Online Posters
Poster sessions present preliminary results of works in progress or projects that lend themselves to visual displays and representations.
Intersecting Perspectives to Address the Challenges in Education: Collaboration in the Research Process
Virtual Poster Misty LaCour, Julia Nyberg, Laurie Hansen
The presenters have developed a collaborative research process for the purpose of addressing current issues and challenges in education. In this poster, the presenters will share effective methods for research collaboration and their experience of collaborating on a recent research project. The collaborative process implemented to develop and conduct the research will be presented. Lessons learned from this experience as well as how these steps of collaborative research can be applied by attendees will also be shared. After this session, participants will be able to: identify effective methods of collaboration; and, apply the steps of collaborative research to address current issues in education.
Learner Diversity in a North-western High School in Hong Kong
Virtual Poster Francisco Wai-kee Wong
Varied learning strategies are fostered to support students' learning in daily classroom teaching. The need to give rapport to those special education needs (sen) students had been the major school concerns over the years. The learner styles are also varied widely in that the discrepancies arise between the teaching objectives and the actual learners' needs. The gap is too wide to bridge the levels of students in both junior and senior forms. Very often the basic knowledge they acquired in the junior forms can be "faded" out and need a new input in the ensuing academic year. Therefore, the promotion of learner diversity and learner autonomy is the major school concern in the forthcoming year. The focus will be on the diversification in learning materials and adopting a multimodal perspective in pedagogical content knowledge. The disparity is also wide in the initial school intake and the latter public exams. The value-addedness has always been very minimal which can't reflect the both students and teachers' effort. The way teachers conduct their teaching and design their materials somehow couldn't fit well with each other in that they all didn't realise the real needs of the learners. In this paper, I will focus on three case studies and explicate their inadequacies in teaching and suggest ways to improve the learner diversity in a supportive way. It is hoped that the alignment will be constructive between what teachers preach and which level students reach.
Integrating Knowledge and Practice in a Social Work Senior Capstone Class
Virtual Poster Amanda Reedy
Many universities require that seniors complete a capstone course or similar culminating experience. This course was designed to help social work students integrate their classroom learning with their practicum experience. During the 10-week course, students completed three assignments on ethics, research, and policy. Students received feedback on each assignment and were encouraged to revise accordingly. The final assignment in the course was a poster presentation where students integrated content from the previous assignments. Forty-one students completed the capstone class in 2018. In order to evaluate the effectiveness of the course, three of the social work profession’s core competencies were assessed through the course assignments. Competencies were rated on a scale of one to five where a one represented unacceptable progress and a five represented advanced competence. Two competencies related to ethics were assessed. On the competencies “resolving ethical dilemmas using the Code of Ethics” and “apply a strategy of ethical reasoning to arrive at principled decisions, students averaged 4.3. On the competency “engage in career-long learning,” students averaged 4.8. These scores indicate that students were reaching competence in the areas assessed. On course evaluations, students reported being satisfied with the course. One student commented, “Having assignments correlated with parts of our poster presentation really helped put it together.” During the poster presentations at the end of the quarter, many students commented on their ability to integrate knowledge and practice. They were able to identify how ethics, policy, and research were all affected their work in the community.
Teachers, Technology, and Data Literacy
Virtual Poster Lydia Kyei-blankson, Esther Ntuli
This brief paper is based on the pilot study that examined PreK-12 educators’ perceived data literacy skills and how their program of study, particularly their technology courses prepared them to use data. A survey was employed to collect both quantitative and qualitative data from a purposeful sample of teachers. Preliminary findings indicate that while most teachers reported they possess the basic data literacy requirements, and use different types of technology to collect and organize data, there is still need for teachers to develop advanced data literacy skills through professional development and practice.
Meaningful Play: Students Creating "Serious" Tabletop Games
Virtual Poster Mark Mabrito
Serious games are games designed for a purpose other than strictly entertainment, such as training or teaching. While many examples of serious games are digital, in recent years a resurgent interest exists in tabletop gaming (for example, board and card games); here we also find some examples of games in this genre dealing with such topics as natural disasters (Before the Storm), end-of-life issues (Hello), and climate change (Broken Cities), among others. However, many models for understanding serious games presume digital interaction, with fewer models available to understand the educational potential of their analog counterparts, such as tabletop games. This presentation will focus on an undergraduate class designed primarily for liberal arts majors that taught students about concepts of serious games and gamification in the context of teaching/training applications for both the classroom and workplace. Specifically, I will highlight a project in the course where students were invited to create a serious tabletop game from initial idea to working prototype. I will focus on challenges students faced, and how such a task cannot only teach game design and mechanics, but also leverage critical thinking, writing, and instructional design skills in unique ways.
Changing Perceptions of Scientist: Twenty Years of Student Drawings of a Scientist
Virtual Poster C. Sheldon Woods, Myoungwoh Jung, Sally Blake
As part of an initial discussion of a rationale and need multicultural perspective in science education, students in an elementary science methods course were asked to draw an image of a scientist doing science. This is a modified version of the Draw A Scientist Test (DAST). This study analyzes 20 years of these drawings looking for trends and changings to the stereotypical archetypes established by the DAST. There have been some changes but many of the stereotypes remain.
What Neuroscience Suggest for Value-based Problem-solving
Virtual Poster Sandrita Skeriene
Problem-solving based on complexity and collaborative approaches is listed between the cores competencies needed for future professionals. Whereas values guide and influence personal behavior encompassing ethical aspects of solutions, they represent the essential foundation of problem-solving. However, most of the problem-solving models represent the rational economic approach, highlight only the procedural process of problem-solving and focus on the development of skills and competencies. The integration of moral issues, as well as values, is reflected in decision-making models. Researchers representing the classical approach to problem-solving do not emphasize learning. Meanwhile, neuroscience reveals new possibilities for problem-solving. The first possibility represents the development of four core pillars of learning. Second, such development encourages a deep approach to learning. The third possibility reveals that value-based decision-making (the latter is a part of problem-solving) is pervasive in nature. The lack of research in regard to the integration of values when solving problems allows for the formulation of the research question: When and how the learner should take into account values when solving a problem? Based on the literature review method this paper introduces the hypothetical framework grounded in evidence from neuroscience research. This framework enables the development of value-based problem-solving capability. The hypothetical framework is universal and can be implemented across different disciplines in higher education.
Municipal Portuguese Olympics and Mathematics: Evaluation and Assessment
Virtual Poster Keila Cristina Armando De Moraes, Heloisa Helena Pita Prado, Suzana Maria Pereira Santos
The Municipal Olympiad of Portuguese Language and Mathematics project, used as a tool that tends to motivate students, is justified in proposing to potentiate the studies consider curricular contents pertinent to elementary education that contemplate the skills and abilities presented in BNCC, in the Common Curriculum of Bauru Elementary School and in the reference matrix of Prova Brasil. Among the main objectives, we highlight the implementation of an internal evaluation, aiming to verify the performance of elementary school students in the Municipal System of Education of Bauru in addition to stimulating and promoting the study of Portuguese Language and Mathematics. The performance of the students who participated in the Olympiad is being analyzed by the school units and the technicians of the Municipal Education Department. The previous analysis of the results demonstrates advances in the quantity of correctness of the tests and relevance to the understanding of what is expected in the questions, making possible the learning.
