AI summary · arXiv: 1808.01989v1 · physics.ed-ph
Technological conditions of mobile learning in high school
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The mobile information and educational environment of higher educational institutionN. Moiseienko, M. Moiseienko, S. Semerikov · 2018 · Cherkasy University Bulletin: Pedagogical Sciences 11 (2016) 20-27 · AI summary available
Abstract
In the modern world in the conditions of informatization of society and high level of competition at the labor-market the problem of preparation of specialists appears to the use of modern information and of communication technologies. Modern higher educational establishment must become the core of innovative education with problem preparation of specialists of new generation. Especially it touches preparation professionally of competent teachers, capable easily to adapt oneself in a modern educational environment, be competitive in the conditions of modern labor-market. Purpose. To highlight the definition of mobile information and educational environment of higher educational institution. …
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Using technology of augmented reality in a mobile-based learning environment of the higher educational institutionYevhenii O. Modlo, Yuliia V. Yechkalo, Serhiy O. Semerikov et al. · 2018 · Naukovi zapysky, Seriia: Problemy metodyky fizyko-matematychnoi i tekhnolohichnoi osvity 11 (2017) 93-100 · AI summary available
Abstract
The definition of the augmented reality concept is based on the analysis of scientific publications. It is noted that online experiments with augmented reality provide students with the opportunity to observe and describe the operation with real systems by changing their parameters, and also partially replace experimental installations with objects of augmented reality. The scheme for realizing the augmented reality is considered. The possibilities of working with augmented reality objects in teaching physics is highlighted. It is indicated that the use of the augmented reality tools allows to increase the realness of the research; provides emotional and cognitive experience, helps attract s…
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Abstract
The present text provides a short, non-technical account of some historical and educational background and, based on this, of the rationale of the use of mobile devices in physics education.
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Modèles de jeux sérieux collaboratifs et mobilesIza Marfisi-Schottman, Sébastien George · 2018 · Conf\'erence Environnements Informatiques pour l'Apprentissage Humain, EIAH, Jun 2015, Agadir, Maroc. pp.306-311 · AI summary available
Abstract
Mobile Collaborative Learning Games combine all the ingredients necessary to attract students' attention and engage them in learning activities. However, designing a coherent game scenario that combines mobility, game mechanics and collaborative learning is quite a challenge. In this article, we propose three game patterns that naturally integrate these mechanics in order to support educational goals.
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Cooperative Problem Solving: an experience of high-school teaching updatingCarlo Maria Carbonaro, Alessia Zurru, Viviana Fanti et al. · 2020 · Physics Education · AI summary available
Abstract
We present the results of an experience of teaching updating dispensed to Italian high-school physics teachers to promote the application of the Cooperative Problem Solving method as an useful strategy to improve physics learning at high-school level and to foster the development of problem solving skills. Beside analysing the method and discussing the ways to propose and apply it in a high-school context, the teachers experienced the method acting both as learners and as tutors of student group learners. Students and teachers evaluated as positive the experience, mainly focusing on cooperation within the group by information exchange and the application of a solution scheme. The ex-post ana…
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Computers in Secondary Schools: Educational GamesMargarida Romero · 2020 · Arthur Tatnall. Encyclopedia of Education and Information Technologies, pp.1-4, 2019 · AI summary available
Abstract
This entry introduces educational games in secondary schools. Educational games include three main types of educational activities with a playful learning intention supported by digital technologies: educational serious games, educational gamification, and learning through game creation. Educational serious games are digital games that support learning objectives. Gamification is defined as the use of "game design elements and game thinking in a non-gaming context" (Deterding et al. 2011, p. 13). Educational gamification is not developed through a digital game but includes game elements for supporting the learning objectives. Learning through game creation is focused on the process of design…
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Abstract
We report on the evolution of the largest physics course at the Technical University Berlin during the COVID-19 pandemic, which boosted the development of online learning content, electronic assessments, and, not at least, the reconceptualization of our teaching methods. By shifting to distance education, we created features that can be easily implemented and combined with any physics-type course at a university level. Thereby, we incidentally made introductory physics sustainably accessible to students having difficulties visiting the university. Besides our experiences gained on blended learning methods, we provide a guide to online exercises, microlearning videos, and e-assessments, inclu…
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Abstract
Even if laboratory practice is essential for all scientific branches of knowledge, it is often neglected at High School, due to lack of time and/or resources. To establish a closer contact between school and experimental sciences, the University Sapienza of Roma and the Istituto Nazionale di Fisica Nucleare (INFN) launched the Lab2Go project, with the goal of spreading laboratory practice among students and teachers in high schools.
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