The Art of Memory. London: Routledge and Kegan Paul.

В данной статье представлена значимость применения инструкционно-технологических карт при обучении по рабочей профессии как средства для самостоятельной работы, показаны особенности технологии разработки инструкционно-технологических карт This article presents the importance of the use of instructional and technological cards in training in the working profession as a means for independent work, shows the features of the technology of development of instructional and technological cards

The relational model and especially the relational algebra is the fundament of each relational database system and thus content of almost every database lecture. Even though there exist a few tools allowing to experiment with relational algebra, a common way to learn it is still by formulating queries on paper, without the option of checking them for syntax or even executing them. To fill this gap and to support students in their learning process, we propose RelaX, a webbased tool which is capable of executing arbitrary relational algebra statements on arbitrary datasets. By drawing interactive operator trees corresponding to the queries, it is also possible to compute the final result in a step-by-step manner. Finally, RelaX is also equipped to execute SQL queries and to automatically translate them to relational algebra.

The purpose of this study was to determine the effectiveness of implementing a project-based learning model. This study used design of classroom action research in two cycles. The instrument used was in the form of a test instrument to measure the results of knowledge and skills tests, as well as non-test instruments to find out student activity data. The subjects in this study were 42 5A grade students of Indonesian Language Education Study Program, Muhammadiyah University Surakarta, who attended learning tool courses in the odd semester of 2017/2018. Based on the results of the study, aspects of knowledge, skills, and attitudes of students in the basic concepts, classifications, and criteria of visual learning tool for elementary and junior high school students have increased after using the project-based learning model. The results of the knowledge test showed that the average class score on the cycle was 48.7, the first cycle was 48.67, then in the second cycle, it increased to 84.45 in the excellent category. As for the results of the skill test, the pre-cycle class average value is 69.69, the first cycle is 75.64, and in the second cycle is 84.06. The results of the non-data data analysis also showed an increase in student activity. In prusiks the percentage of students who are passive is 16.67%, in cycle one it is reduced to 11.90%, then in cycle 2, it is only 9.52%. When pre-cycle the percentage of students active during lectures is 47.62%, then during period one it increases to 52.38%, and in cycle two it becomes 59.52%.

This contribution describes the Emendo toolchain which enables the effective creation and implementation of gamified learning arrangements for online learning settings based on the domain-specific modeling approach. The components of Emendo are a domain-specific modeling language, a generator which transforms models based on the language into source code as well as the embedding of the latter in a learning management system. Scenarios for the usage of Emendo for teaching and learning are presented with respect to the functionalities of the toolchain. In addition, a qualitative evaluation concerning Emendo’s goals, concept and insights on the results is given. The evaluation shows that Emendo reaches high acceptance for teaching purposes and can serve as a promising means for the digitisation of teaching and learning.

This study aims to produce a physics-based tool of emotional intelligence that is valid, practical, and efficient to improve student learning motivation conducted in two trials. The research location is Junior High School Makassar City with Class VIII D sample of 30 students. The research indicators used are 1) ultimate learning tools, 2) practical learning tools, and 3) effective learning tools to improve students' learning motivation. Data were collected through later trials and analyzed descriptively. The result of the research shows that (1) the learning device is valid based on expert validation because all aspects of the invention are considered valid, (2) Learning tool is practical because all facets of the learning device components fully implemented, (3) learning tools are useful because Fulfilled student activity performed entirely, student response to learning device in active category, high student learning motivation.

Individual based models (IBMs) are up-to-date tools both in research and educational areas. Here we introduce an IBM built on NetLogo platform that simulates a top-down trophic cascade controlled by the pressure exerted by two model predators (web-building spiders and ground runner spiders) on a model pest (the olive fruit fly) within a hypothetical agricultural landscape (the olive crop). EcoPred is an IBM that aims to be an educational tool that can help teachers to explain concepts related to ecology in a modern, enjoyable and comprehensive way. EcoPred reflects the changes on a fly population within a simulated olive crop according to (1) the mortality rate caused by the predation of two spider species and energy loss, (2) the energy gain by feeding on flowers and (3) the reproduction rate in olive trees. The model was tested with 26 students achieving very good results in terms of acceptance and interest on the learning method. EcoPred can be used for educational purposes with 16 year old students and older to explain ecological concepts such as trophic level, species interactions, limiting factor and biological control in an interactive way simultaneously introducing students to biology oriented programming languages. This work was supported by the Portuguese Foundation of Science and Technology [PTDC/AGR-PRO/111123/200, SFRH/BD/97248/2013; Centro 2020 [Centro-01-0145-FEDER-000007]. info:eu-repo/semantics/publishedVersion

The use of translation as a language learning tool has received different compliments and criticism throughout EFL's long history. Translation integrated into the language learning practice along with generally used learning activities, such as reading, listening, writing, and vocabulary development could be defined as a "pedagogical tool", considering that its purpose is to teach a language. Translation activities make students communicate both ways: into and from the foreign language. While translating students are incited to notice differences in structure and vocabulary, to strengthen grammatical competence, to shape their own way of thinking and to correct common mistakes that could otherwise remain unnoticed. This study is aimed to know the perceptions of the students of the Faculty of Language and Arts (FLA) of Universitas Kristen Satya Wacana toward translation as a skill, through descriptive quantitative study attempts to discover EFL students' beliefs about translation as a skill in the language learning process. A total of 80 students from batch 2015 of Language Literature Program of FLA participated in this study by filling in five-point Likert scale questionnaire and closed-ended questions to get higher percentage data. Students can make the best out of their learning if they are encouraged to use translation skills properly. The findings of the survey suggest that translation is a good tool in the English language learning purposed enhancement of students' foreign language skills.

The dichotomy of conservation vs. sustainable development has generated numerous debates since the introduction of the latter in the late 1980s. In the recent past, many initiatives to address the issue gained ground worldwide, such as ecotourism, a form of tourism that takes place in natural areas, sustains local communities, and involves a learning experience. Even though it might look like the perfect tool to strengthen the link between conservation and sustainable development, ecotourism faces many challenges. Through a case study of Monviso Transboundary Biosphere Reserve, this research aims at understanding local stakeholders’ perspectives on the matter. A series of interviews were conducted to explore the possibility for ecotourism to act as a learning tool. Results show that ecotourism had some positive effects, such as the creation of a network for collaboration between various stakeholders. However, negative perceptions still play an inhibiting role. It is discussed that this might be a consequence of one main factor: a lack of proper environmental education. Adjustments in the language and methods used in the educational system and a change of course at higher governmental levels might support ecotourism as a learning tool and a catalyst for sustainable development.

Background: The expertise curve of video-assisted thoracoscopic surgery (VATS) lobectomies still stirs debate and controversy both because of the number of procedures to carry out and of the evaluation of the learning threshold. The purpose of our study was the examination of the variables related to the learning curve of the video-assisted approach, to establish what may be an expression of the technical maturity of the surgeon. Methods: The National Register for VATS lobectomy built in 2013 was used to collect data from 65 Thoracic Surgery Units. Out of more than 3,700 patients enrolled, only information from Units with ≥100 VATS lobectomies were retrospectively analysed. Unpaired Student’s t-tests, Fisher’s exact tests, Pearson’s χ 2 were applied as needed. Cumulative summative analysis and one-way ANOVA were used to identify the expertise curve of VATS lobectomy. Results: Ten institutions contributed a total of 1,679 patients, who were divided into three uniform groups according to the chronological sequence of surgery. The length of utility incision, the number of dissected lymph nodes and the operative time were not statistically significant (P=0.999, P=0.972 and P=0.307, respectively) among groups. Conversion to thoracotomy and postoperative air leaks occurred in 125 (7.44%) and 109 (6.49%) patients, gradually declined in Group 3 with statistical signi cance (P=0.048 and P=0.00086). Conclusions: The conversion rate and the percentage of air leaks seem to de ne the expertise of VATS lobectomy, being linked to the ability to manage more complicated surgical cases or intraoperative adverse events.

International audience; Sustainability of food production has become the focus of many research projects and has gained a prominent position in the marketing of food products. To gain insight into the sustainability performance of farms, and ultimately support farmers in sustainable development, a large number of sustainability assessment tools have been developed. This expectation has made sustainability assessment tools increasingly popular to measure sustainability. The actual implementation of assessment tools in practice, and contribution of assessments to change, however, is being questioned. In fact, the movement towards 'better' sustainability assessment tools is being caught between two conflicting trends: the continual proliferation of sustainability assessment tools and the streamlining of market assurance programmes that give the impression of certainty in assessing sustain ability. In this viewpoint article, we identify current limitations of sustainability assessments to catalyse change and formulate recommendations to the developers and users of such tools. We argue that challenges of implementation are, in part, related to the ambition of the assessment and their associated level of comprehensiveness. As a sustainability assessment becomes more comprehensive, and covers a wider range of issues or practices, the difficulty of implementing the sustainability assessment increases. We also highlight that the implementation challenge can be connected to the credibility, salience and legitimacy of knowledge produced by sustainability assessments. We conclude that increasing the transparency, harmonization, participation and sensitivity to farmer' motivation in sustainability assessments is urgently needed to better link sustainability knowledge to action and overcome the current lock-in.

K13 has not been implemented optimally, one of them is caused by the inability to develop learning tools that apply the scientific approach. Student-environment contexts rich in learning resources can not be utilized by teachers. This condition encourages us to conduct a study in developing K13-based elementary school educational devices by utilizing coastal area contexts. Learning tools developed are lesson plans, learning media and teaching materials. The purpose of this study is to produce lesson plans, learning media and teaching materials that are scientifically designed coastal areas are valid so feasible to use. In the development of these learning tools, the researcher uses a 4-D framework model. The research data was collected using a validated questionnaire. Validation results indicate that: (1) the validity test of lesson plans are in a very valid category; (2) validity test of valid category media; and (3) the validity test of the teaching materials is in a very valid category.

Over the last decade gamification has been emerging as an engaging technology to promote learning. However, the majority of research on game inspired learning has focused on children and adolescents. In this project I am going to explore what motivational impact gamification of self-regulated learning has on adults in a higher education context. To explore how adults are motivated by gamified learning, I have conducted research through the design of a gamified quiz application that both supports educational principles and is engaging. Firstly, I have explored theories of gamification, motivation and learning. Then, I have made us of a framework for Interaction Design and the 6D gamification framework by Werbach and Hunter. To collect context-grounded data to act as foundation for my design specifications, I have utilized such methods as interviews, survey, document analysis, prototyping and usability testing. This project illustrates the practical and theoretical insights into the act of designing a specific solution situated in a higher education context. The findings suggest that there is a demand for gamified solutions among students. Furthermore, results indicate that students can be motivated to study more by using a simple gamified quiz-based tool.

Timely and effective assessment, resuscitation and transfer of patients with severe burns has been demonstrated to improve outcome. A dedicated one-day course exists to equip all frontline emergency healthcare workers with the necessary knowledge and skills to manage severe burn injuries. More recently, a board game has been developed which aims to act as a learning and practice development tool for those managing burn injuries. We present the findings of our preliminary evaluation of this game. We played this game with a multidisciplinary group of staff including doctors, nurses and therapists. A proportion of these participants had previously completed the Emergency Management of Severe Burns (EMSB) course. We obtained subjective results from a questionnaire, using both Likert-type ratings and open-ended questions. The styling of the game and ease of instructions was rated from ‘average’ to ‘excellent’. The relevance of questions was rated from ‘good’ to ‘excellent’. The usefulness of the game to increase knowledge and stimulate discussion was rated between ‘good’ and ‘excellent’. All participants stated that they would recommend the game to other healthcare professionals. This is the only burns and plastic surgery-related educational game in the literature. Educational games adhere to principles of adult learning but there is insufficient evidence in the literature to either confirm or refute their utility. Our preliminary evaluation of this game has shown that it achieves its main aims, namely to increase knowledge in burn care and to stimulate discussion. Further work is required to assess the board game., Lay summary Staff who work in emergency areas should know how to assess, treat and transfer patients with severe burns. This improves the outcome for these patients. Board games have been used in other areas of teaching in medicine. This article shows the way we used a board game to teach doctors, nurses and therapists about how to assess and treat burns. This board game has been made to increase knowledge and to help players talk about and share how they have managed these injuries in the past. We asked staff to play the game and tell us what they thought about the design and the instructions. We also asked whether it helped them increase their knowledge and if it helped to start a discussion about treating burns. We asked if they thought other staff should use the game. We found that the staff who played the game rated the style and instructions from ‘average’ to ‘excellent’. They rated the questions and if it helped to start a discussion as ‘good’ to ‘excellent’. All staff would recommend the game as a way of teaching about burns. This is the only game which exists to help staff learn about treating burns. We feel it should be used with all staff who see and manage patients with burns. More work needs to be done to look at this game in more detail.

El título de la tesis La lexicografía y el diccionario como herramienta en la Enseñanza Secundaria: Unidades de Trabajo resume los objetivos principales de esta investigación. Se centra en el hecho de llevar a cabo una formación lexicográfica del profesorado de Secundaria; para que tome conciencia de la importancia que tiene el diccionario como herramienta, tanto dentro como fuera del aula. Por tanto, la tesis se estructura en varias secciones: En la primera parte, están redactados los objetivos, las hipótesis y la justificación del trabajo. Una segunda sección, el Marco Teórico, en donde se comentan los trabajos e investigaciones de lexicógrafos; se realiza un análisis del diccionario como punto clave para la formación lexicográfica del profesorado; a continuación se explica cómo es la enseñanza en el nivel de Secundaria, se analiza la legislación vigente, los centros de enseñanza, los departamentos y el profesorado; se clasifica la heterogeneidad del alumnado en las aulas y finalmente, se realiza una descripción de los libros de texto y de la biblioteca escolar. La tercera y cuarta parte de la investigación son las más prácticas, la realización de las encuestas y las unidades de trabajo. Por último, he incluido toda la bibliografía que he consultado y los apéndices que completan el estudio. La indagación de las necesidades de formación del profesorado lleva a plantear unas hipótesis, que indican la obligación de realizar una serie de encuestas para cada una de las partes implicadas en el proyecto, profesorado y alumnado, donde se recogen todos aquellos datos empíricos que sirven como base a la investigación. Los resultados que aporten las encuestas, mostrarán las lagunas en materia lexicográfica del profesorado y del alumnado en esta etapa educativa. Se pretende que, a partir de la reflexión llevada a cabo mediante los cuestionarios, los profesores y alumnos se conciencien de la importancia de las obras lexicográficas como herramientas didácticas. Un idioma se aprende sin la necesidad de una formación académica, pero conocerlo y utilizar todas las posibilidades que ofrece correcta y adecuadamente, conlleva una serie de destrezas y competencias que se obtienen mediante el estudio y aprendizaje de las normas que rigen un idioma. Muchas de estas pautas e informaciones se encuentran en los diccionarios. Por ello, se pretende que este material sea un instrumento importante en el proceso de enseñanza-aprendizaje del alumnado. Este proceso al que nos referimos, se lleva a acabo correctamente si hay una utilización adecuada del diccionario y de la información que contiene. El profesor debe tener los conocimientos lexicográficos suficientes, para poder instruir al alumno en esta materia. La investigación debe incluir una serie de propuestas didácticas con las que los docentes lleven a cabo la labor de enseñanza lexicográfica: las unidades de trabajo, donde se recoge una serie de ejercicios de conocimiento, reconocimiento, uso y aplicación de la información que contienen los distintos diccionarios; teniendo presente el nivel de conocimiento de la lengua del alumnado y sus necesidades. Las propuestas didácticas presentan dinámicas de trabajo que pueden llevarse a cabo en cada una de las asignaturas que componen el currículo; esto implica que la competencia lexicográfica no es solo labor de una parte del profesorado, sino de todos y cada uno de los docentes que forman el claustro. Es decir, el diccionario es una herramienta de trabajo para las asignaturas de lengua y lenguas extranjeras, pero también lo es para el resto de materias. Como conclusión, quiero destacar la importancia de la formación del profesorado y el uso del diccionario como herramienta destacada en el proceso de enseñanza-aprendizaje desde Primaria hasta la etapa de Secundaria y en niveles educativos posteriores., The title of the thesis Lexicography and the dictionary as a tool in Secondary Education: Work Units summarizes the main objectives of this research. It focuses on the fact of carrying out lexicographical training of secondary school teachers; So that they become aware of the importance of the dictionary as a tool, both inside and outside the classroom. Therefore, the thesis is structured in several sections: In the first part, the objectives, the hypotheses and the justification of the work are written. A second section, the Theoretical Framework, where the works and investigations of lexicographers are commented; An analysis of the dictionary is made as a key point for the lexicographic training of the teaching staff; Afterwards, how it is the teaching in the Secondary level is explained, anaylising the current legislation, the schools, the departments and the staff; The heterogeneity of the students in the classrooms is classified and finally, a description of the textbooks and the school library is made. The third and fourth part of the research is the most practical, conducting the surveys and the units of work. Finally, I have included all the bibliography I have consulted and the appendices that complete the study. The investigation of the teacher training needs leads to hypotheses, which indicate the obligation to carry out a series of surveys for each of the parties involved in the project, teaching staff and students, which includes all the empirical data that serve as basis for research. The results of the surveys will show the gaps in lexicographic matters of teachers and students in this stage of education. It is intended that, from the reflection carried out through the questionnaires, teachers and students become aware of the importance of lexicographic works as teaching tools. A language is learned without the need for an academic training, but to know it and to use all the possibilities that it offers correctly and adequately, entails a series of skills and competences that are obtained by studying and learning the rules that govern a language. Many of these guidelines and information are found in dictionaries. Therefore, it is intended that this material be an important instrument in the teaching-learning process of students. This process is correctly carried out if there is adequate use of the dictionary and the information it contains. The teacher must have enough lexicographical knowledge to be able to instruct the student in this matter. Research should include a series of didactic proposals with which the teachers carry out the work of lexicographical teaching: the units of work, which includes a series of exercises of knowledge, recognition, use and application of the information contained in the different dictionaries; Taking into account the level of knowledge of the language of students and their needs. The didactic proposals present dynamics of work that can be carried out in each of the subjects that compose the curriculum; This implies that the lexicographic competence is not only the work of a part of the teaching staff, but of each and every one of the teachers that form the staff. That is, the dictionary is a working tool for foreign language and foreign language subjects, but also for other subjects. In conclusion, I would like to emphasize the importance of teacher training and the use of the dictionary as a prominent tool in the teaching-learning process from Primary to High School and in later educational levels.

Silpakorn University Journal of Social Sciences, Humanities, and Arts, 17, 2, 75-96

Present paper analyzes and compares two innovation models in robot design. The first part describes the incremental development process of Teo: a robotic tool for Autistic Spectrum Disorder (ASD) t...

The dichotomy of conservation vs. sustainable development has generated numerous debates since the introduction of the latter in the late 1980s. When UNESCO introduced the Biosphere Reserve concept in the early ‘70s, it drew even more attention to the matter. In the recent past, many initiatives to address the issue gained ground not only across Europe, but worldwide. This is the case of ecotourism, a responsible (and sustainable) form of tourism that takes place in natural areas, sustains local communities, and involves a learning experience. Even though it might look like the perfect tool to strengthen the link between conservation and sustainable development, especially in a Biosphere Reserve context, ecotourism faces many challenges. Through a case study of an Italian Biosphere Reserve that was recently awarded with the European Charter for Sustainable Tourism, Monviso Transboundary Biosphere Reserve, this research aimed at understanding local stakeholders’ stand onthe matter. A series of interviews were conducted and subsequently phenomenologically analysed to explore the possibility for ecotourism to act as a learning tool for sustainable development. Results show that ecotourism had some positive effects in the area, such as the creation of a network for collaboration between various stakeholders, among others. However, negative perception of ecotourism still play an inhibiting role, as it is not perceived asa sufficient source of income. It is discussed that this might be a consequence of two main factors: a lack of proper environmental education and the economic crisis the country is currently facing. Adjustments in the language and methods used in the educational system and a change of course at higher governmental levels might foster ecotourism to become a catalyst by being a learning tool.

Uporaba računalnika, ki so mu pred leti pripisovali ustreznost uporabe šele v osnovnih šolah, se že nekaj časa prenaša tudi v prostore vrtca. Naš cilj je bil, ugotoviti, v kolikšni meri so pedagoški delavci naklonjeni uporabi računalnika kot učnega pripomočka ter kaj vpliva na njihov odnos pri uporabi in vključevanju računalnika v povezavi s področji kurikuluma. Zanimale so nas tudi računalniške kompetence vzgojiteljev in pomočnikov vzgojiteljev, predvsem pri poznavanju primernih otroških računalniških programov, ki bodo otrokom omogočili nov način učenja, razvijanje socialnih veščin in večjo motivacijo. Rezultate smo pridobili z anonimno anketo in ugotovili, da pedagoški delavci pri svojem delu računalnik uporabljalo predvsem za pripravo na delo in evalvacijo, medtem ko se računalnika kot učnega pripomočka ne poslužujejo prav pogosto. Prav tako niso mnenja, da jim računalniškega znanja primanjkuje, čeprav je anketa pokazala, da otroških računalniških programov ne poznajo. Priporočljivo bi bilo, da bi izobraževalne institucije pedagoškim delavcem omogočile izobraževanje, ki ne bi vključevalo le predstavitev programov za odrasle, temveč bi bil poudarek bolj na predstavitvi primernih otroških računalniških programov ter kako jih vključevati v program Kurikuluma za vrtce. Computer used to be restricted to primary schools, but they are being gradually introduced into kindergartens as well. Our goal was to determine to what extent instructional and professional support staff favour the use of computers as learning tools and what affects their attitude towards using and including computers in different areas of the curriculum. Another point of interest were computer skills of preschool teachers and their assistants, especially in terms of knowledge of adequate children's software that enables a different way of learning and developing social skills and strengthens children's motivation. The results were acquired through an anonymous survey, which showed that instructional and professional support staff mainly use computers to prepare for their work and conduct evaluations. They rarely use them as learning tools. They also believe that their computer knowledge is sufficient, but the survey showed they do not know any children's computer software. Educational institutions should provide instructional and professional support staff with training that would not merely present software for adults, but rather focus on software for children, and show them how to incorporate it into the kindergarten curriculum.

V diplomski nalogi je predstavljen celoten potek načrtovanja in izdelave tekočega traku, ki se bo uporabljal v učne namene. Tekoči trak je zasnovan tako, da se ga da enostavno sestaviti, spreminjati in nadgrajevati. Diplomsko delo vsebuje kratka navodila za sestavo tekočega traku, metode testiranj, rezultate in primerjavo med zahtevanimi in dejanskimi vrednostmi. This diploma presents the entire course of designing and manufacturing the conveyor belt, which will be used for learning purposes. Conveyor belt is designed in a way to make it easy to assemble, modify and upgrade. Diploma also contains short instructions on how to assemble this conveyor belt, the testing methods, results and comparison between the required and actual values.

The present study investigates psychological foundations of mind mapping as one of the relevant tools in teaching and learning process. A Mind Map, the modern approach implemented and developed by Tony Buzan is viewed as a visual diagram used to record and organise information in a way which the brain finds captivating and easy to process. It is based on the conception of radial tree, diagramming key words in a colorful, radiant, tree-like structure. The study focuses on the theoretical analysis of brain’s as well as cerebral hemispheres’ functioningaiming to explain the claimed increased effectiveness of mind mapping over other forms of learning, understanding, remembering and performing. Much attention is devoted to the benefits and challenges of using mind maps. Thus, some sufficient mind mapping strategies for English teachers which can be effectively used in the classroom have been presented. The research confirms that mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. It is a powerful way for students to reach high levels of cognitive performance.

Since the learning of interpretation is disregarded within schooling, it contradicts the theoretical propositions of the interactive concept of language. The typical speech genres of schooling, such as questions, are not formally taught. Current paper introduces the speech genre Interpretative Question as a learning tool for interpretation, due to its collaborative production between interlocutors for the production of question- and answer-texts. Analysis is foregrounded on the theories of Applied Linguistics, based on the theoretical orientation by the Bakhtin Circle for the interaction concept of language, on its concepts of speech genres and on the theoretical and methodological orientation of Dialogic Discourse Analysis. Current paper is also based on research by Menegassi, Sobral, Fiorin, Travaglia, Rojo and others. The corpus of current analysis comprises a question-text and an answer-text produced by teachers in initial formation in the first year of the undergraduate course of Language and Literature at the University of the State at Maringá, Maringá, Brazil. Results show that interpretation represents the interaction between the subject who produces it and his interlocutor(s), represented by the texts recovered within the interpretation. Social interaction is produced through interpretation and validates the Interpretative Question as a learning tool at this stage of reading. A aprendizagem da interpretação é negligenciada na esfera educacional, contrariando proposições teóricas da concepção interativa da linguagem. Os gêneros discursivos típicos do ambiente escolar – como as questões – não são, de modo geral, ensinados formalmente. Nossa proposta neste artigo é apresentar o gênero discursivo Questão Interpretativa enquanto ferramenta de aprendizagem da interpretação, levando em conta sua produção colaborativa entre interlocutores para a realização do texto-questão e do texto-resposta. Para tanto, apoiamo-nos nos pressupostos teóricos da Linguística Aplicada, respeitando a orientação teórica proposta pelo Círculo de Bakhtin de concepção de linguagem enquanto interação, bem como sua concepção sobre os gêneros do discurso e as orientações teórico-metodológicas da Análise Dialógica do Discurso, suportados ainda pelos pesquisadores respondedores a questões dessa natureza, como Menegassi, Sobral, Fiorin, Travaglia, Rojo etc. Nosso corpus constitui-se de um texto-questão e textos-respostas produzidos por professores em formação inicial do primeiro ano de Letras da Universidade Estadual de Maringá. Os resultados da investigação indicam que a interpretação configura a interação entre o sujeito que a produz e seu(s) interlocutor(es), os textos retomados no gesto interpretativo. Assim, a interação social ocorre através da interpretação, ratificando a Questão Interpretativa como ferramenta de aprendizagem dessa etapa da leitura.

The issue of importing the Internet based information sources into the educational process is a controversial one. The Internet is generally regarded by teachers as a socialization space more than a valuable learning environment. Moreover the information sources posted on the Internet are sometimes questionable as quality and thus hardly usable for educational purposes. Nevertheless, the electronic space is intrinsic to the youngsters’ daily life. Despite its shortcomings, it includes sources of information that are easily accessible and diverse in form and authoring. The issue is then about the educational principles and frameworks that allow the teacher to use Internet in education in a controlled and effective manner. The present paper researches the views of secondary school teachers regarding the school effectiveness of the WebQuest technique as a pedagogical frame for active web based learning.

大阪教育大学附属高等学校天王寺校舎では,平成18年度より,学校設定科目「生命論(環境)」を京都府美山町で実施し,様々な地域問題を考えるフィールドワーク型地域環境教育の実践を行っている。地域環境教育の実践で重要である総合的,構造的な理解を促進するために,大阪教育大学との高大連携で,新たに考案した「関係図」という学習支援ツールを用い,その効果を調査したところ,学習者は様々なテーマを結びつけて考えることができるようになった。フィールドワーク型地域環境教育の学習支援ツールとして,「関係図」が有効であることがわかった。, Tennoji High School attached to Osaka Kyoiku University has opened a course of`Theory of life (Environment)'since 2006. The contents of the course are that students learn lots of regional environmental problems at Miyama-cho in Kyoto. The type of learning is fieldwork. We developed a learning tool`Relationship Diagram'to enhance the understand by corporate with Osaka Kyoiku University and High school. We showed that students could connect lots of the themes by using it. We proved that`Relationship Diagram'is an effective learning tool for the environmental learning fieldwork.

Este trabajo tiene como objetivo el desarrollo de una herramienta de software bajo la plataforma Matlab® que permite al estudiante la apropiación del conocimiento acerca de lógica difusa aplicada en el área de control industrial. Diversas investigaciones han demostrado que la implementación de algoritmos inteligentes mejora los resultados en ciertos procesos como optimización de parámetros, procesamiento de señales, y reconocimiento de patrones, entre otros. Sin embargo, su uso todavía no es muy difundido pues se trata de metodologías relativamente recientes y no todas las plataformas computacionales incluyen herramientas con algoritmos inteligentes o en su defecto son muy costosas. La herramienta presenta una metodología guiada paso a paso para facilitar la aplicación de los conceptos. Con esta herramienta el estudiante puede relacionar los conceptos teóricos sobre lógica difusa con la realidad industrial, poner a prueba sus conocimientos adquiridos y trabajar varios casos prácticos con el diseño del sistema difuso. Los estudiantes a través de una encuesta, asignaron una valoración positiva a la implementación de la herramienta. This paper aims to develop a software tool through the Matlab® platform which allows students to acquire relevant knowledge about fuzzy logic applied to the industrial control area. Several investigations have proven that the implementation of intelligent algorithms improve the results obtained in processes of parameter optimization, signal processing and pattern recognition, among others. However, these technologies are not widely used due the fact that they have been recently created, and not all of them include a toolbox with intelligent algorithms or technologies are still expensive. The tool presents a methodology guided step by step to facilitate the application of the concepts. Using this tool students can associate the theoretical concepts of fuzzy logic with the industrial reality, which leads to assess their knowledge through the development of study cases with fuzzy logic design. Through a survey, students positively assessed the implementation of this tool.

Proses pembelajaran dalam KTSP memerlukan pengembangan perangkat pembelajaran. Observasi yang peneliti lakukan di kelas IV pada lima sekolah dasar, 80% guru tidak membuat perangkat pembelajaran sendiri, 60% SD masih menggunakan perangkat pembelajaran teacher center, dan 50% belum mengembangkan perangkat pembelajaran untuk meningkatkan kemampuan berpikir kritis yang sesuai dengan indikator. Penelitian ini menggunakan model pengembangan Plomp dengan tujuan untuk memperoleh perangkat pembelajaran yang valid, efektif, dan praktis. Hasil Penelitian menunjukan: (1) pengembangan perangkat pembelajaran learning cycle 7E menghasilkan perangkat pembelajaran yang valid. Skor rata-rata validasi ahli terhadap silabus 3,6 (sangat baik), RPP 3,7 (sangat baik), bahan ajar 3,5 (sangat baik), LKS 3,6 (sangat baik), dan evaluasi 3,5 (sangat baik). (2) implementasi perangkat pembelajaran yang valid terbukti efektif karena setelah diberi perlakuan menggunakan model learning cycle 7E terdapat perbedaan antara kelas kontrol dan ekperimen dengan nilai signifikansi 0,02 < 0,05 dan peningkatan hasil N-gain kelas eksperimen sebesar 0,62 yang menunjukan kriteria sedang. (3) Berdasarkan analisis kuisioner, perangkat pembelajaran yang praktis dapat diterima oleh siswa dan guru sebesar 80% dan 80%. Simpulan yang diperoleh dari penelitian ini adalah pengembangan perangkat pembelajaran IPA model learning cycle 7E adalah valid, efektif, dan praktis.The learning process in school based curiculum requires the development of learning instrument. The observation that researcher done on fourth grade at five Elementary Schools, 80% of teachers do not make their own learning device, 60% of school teachers still use the teacher learning center, and 50% have not yet developed learning tools to improve critical thinking skills in accordance with the indicators. This study use a model of development Plomp in order to obtain a valid learning device, effective, and practical. The result of research showed (1) the development of learning device learning cycle 7E a valid learning tool. The average score of expert learning on syllabus 3,6 (very good), RPP 3,7 (very good), learners book 3,5 (very good), the performance test sheet 3,6 (very good), and evaluation sheet 3,5 (very good). (2) Implementation of valid learning tool proven effective because after being treated using the model 7E learning cycle there is a difference between the control and experimental classes with significant value of 0.02 < 0.05 and increased yield of N-gain experimental class of 0.62 which indicates the medium criteria. (3) Based on the analysis of questionnaires the practical learning device, can be received by students and teachers 80% and 80%. The conclusions of this reserch is Developing Learning Instrument for scientific with learning cycle 7E are valid, effective, and practical.

Розглянуто вебінар як складова дистанційної освіти. The webinar as a component of distance education is considered.

Розглянуто стандарти якості дистанційного навчання. The standards of quality of distance learning are considered.

The article main objective is to categorise the different uses teachers and students make of Information and Communication Technologies (ICT) as a teaching and learning tool in technology-rich classrooms. A questionnaire about possible uses was developed following the guidelines provided by the literature review. A sample of teachers (n=278) who teach in highly technological classrooms participated in the study. Four types of educational ICT uses in the classroom turned out of the exploratory factor analysis, technology usage for: teachers' content generation and interaction, and students' content generation and interaction. Useful ideas for researchers and teachers are provided. El principal objetivo de este artículo es clasificar los diversos usos que los docentes y los alumnos hacen de las Tecnologías de la Comunicación y la Información (TIC) como herramienta de enseñanza y aprendizaje en aulas altamente dotadas de tecnología. Se desarrolló un cuestionario sobre los posibles usos siguiendo las directrices proporcionadas por la revisión de la literatura. Participaron en el estudio una muestra de profesores (n = 278) que enseñan en aulas altamente dotadas de tecnología. El análisis factorial exploratorio muestra la existencia de cuatro tipos de uso educativo de las TIC en las aulas: el profesor usa la tecnología para el contenido, el profesor usa la tecnología para la interacción, los alumnos usan la tecnología para el contenido, y los alumnos usan la tecnología para la interacción. Finalmente, se proporcionan ideas útiles para investigadores y profesores.

This research is based on observation in SD Negeri 007 Panipahan Darat got problem as follows: (1) low of teacher competency in menyuun lesson plan especially syllabus and RPP; (2) the number of teachers preparing the syllabus and lesson prior to teaching is still not maximal, only 60%; (3) in terms of quality, syllabus and good RPP only reaches 30% of the syllabus and RPP made by the teacher; (4) difficulty of principals in evaluating teacher performance; (5) the difficulty of the principal evaluating the learning outcomes. This study aims to increase the competence of teachers in preparing learning tools. In cycle 1 the number of teachers who collect syllabus and RPP at the beginning of cycle 1, it can be seen that with the information of academic supervision on the teacher can increase the quantity of teachers who make syllabus and RPP previously only 62%, increased quantity to 74,25%. The results of the revised syllabus and RPP analysis show an increase in the quality of syllabus and RPP where the quality of A and B increased from 28 and 44 to 75 and 73%. From this it is also seen that the number of teachers who collect syllabus and RPP samples to 100%. Based on the result of this research, researcher can conclude that academic supervision continuously proven scientifically can improve teacher competence in arranging syllabus and RPP in SD Negeri 007 Panipahan Darat. This is evidenced by the increasing number of good syllabus teachers from 28% to 75% after academic supervision. In addition, the number of good quality RPP also increased from 44% to 73%.

La página web www.fisicadelmovimiento.wordpress.com se construyó buscando mejorar el proceso de enseñanza- aprendizaje en física, utiliza herramientas tecnológicas de información y comunicación como un recurso didáctico aprovechando los múltiples servicios que ofrece internet. Esta herramienta tiene el propósito de mejorar la aprehensión de conocimientos en cinemática, partiendo de una abundante información virtual, que se apropian los estudiantes entorno al medio cultural e institucional. Las actividades pre-conceptuales, fueron el punto de partida hacia una estructura organizada mediadora del aprendizaje. Se usaron los problemas de tránsito generados en la zona para realizar análisis de gráficos de tiempo, distancia, velocidad y aceleración permitiendo de esta manera relacionar su vida educativa con la cotidiana. Finalmente y de acuerdo con los principios constructivistas se utiliza herramientas de medición, de manera que permite observar el proceso de enseñanza aprendizaje y la evaluación de conocimientos. Palabras clave: Herramienta de aprendizaje, pagina web, información virtual, análisis de gráficos, constructivismo (Texto tomado de la fuente) The www.fisicadelmovimiento.wordpress.com website was built to improve teaching and learning process in physics. Technological tools of information and communication are used as a teaching resource, taking advantage of many services offered by the Internet. The purpose of this tool is to help the student to understand kinematics, the strategy starts from the availabilities of existing virtual network information and student appropriates to apply in their daily lives. Previous conceptual activities were the starting point in the search for a structure organized as mediator of learning. Transit problems that place were used for analysis of graphics; time, distance, speed, and acceleration which allow a correlation with everyday life. Finally, and in accordance with the constructivist principles that use measurement tools, in such a way that allowed observing the process of teaching learning and assessment of knowledge Maestría