MOOC accomplishment through gamification
Kriativ-tech Volume 1, Issue 9, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Oct. 11, 2021.
Authors
Bruno Miguel Pinheiro, Master Degree Student at Instituto Superior de Tecnologias Avançadas
Paulo Duarte Branco, Assistant Professor at Instituto Superior de Tecnologias Avançadas, Centro de Investigação em Artes e Comunicação
Media
To cite this article
Bruno Miguel Pinheiro, Paulo Duarte Branco, MOOC accomplishment through gamification
DOI: 10.31112/kriativ-tech-2021-10-52
Abstract
This article approaches the concept of gamification in teaching and learning contexts, mainly in Massive Open Online Courses (MOOC), to increase the motivation and commitment of students in the perseverance to complete the course. The use of game elements and concepts prompts an important factor in the way methodologies move toward for the development of student-directed courses.
Keywords
Gamification, MOOC, Motivation, Engagement, game-based learning.
References
[1] R. F. da SILVA and E. S. Correa, “Novas tecnologias e educação: a evolução do processo de ensino e aprendizagem na sociedade contemporânea,” Educ. e Linguagem, ano, vol. 1, no. 1, pp. 23–25, 2014.
[2] Statista, “Internet users by age worldwide | Statistic,” 27 de Janeiro de 2021, 2021. https://www.statista.com/statistics/272365/age-distribution-of-internet-users-worldwide/ (accessed Feb. 19, 2021).
[3] D. Cormier and G. Siemens, “Through the open door: Open courses as research, learning, and engagement,” Educ. Rev., vol. 45, pp. 30–39, 2010.
[4] W. Feng, J. Tang, and T. X. Liu, “Understanding Dropouts in MOOCs,” Proc. AAAI Conf. Artif. Intell., vol. 33, no. 01, pp. 517–524, 2019, doi: 10.1609/aaai.v33i01.3301517.
[5] D. Onah, J. Sinclair, and R. Boyatt, “Dropout Rates of Massive Open Online Courses: Behavioural Patterns,” 2014, doi: 10.13140/RG.2.1.2402.0009.
[6] K. Werbach, Level 1: Getting into the Game: An Introduction to Gamification. Wharton Digital Press, 2012.
[7] M. Khalil, M. Ebner, and W. Admiraal, “How can gamification improve MOOC student engagement,” in Proceedings of the 11th European Conference on Games Based Learning: ECGBL, 2017, pp. 819–828.
[8] N. F. Abu Bakar, A. F. Yusof, N. A. Iahad, and N. Ahmad, “Framework for embedding gamification in Massive Open Online Course (MOOC),” in 2017 International Conference on Research and Innovation in Information Systems (ICRIIS), 2017, pp. 1–5, doi: 10.1109/ICRIIS.2017.8002496.
[9] N. Spyropoulou, G. Demopoulou, C. Pierrakeas, I. Koutsonikos, and A. Kameas, “Developing a Computer Programming MOOC,” Procedia Comput. Sci., vol. 65, pp. 182–191, 2015, doi: https://doi.org/10.1016/j.procs.2015.09.107.
[10] L. N. M. Bezerra, M. Silva, and Autor, “A review of literature on the reasons that cause the high dropout rates in the MOOCS,” 2017.
[11] D. Shah, “By The Numbers: MOOCs in 2020,” Class Central, Nov. 2020. https://www.classcentral.com/report/mooc-stats-2020/.
[12] O. B. Gené, M. M. Núñez, and Á. F. Blanco, “Gamification in MOOC: Challenges, opportunities and proposals for advancing MOOC model,” in ACM International Conference Proceeding Series, 2014, pp. 215–220, doi: 10.1145/2669711.2669902.
[13] O. Borras-Gene, M. Martiñez-nunez, and Á. Fidalgo-Blanco, “New Challenges for the motivation and learning in engineering education using gamification in MOOC,” Int. J. Eng. Educ., vol. 32, no. 1, pp. 501–512, 2016.
[14] G. Zichermann and C. Cunningham, “Gamification by design implementing game mechanics in web and mobile apps,” O’Reilly Media, 2011.
[15] A. Antonaci, R. Klemke, K. Kreijns, and M. Specht, “Get Gamification of MOOC right! How to Embed the Individual and Social Aspects of MOOCs in Gamification Design.,” Int. J. Serious Games, vol. 5, no. 3, pp. 61–78, 2018, doi: 10.17083/ijsg.v5i3.255.
[16] G. Kiryakova, N. Angelova, and L. Yordanova, “Gamification in education,” 2014.
[17] R. M. Ryan and H. Patrick, “Self-determination theory and physical,” Hell. J. Psychol., vol. 6, pp. 107–124, 2009.
[18] K. M. Kapp, L. Blair, and R. Mesch, The gamification of learning and instruction fieldbook: ideas into practice. Wiley, 2014.
[19] R. Hunicke, M. Leblanc, and R. Zubek, “MDA : A Formal Approach to Game Design and Game Research,” 2004.
Smart Recycle – Development of a waste collection application
Kriativ-tech Volume 1, Issue 9, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Oct. 11, 2021.
Authors
Fábio Oliveira da Silva, Master Degree Student at Instituto Superior de Tecnologias Avançadas
Paulo Duarte Branco, Assistant Professor at Instituto Superior de Tecnologias Avançadas, Centro de Investigação em Artes e Comunicação
Media
To cite this article
Fábio Oliveira da Silva, Paulo Duarte Branco, Smart Recycle – Development of a waste collection application
DOI: 10.31112/kriativ-tech-2021-10-53
Abstract
Currently, the growing population demand for new technological resources, its housing growth and economic growth has brought to the fore a global discussion about how we should progress as a nation without affecting people's health and the planet's natural course in the coming years. Figures from 2019 indicate that each habitant produces 513.4 kilos of waste annually. The Portuguese environment agency has warned that these resources will be too destined for landfills, which will stop almost three out of five kilos (57.6%) of our urban waste.
The country's effective recycling rate is (23.7%), when compared to the targets set by the European Union for the year 2025 (55%) Portugal needs impulses and some actions to encourage smart and conscious recycling.
One of the factors addressed in this article is the uncontrolled advance of waste generated by individuals and companies, ways in which they are discarded in nature, actions that the government has taken and how the authors intend to help improve these numbers, bringing the country closer to the goals established by European Union.
Important facts about waste recycling are:
• Without some type of inspection / incentive / appropriate disposal site or help, many inhabitants choose to dispose of garbage in a simpler and easier way;
• Access to public services for collection at home is very scarce and/or poorly managed;
• Material characteristics identification is ineffective and does not allow proper disposal;
• It is easier to use the “common trash” option if there is no incentive or any policy to raise awareness among the inhabitants;
• Correct recycling brings countless benefits not only to the inhabitants and the environment, but also to the economy and industries in general.
As a result of the study, tools in the form of mobile systems and applications with various control resources and intuitive assistants will be delivered in order to facilitate and make more pleasurable and exciting the way in which waste is characterized, disposed and reused by different organizational spheres to considerably reduce incorrect disposal and mitigate this impact on our planet thus making it healthier and less toxic for us and our future generations.
Keywords
Applications, conscious recycling, economic growth, mobile systems, sustainability, waste collection.
References
1. D. Bonino, M. T. D. Alizo, C. Pastrone and M. Spirito, "WasteApp: Smarter waste recycling for smart citizens," 2016 International Multidisciplinary Conference on Computer and Energy Science (SpliTech), Split, Croatia, 2016, pp. 1-6, doi: 10.1109/SpliTech.2016.7555951.
2. European Commission. https://ec.europa.eu/environment/waste/index.htm
3. Sa S. B¨ohm, B. Igler, R. Morales, F. Sand, and A. Ertan, “Sauberes
wiesbaden app: Introducing mobile e-participation for a clean city
project in germany,” in Proceedings of the 14th International Conference
on Mobile and Ubiquitous Multimedia, ser. MUM ’15. New York, NY,
USA: ACM, 2015, pp. 426–429.
4. M. Fishbein and I. Ajzen, Belief, Attitude, Intention, and Behavior: An
Introduction to Theory and Research. Addison-Wesley, 1975.
5. P.-Y. Chu and J.-F. Chiu, “Factors influencing household waste recycling
behavior: Test of an integrated model1,” Journal of Applied Social
Psychology, vol. 33, no. 3, pp. 604–626, 2003.
6. J. Berengueres, F. Alsuwairi, N. Zaki, and T. Ng, “Emo-bin: How to
recycle more by using emoticons,” in Proceedings of the 8th ACM/IEEE
International Conference on Human-robot Interaction, ser. HRI ’13.
Piscataway, NJ, USA: IEEE Press, 2013, pp. 397–398.
7. “Gamification of a recycle bin with emoticons,” in Proceedings
of the 8th ACM/IEEE International Conference on Human-robot Interaction,
ser. HRI ’13. Piscataway, NJ, USA: IEEE Press, 2013, pp. 83–84.
8. Thieme, R. Comber, J. Miebach, J. Weeden, N. Kraemer, S. Lawson,
and P. Olivier, “we’ve bin watching you”: Designing for reflection and
social persuasion to promote sustainable lifestyles,” in Proceedings of
the SIGCHI Conference on Human Factors in Computing Systems, ser.
CHI ’12. New York, NY, USA: ACM, 2012, pp. 2337–2346.
9. D. Casado-Mansilla, D. Foster, S. Lawson, P. Garaizar, and D. L´opez-de
Ipi˜na, “’close the loop’: An ibeacon app to foster recycling through justin-
time feedback,” in Proceedings of the 33rd Annual ACM Conference
Extended Abstracts on Human Factors in Computing Systems, ser. CHI
EA ’15. New York, NY, USA: ACM, 2015, pp. 1495–1500.
10. F. M. Lansana, “A comparative analysis of curbside recycling behavior
in urban and suburban communities*,” The Professional Geographer,
vol. 45, no. 2, pp. 169–179, 1993.
11. P. Vicente and E. Reis, “Factors influencing households’ participation in
recycling,” Waste Management & Research, vol. 26, no. 2, pp. 140–146,
2008.
12. D. Ziouzios and M. Dasygenis, "A Smart Recycling Bin for Waste Classification," 2019 Panhellenic Conference on Electronics & Telecommunications (PACET), 2019, pp. 1-4, doi: 10.1109/PACET48583.2019.8956270.
13. R. Elhassan, M. A. Ahmed and R. AbdAlhalem, "Smart Waste Management System for Crowded area : Makkah and Holy Sites as a Model," 2019 4th MEC International Conference on Big Data and Smart City (ICBDSC), 2019, pp. 1-5, doi: 10.1109/ICBDSC.2019.8645576.
14. Entenda a escala de Likert e como aplica-la em sua pesquisa (pesquisado em 28/5/2021). https://mindminers.com/blog/entenda-o-que-e-escala-likert/
Overview of 5G cellular networks
Kriativ-tech Volume 1, Issue 9, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Oct. 11, 2021.
Authors
Sérgio Pinto, Teaching Assistant at ISTEC
Media
To cite this article
Sergio Pinto, Overview of 5G cellular networks
DOI: 10.31112/kriativ-tech-2021-10-56
Abstract
The 5G technology corresponds to the 5th generation of mobile cellular networks, which, by the time this paper was written, was not yet commercially available in some countries, like Portugal. Therefore, the reason for this paper subject is to make known a general description of this new 5G technology, namely, its main improvements in respect to the previous 4th generation: the support of higher data transmission rates, enabling a network capacity/connectivity increase and the lower radio transmission latency, with their benefits for users and operators.
Keywords
5G, eMBB, mMTC, URLLC, CUPS, SBA, virtualization, cloud, slicing
References
[1] Correia, Luis M, 5G Mobile Communications, Instituto Superior Técnico / INESC-ID, University of Lisbon, Portugal
[2] Rommer S., Hedman P., Olsson M., Frid L., Sultana S., Mulligan C. (2020), 5G Core Networks, Powering Digitalization, Academic Press
[3] Pinto, Sérgio (2013), General perspective of 4G cellular networks, Kriativ.Tech journal, Edition 5, from Instituto Superior de Tecnologias Avançadas (ISTEC). Retrieved from:
[4] EventHelix (2017), 5G NR: The New Radio interface for 5G. Retrieved from:
[5] Alepo (2019), 5G SA vs. 5G NSA: What Are The Differences? Retrieved from:
[6] Samsung (2019), 5G Core Vision, Revolutionary changes in Core with the arrival of 5G. Retrieved from:
[7] Kosak S. (2019), Evolution of Core Network (3G vs. 4G vs. 5G). Retrieved from:
[8] Pinto, Sérgio (2019), General Perspective of Network Functions Virtualization, Kriativ.Tech journal, Edition 8, from Instituto Superior de Tecnologias Avançadas (ISTEC). Retrieved from:
[9] 3GPP Technical Specification (TS) 23.501 version 15.3.0 Release 15 (2017); 5G; System Architecture for the 5G System. Retrieved from: https://portal.3gpp.org/desktopmodules/Specifications/SpecificationDetails.aspx?specificationId=3144
[10] Evopedia (2021), 5G Service-Based Architecture. Retrieved from:
[11] NGMN Alliance (2018), Service-Based Architecture in 5G. Retrieved from:
[12] Test and Verification (2018), 5G Usage Scenarios in Non-Standalone (NSA) and Standalone (SA) Operation. Retrieved from:
[13] Semiconductor Engineering (2019), Should We Even Be Talking About 6G? Retrieved from:
[14] EAHISON (2019), Characteristics Of 5G Network And Evolution Of Antenna Requirements. Retrieved from:
[15] Telit, LTE Evolution: Standardization & Deployment The long run to 5G. Retrieved from:
[16] GoTechinicalNow, 5G Core Service-Based Architecture (SBA) Part 2. Retrieved from:
[17] Pathak R., A Beginners Guide for 5G Core Network Architecture. Retrieved from:
Improving Caesar Cipher for greater security
Kriativ-tech Volume 1, Issue 9, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Oct. 11, 2021.
Authors
António Santos, Assistant Professor at ISTEC
Renato Vasconcelos Júnior, BSc Multimedia Engineer graduated at ISTEC
Media
To cite this article
António Santos, Renato Vasconcelos Júnior, Improving Caesar Cipher for greater security
DOI: 10.31112/kriativ-tech-2021-10-49
Abstract
Before the invention of computers all cryptographic methods were calculated manually, and as such the cryptographic methods developed during that period took into account this limitation. The Caesar Cipher method was one of the first to be used and disseminated in several countries. This method is very simple, which implies that with current means you can break your security quickly and easily. However, it has a characteristic that, given its nature, any change in the method increases its safety, and like other authors in this article, it will be shown that a small change will imply some improvement in the method's safety.
Keywords
Encryption, replacement, Caesar's Cipher, Enhancement.
References
[1] Holden, Joshua (2017). The Mathematics of Secrets: Cryptography from Caesar Ciphers to Digital Encryption, Princeton University Press, New Jersey
[2] Kahate, Atul (2003). Cryptography and network security, Tata McGraw-Hill, New Delhi,India.
[3] Kipper, G. (2004). Investigator´s Guide to Steganography. Auerbach Publications. USA.
[4] Paar, Christof and Pelzl, Jan (2010). Understanding Cryptography: A Textbook for Students and Practitioners. Springer-Verlag, Berlin, Germany.
[5] Delfs, Hans and Knebl, Helmut (2007). Introduction to Cryptography: Principles and Applications, Second Edition, Springer-Verlag, Berlin, Germany.
[6] Singh, Simon (1999).The Code Book, Anchor Books: The Science of Secrecy from Ancient Egypt to Quantum Cryptography. Anchor Boks. New York, USA
[7] Aggarwal, Surabhi (2016). A Review on Enhancing Caesar Cipher, International Journal of Research Science & Management, 3(6).
[8] Shrivastava, Manish, Jain, Shubham and Singh, Pushkar (2016). Content Based Symmetric Key Algorithm, International Conference on Computational Modeling and Security, Procedia Computer Science 85
[9] Stallings, William (2011). Cryptography and network security: Principles and Practice, Fifth Edition, Prentice Hall, New York
[10] Cobb, C. (2004). Cryptography for Dummies. Hoboken - New Jersey - United States of America: Wiley Publishing.
[11] Kumari, Sarita (2017). A research Paper on Cryptography Encryption and Compression Techniques, International Journal Of Engineering And Computer Science. Volume 6 Issue 4Page No. 20915-20919. DOI: 10.18535/ijecs/v6i4.20
[12] Katz, Jonathan and Lindell, Yehuda (2008). Introduction to Modern Cryptography, Chapman & Hall/CRC, Taylor & Francis Group, Florida, USA.
[13] Trappe, Wade and Washington, Lawrence (2006). Introduction to Cryptography with Coding Theory, Second Edition, Pearson Education Inc., Pearson-Prentice Hall. New Jersey, USA.
[14] Churchhouse. Robert (2004). Codes and ciphers: Julius Caesar, the Enigma and the Internet, Cambridge University Press. Cambridge, UK.
[15] Baldoni, M. W.; Ciliberto, Ciro and Cattaneo, G. M. P. (2009). Elementary Number Theory, Cryptography and Codes. Springer-Verlag, Rome, Italy.
[16] Easttom, William (2021). Modern Cryptography Applied Mathematics for Encryption and Information Security, Springer Nature Switzerland AG, Springer. Cham, Switzerland.
[17] Bauer, Craig (2013). Secret History: The Story of Cryptology, Chapman and Hall/CRC, Filadelfia, USA.
[18] Sinkov, Abraham (1966), Elementary Cryptanalysis - A Mathematical Approach, Fifth Printing, The Mathematical Association of America. Washington, USA.
[19] Bowne, Samuel (2018). Hands-On Cryptography with Python, Packt Publishing, Birmingham, UK.
[20] Schneier, Bruce (1996). Applied Cryptography, Second Edition. John Wiley & Sons
[21] Musa, Sarhan M. (2018). Network Security and Cryptography: A Self-teaching Introduction. Mercury Learning & Information. Virgínia, USA
[22] Jain, Atish; Dedhia, Ronak and Patil, Abhijit (2015). Enhancing the Security of Caesar Cipher Substitution Method using a Randomized Approach for more Secure Communication. International Journal of Computer Applications. 129(13)
Gamification in Higher Education: Gamifying an Engineering Course
Kriativ-tech Volume 1, Issue 9, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Oct. 11, 2021.
Authors
Sandra Gama, Assistant Professor at ISTEC
Media
To cite this article
Sandra Gama, Gamification in Higher Education: Gamifying an Engineering Course
DOI: 10.31112/kriativ-tech-2021-10-55
Abstract
Keywords
References
J. Chen, J. “Flow in games (and everything else),” Commun. ACM, vol. 50, pp. 31–34, 2007.
Csikszentmihalyi, M. Flow: The psychology of optimal experience. Harper Perennial, 1991.
Coller, B. and Shernoff, D. “Video game-based education in me- chanical engineering: A look at student engagement,” Interna- tional Journal of Engineering Education, vol. 25, no. 2, pp. 308–317, 2009.
Mcclean, P., Saini-Eidukat, B., Schwert, D., Slator, B. and White, A. “Virtual worlds in large enrollment science classes significantly improve authentic learning,” in Proceedings of the 12th International Conference on College Teaching and Learning, Center for the Advance- ment of Teaching and Learning, 2001, pp. 111–118.
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. “From game design elements to gamefulness: defining “gamification”,” in Proceedings of the 15th International Academic MindTrek Conference Envisioning Future Media Environments, vol. Tampere, F. ACM, 2011, pp. 9–15.
Sheth, S., Bell, J. and Kaiser, G., “Halo (highly addictive, socially optimized) software engineering,” in Proceeding of the 1st international workshop on Games and software engineering, ser. GAS, vol. 11, 2011, pp. 29–32.
Inbar, O., Tractinsky, N., Tsimhoni, O., and Seder, T. “Driving the scoreboard: Motivating eco-driving through in-car gaming,” in Proceedings of the CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts. ACM, 2011.
Brauner, P., Calero Valdez, A., Schroeder, U., and Ziefle, M. “In- crease physical fitness and create health awareness through exer- games and gamification,” in Human Factors in Computing and In- formatics, ser. Lecture Notes in Computer Science, A. Holzinger, M. Ziefle, M. Hitz, and M. Debevc, Eds. Springer Berlin Heidel- berg, 2013, vol. 7946, pp. 349–362
Denny, P. The effect of virtual achievements on student engagement, in: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’13, ACM, New York, NY, USA, 2013, pp. 763–772.
Domínguez, A., Saenz-de Navarrete, J., de Marcos, L., Fernández-Sanz, L. Pagés, C. and Martínez- Herráiz, J.-J. Gamifying learning experiences: Practical implications and outcomes, Computers & Education 63 (0) (2013) 380 – 392.
Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2017). Studying student differentiation in gamified education: A long-term study. In Computers in Human Behavior, vol. 71, pp. 550-585. Elsevier.
Sheldon, L. The Multiplayer Classroom: Designing Coursework as a Game. Course Technology PTR, 2011.
Holman, C., Aguilar, S. and Fishman, B., Gradecraft: what can we learn from a game-inspired learning management system, in: Proceedings of the Third International Conference on Learning Analytics and Knowledge, ACM, 2013, pp. 260–264.
Aguilar, S., Fishman, B. and Holman, C., Leveling-up: Evolving game-inspired university course design, in: Games+Learning+Society, University of Wisconsin-Madison. Madison, WI., 2013.
Cheong, C., Cheong, F. and Filippou, J., Quick quiz: A gamified approach for enhancing learning, in: Pacific Asia Conference on Information Systems, 2013.
Legaki, N., Xi, N., Hamari, J., Karpouzis, K. and Assimakopoulos, V., The effect of challenge-based gamification on learning: An experiment in the context of statistics education, International Journal of Human-Computer Studies, Volume 144, 2020, 102496, ISSN 1071-5819.
Putz, L.M., Hofbauer, F. and Treiblmaier, H. Can gamification help to improve education? Findings from a longitudinal study, Computers in Human Behavior,Volume 110, 2020,106392, ISSN 0747-5632.
Chorianopoulos, K. Giannakos, M. and Chrisochoides, N.. Design Principles for Serious Games in Mathematics. In Proceedings of the 18th Panhellenic Conference on Informatics (PCI '14). ACM, New York, NY, USA, 1–5. 2014
Campbell, J. The hero's journey: Joseph Campbell on his life and work (Vol. 7). New World Library, 2003.
Nacke, L., Bateman, C. and Mandryk, R., Brainhex: A neurobiological gamer typology survey. Entertainment Computing 5. 2013.
Pedagogical Model for Distance Learning
Kriativ-tech Volume 1, Issue 8, April 2018, Pages: xxx Received: Oct. 7, 2020. Accepted: Oct. 19, 2020. Published: Oct. 21, 2020.
Authors
Paulo Duarte Branco, Assistant Professor at ISTEC
Pedro Ramos Brandao, Coordinator Professor at ISTEC
Media
To cite this article
P. D. Branco and P. R. Brandao, “Pedagogical Model for Distance Learning”, AE, October 2020. ISBN 978-989-33-1131-8. DOI: 10.31112/kriativ-tech-2020-08-48
Abstract
This document is a pedagogical model for the distance learning of a Higher Education Institution with more than three decades of existence, as many as its experience in the development of technology-mediated teaching/ training projects in hybrid or distance systems.
The thematic has a double interest for academics and educational institutions. At first, by clearly addressing current theoretical and methodological concepts supported by reference bibliography and in line with policies adopted at national and international levels. Second, by presenting actual and practical solutions for implementing the model in its context, which is distance learning.
ISTEC's pedagogical model for distance learning, as an institution's internal document, does not close in on itself, opening space to be used and adapted, by others who seek to develop formal education systems, using current technologies and practices.
This book thus presents us with a justification for the creation of distance learning cycles, with a concern for inclusive, participatory and Portuguese-speaking education, not neglecting the issues of ethics, cyber-security and data protection, which are increasingly discussed in the academy and at high national and international levels.
Although targeted at academics and higher education institutions, this model also serves the interests of organizations and companies, particularly in the field of information and communication technologies, who want to develop active training systems for their staff by making use of the solutions and opportunities that distance learning allows.
Keywords
E-learning, online learning space, distance learning, pedagogical model for distance learning, distance learning cycles, information and communication technologies.
References
Allen, D. (1997, May). The hunger factor in student retention: An analysis of motivation. Paper presented at the Annual Forum of the Association for Institutional Research, Orlando, FL.
Allen, I. E., & Seaman, J. (2010). Class differences: Online education in the United States, 2010. Needham, MA: Babson Survey Research Group.
Aslanian, C. (2001). You’re never too old: Excerpts from adult students today. Community College Journal, 71, 56–58.
Astleitner, H., & Steinberg, R. (2005). Are there gender differences in web-based learning? An integrated model and related effect sizes. AACE Journal, 13(1), 47– 63.
Bambara, C. S., Harbour, C. P., Davies, T. G., & Athey, S. (2009). Delicate engagement: The lived experience of community college students enrolled in high-risk courses. Community College Review, 36(3), 219–238.
Bailey, T., Jeong, D. W., & Cho, S. W. (2010). Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29(2), 255–270.
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.
Biner, P. M., Summers, M., Dean, R. S., Bink, M. L., Anderson, J. L., & Gelder, B. C. (1996). Student satisfaction with interactive telecourses as a function of demographic variables and prior telecourse experience. Distance Education, 17(1), 33–43.
Branco, P., & Barbas, M. (2012). T-learning theories: An historical analysis of the use of television in Education. II Congresso Internacional TIC e Educação, Lisboa.
Branco, P. D., Canelas, R., Soares, R., Pombo, L., & Loureiro, M. J. (2012). Distance learning assessment: An integrative review of studies on the use of e-rubrics. II Congresso Internacional TIC e Educação, Lisboa.
Buck Institute for Education. (2020). Gold Standard PBL: Essential Project Design Elements. https://www.pblworks.org/what-is-pbl/gold-standard-project-design
Calcagno, J. C., Crosta, P., Bailey, T., & Jenkins, D. (2007). Stepping stones to a degree: The impact of enrollment pathways and milestones on community college student outcomes. Research in Higher Education, 48(7), 775−801.
Choy, S. (2002). Findings from the condition of education 2002: Nontraditional undergraduates (NCES 2002–012). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Choy, S., & Premo, M. (1995). Profile of older undergraduates, 1989–90 (NCES 95– 167). Washington, DC: U.S. Department of Education, National Center for Education Statistics
Chyung, S. Y. (2001). Systematic and systemic approaches to reducing attrition rates in online higher education. The American Journal of Distance Education, 15(3), 36−49.
Colorado, J. T., & Eberle, J. (2010). Student demographics and success in online learning environments. Emporia State Research Studies, 46(1), 4−10. Didia, D., & Hasnat, B. (1998). The determinants of performance in the university introductory finance course. Financial Practice and Education, 8(1), 102–107.
Damião, I. (2011). Challenges for the future of e-learning: An approach to educational technologies: authoring tools, digital content and virtual rooms. University Fernando Pessoa, Porto.
Delors, J., Al-Mufti, I., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham, W., Kornhauser, A., Manley, M., Quero, M. P., Savané, M.-A., Singh, K., Stavenhagen, R., Suhr, M. W., & Nanzhao, Z. (1996). Learning: The Treasure Within.
Dille, B., & Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. American Journal of Distance Education, 5(1), 24– 35.
DiPrete, T. A. & Buchmann, C. (2006). Gender-specific trends in the values of education and the emerging gender gap in college completion. Demography 43(1), 1–24.
DuBrock, C. P. (2000, May). Financial aid and college persistence: A five-year longitudinal study of 1993 and 1994 beginning freshmen students. Paper presented at the Annual Forum of the Association for Institutional Research, Cincinnati, OH.
Eisenberg, E., & Dowsett, T. (1990). Student drop-out from a distance education project course: A new method of analysis, Distance Education, 11(2), 231−253.
Ehrman, M. (1990). Psychological factors and distance education, American Journal of Distance Education, 4(1), 10−23.
Feldman, M. J. (1993). Factors associated with one-year retention in a community college. Research in Higher Education, 34(4), 503-512.
Figlio, D. N., Rush, M., & Yin, L. (2010). Is it live, or is it the Internet? Experimental estimates of the effects of online instruction on student learning (NBER Working Paper No. 16089). Cambridge, MA: National Bureau of Economic Research.
Gladieux, L., & Swail, W. S. (1999). The virtual university and educational opportunity: Issues of equity and access for the next generation. Washington, DC: The College Board. Retrieved from http://www.educationalpolicy.org/pdf/Virtual%20University.pdf
Goldin, C., Katz, L., & Kuziemko, I. (2006). The homecoming of American college women: The reversal of the college gender gap (NBER Working Paper No.12139). Retrieved from: http://www.nber.org/papers/w12139
Gunn, C., McSporran, M., Macleod, H., & French, S. (2003). Dominant or different? Gender issues in computer-supported learning. Journal of Asynchronous Learning Networks, 7(1), 14−30.
Heckman, J. J., & LaFontaine, P. A. (2007). The American high school graduation rate: Trends and levels (NBER Working Paper No. 13670). Retrieved from http://www.nber.org/papers/w13670
Horn, L., & Carroll, C. (1996). Nontraditional undergraduates: Trends in enrollment from 1986 to 1992 and persistence and attainment among 1989–90 beginning postsecondary students (NCES 97–578). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Hoskins, S. L., & van Hooff, J. C. (2005). Motivation and ability: Which students use online learning and what influence does it have on their achievement? British Journal of Educational Technology, 36(2), 177−192.
Hyllegard, D., Deng, H., & Carla, H. (2008). Why do students leave online courses? Attrition in community college distance learning courses. International Journal of Instructional Media, 35(4), 429.
Hung, W., Jonassen, D. H., & Learning, R. L. S. E.-P.-B. (2007). Problem-Based Learning. In Handbook of Research on Educational Communications and Technology. Routledge. https://doi.org/10.4324/9780203880869.ch38
Immordino-Yang, M. H., & Damasio, A. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Jaggars, S. S. (2012, April). Beyond flexibility: Why students choose online courses in community college. Paper presented at the American Educational Research Association Annual Meeting, Vancouver, Canada.
Jaggars, S. S., & Hodara, M. (2011). The opposing forces that shape developmental education: Assessment, placement, and progression at CUNY community colleges (CCRC Working Paper No. 36). New York, NY: Columbia University, Teachers College, Community College Research Center.
Jahng, N., Krug, D., & Zhang, Z. (2007). Student achievement in online distance education compared to face-to-face teaching. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/
Jun, J. (2005). Understanding the dropout of adult learners in e-learning (Unpublished doctoral dissertation). The University of Georgia, Athens, GA.
Kleinman, J., & Entin, E. B. (2002). Comparison of in-class and distance-learning: Students’ performance and attitudes in an introductory computer science course. Journal of Computing Sciences in Colleges, 17(6), 206–219.
LaBar, K. S., & Cabeza, R. (2006). Cognitive neuroscience of emotional memory. Nature Reviews Neuroscience, 7(1), 54–64. https://doi.org/10.1038/nrn1825
Lauderdale, FL. Newell, C. C. (2007). Learner characteristics as predictors of online course completion among nontraditional technical college students (Unpublished doctoral dissertation). University of Georgia, Athens, GA.
Lévy, P. (1997). Group intelligence. Lisbon: Piaget Institute.
Liu, S., Gomez, J., Khan, B., & Yen, C. (2007). Toward a learner-oriented community college online course dropout framework. International Journal on E-Learning, 6(4), 519–542.
Lu, J., Yu, C.-S., & Liu, C. (2003). Learning style, learning patterns, and learning performance in a WebCT-based MIS course. Information and Management, 40(6), 497−507.
Mcgonigal, J. (2010). Reality Is Broken: Why Games Make Us Better and How They Can Change the World. CA, San Francisco: The Penguin Press HC.
McSporran, M., & Young, S. (2001). Does gender matter in online learning? Retrieved from http://hyperdisc.unitec.ac.nz/research/ALTJpaper_9.pdf
Muse, H. E. (2003). A persistence issue: Predicting the at-risk student in community college Web-based classes (Unpublished doctoral dissertation). Nova Southeastern University, Ft.
Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41, 226+.
Meza, J. (2012). Modelo pedagógico para proyectos de formación virtual (Pedagogical model for virtual training projects). GIZ.
OPAL (2011). OEP Guide: Guidelines for Open Educational Practices in Organisations. Open Education Quality Initiative (OPAL).
Ory, J. C., Bullock, C., & Burnaska, K. (1997). Gender similarity in the use of and attitudes about ALN in a university setting. Journal of Asynchronous Learning Networks, 1(1), 39-51.
Osborn, V. (2001). Identifying at-risk students in videoconferencing and web-based distance education. American Journal of Distance Education, 15(1), 41–54.
Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotions. In Affective neuroscience: The foundations of human and animal emotions. Oxford University Press.
Papert, S. (1980). Mind-storms. Children, computers and powerful ideas. NY, New York: Basic Books.
Parsad, B., & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions: 2006–07 (NCES 2009–044). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Pereira, A., Mendes, A.Q., Morgado, L., Amante, L., Bidarra, J. (2007). "Virtual Pedagogical Model of the Open University: for a university of the future". Lisbon: Open University.
Price, L. (2006). Gender differences and similarities in online courses: Challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349–359.
Rainie, L. (2010). Internet, broadband, and cell phone statistics. Washington, DC: Pew Internet. Retrieved from http://pewinternet.org/Reports/2010/Internet-broadbandand-cell-phone-statistics.aspx
Roksa, J., Jenkins, D., Jaggars, S. S., Zeidenberg, M., & Cho, S. W. (2009). Strategies for promoting gatekeeper success among students needing remediation: Research report for the Virginia Community College System. New York: Columbia University, Teachers College, Community College Research Center.
Rovai, A. P., & Baker, J. D. (2005). Gender differences in online learning: Sense of community, perceived learning, and interpersonal interactions. Quarterly Review of Distance Education, 6(1), 31−44.
Santos, M. (2010). The teacher's role in the education-technology interface: MMED's contribution. Master in Multimedia on Education, University of Aveiro, Aveiro.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Sierra, C., & Wang, M. (2002). Gender, discourse style, and equal participation in online learning. In G. Richards (Ed.), Proceedings of E-Learn 2002 Conference (pp. 2364-2367), Chesapeake, VA: AACE.
Silva, J. (2017). A virtual pedagogical model centered on E-activities. Revista de Educación a Distancia, 53(10),
Silva, J., Astudillo, A., & Fernández, Serrano, E. (2015). Student-centered Virtual Learning Environment Proposal. International Education & Research Journal, 1, 64–68.
Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59(3), 623–664.
Skinner, B. (1987). Reminiscences of Jeab. Journal of the experimental analysis of behavior, 3, 447-493.
Stewart, C., Bachman, C., & Johnson, R. (2010). Students’ characteristics and motivation orientations for online and traditional degree programs. Journal of Online Learning and Teaching, 6(2), 367−379.
Sullivan, P. (2001). Gender differences and the online classroom: Male and female college students evaluate their experiences. Community College Journal of Research and Practice, 25(10), 805−818.
Swanson, C. B. (2004). Who graduates? Who doesn’t? A statistical portrait of public high school graduation, class of 2001. Washington, DC: The Urban Institute and the Education Policy Center. Retrieved from: http://www.urban.org/UploadedPDF/410934_WhoGraduates.pdf
Taplin, M., & Jegede, O. (2001). Gender differences in factors influencing the achievement of distance education students. Open Learning, 16(2), 133−154.
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: Author.
Xu, D., & Jaggars, S. S. (2011). The effectiveness of distance education across Virginia’s Community Colleges: Evidence from introductory college-level math and English courses. Educational Evaluation and Policy Analysis, 33(3), 360−377.
Xu, D., & Jaggars, S. S. (2012). Examining the effectiveness of online learning within a community college system: An instrumental variable approach. Unpublished manuscript. New York: Columbia University, Teachers College, Community College Research Center.
Wang, A. Y., & Newlin, M. H. (2002). Predictors of performance in the virtual classroom. THE Journal, 29(10), 21−25. Wiggam, M. K. (2004). Predicting adult learner academic persistence: Strength of relationship between age, gender, ethnicity, financial aid, transfer credits, and delivery methods (Unpublished doctoral dissertation). Ohio State University, Columbus, OH.
Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass.
Willging, P. A., & Johnson, S. D. (2004). Factors that influence students’ decision to drop out of online courses. Journal of Asynchronous Learning Networks, 13(3), 115−127.
Willis, B. (1992). Effective distance education: A primer for faculty and administrators (Monograph Series in Distance Education, No. 2). Fairbanks, AK: University of Alaska.
Wojciechowski, A., & Palmer, L. B. (2005). Individual student characteristics: can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8(2), 13. Retrieved from: http://www.westga.edu/~distance/ojdla/summer82/wojciechowski82.htm
Wurdinger, S. (2016). The Power of Project-Based Learning.
Yukselturk, E., & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology and Society, 10(2), 71−83.
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What makes the difference? Practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8), 1836–1884.
Data: The most valuable commodity
Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.
Authors
Pedro Ramos Brandao, Coordinator Professor at ISTEC
Manuel Rezende, MSc Student at ISTEC
Media
To cite this article
Pedro Ramos Brandao, Manuel Rezende, Data: The most valuable commodity. DOI: 10.31112/kriativ-tech-2020-08-47
Abstract
Throughout the 21st Century, corporate data breaches have become an increasingly common occurrence, progressively changing corporations and IT security specialist’s focus from ‘If’ to ‘When’ the next significant event will occur. This article presents an insight into cybersecurity and why it has become the primary concern for corporations and institutions.
Keywords
Data breach, data loss, data leakage, cybersecurity, financial loss, identity theft
References
[1] Ibrahim A., Thiruvady D., Schneider J. and Abdelrazek M. (2020). “The challenges of leveraging threat intelligence to stop data breaches”. In Frontiers in Computer Science, August 2020. Volume 2, Article 36. doi:10.3389/fcomp.2020.00036
[2]Cheng L., Liu F. and Yao D. (2017). “Enterprise data breach: causes, challenges, prevention, and future directions”. WIREs Data Mining and Knowledge Discovery. Published by John Wiley & Sons, Ltd.. doi: 10.1002/widm.1211
[3] Digital Guardian (2019). “The definitive guide to data loss prevention”. Whitepaper 2019 edition
[4]Jeng A. (2015), “Minimizing Damage From J.P. Morgan’s Data Breach” The SANS Institute
[5] Adams B., Clark A. and Craven J. (2018). “It is Free and Always Will Be: Trading personal information and privacy for the convenience of online services”. Researchgate publication/324717676
[6] McCoy K. (2017) “Target to pay $18.5M for 2013 data breach that affected 41 million consumers”. USAToday, May 23rd 2017 edition, Money section
[7] Reuters Editorial Staff (2020). “Prosecutors open homicide case after hacker attack on German hospital”. Reuters Worls News, September 18th, 2020.
[8] Columbus L. (2020). “2020 Roundup Of Cybersecurity Forecasts And Market Estimates”. Forbes Editor’s pick, Apr 5th 2020
[9] Bissell K., Lasalle R. and Dal Cin P (2020) “Innovate for cyber resilience”. Accenture Security, third annual state of cyber resilience.
[10] Hill K. (2020). “The Secretive Company That Might End Privacy as We Know It”. The New York Times, January 18th 2020 edition
[11] Pricewaterhouse Coopers (2017). “How consumers see cybersecurity and privacy risks and what to do about it”. PwC Consumer Intelligence Series: Protect.me
Adapting course contents to online learning
Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.
Authors
Sérgio Pinto, Teaching Assistant at ISTEC
Media
To cite this article
Sérgio Pinto, Adapting course contents to online learning DOI: 10.31112/kriativ-tech-2020-08-46
Abstract
The current pandemic scenario that appeared suddenly has surprised the whole world. The education area was not an exception; however, due to existing technology and internet evolution, the negative pandemic impact could be relatively minimized, namely, with the fast migration from traditional presential to online learning. This migration led to a considerable growth of online learning, and this paper purpose is to describe the main advised changes that teachers without online learning experience should adopt when migrating their courses to online mode. These changes should be supported by new technologies to create a motivating and productive learning environment for the students.
Keywords
Online learning, internet, pandemic, LMS, VLE, multimedia, interactivity
References
[1] Jornal de Noticias (April, 2020). Portugal ultrapassou as 100 mil aulas virtuais no Ensino Superior
Retrieved from: https://www.jn.pt/nacional/portugal-ultrapassou-as-100-mil-aulas-virtuais-no-ensino-superior-12032369.html
[2] Larkin, M (2020). Separated By A Screen? Advice For Online Teaching Amid The Coronavirus Outbreak. Retrieved from: https://www.wbur.org/edify/2020/03/11/online-learning-best-practices-coronavirus
[3] Laurillard, D. (2012). Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology. Retrieved from: https://books.google.co.uk/books?id=YNojRK6AEagC&lpg=PP1&pg=PP1#v=onepage&q&f=false
[4] Levanon G., Steemers F., Crofoot E (2020). The Conference Board, If staying home comes to stay: the rise of telework and the decline of city centers
Retrieved from: https://conference-board.org/blog/labor-markets/Telework
[5] ACEPI/IDC (2019), Estudo Anual da Economia e da Sociedade Digital. Retrieved from: https://www.acepi.pt/downloads.php?idCategoria=94
[6] Cisco Webex (2020), What are the Minimum Bandwidth Requirements for Sending and Receiving Video in Cisco Webex Meetings?. Retrieved from: https://help.webex.com/en-us/WBX22158/What-are-the-Minimum-Bandwidth-Requirements-for-Sending-and-Receiving-Video-in-Cisco-Webex-Meetings
[7] Pplware blog (2020), Qualidade de acesso dos utilizadores à rede fixa. Retrieved from: https://pplware.sapo.pt/internet/internet-fixa-em-portugal-e-das-mais-rapidas-do-mundo-a-movel-nao-esta-mal/
[8] Czerniewicz, L. (March 2020). What we learnt from “going online” during university shutdowns in South Africa. Phil on Ed Tech. Retrieved from https://philonedtech.com/what-we-learnt-from-going-online-during-university-shutdowns-in-south-africa/
[9] Young, Jeffrey R (2020). Edsurge Podcast. Coronavirus Has Led to a Rush of Online Teaching. Here’s Some Advice for Newly Remote Instructors - https://www.edsurge.com/news/2020-03-11-coronavirus-has-led-to-a-rush-of-online-teaching-here-s-some-advice-for-newly-remote-instructors
[10] Carter R, UC Today (2020), Microsoft Teams vs Google Meet: Staying Connected. Retrieved from: https://www.uctoday.com/collaboration/microsoft-teams-vs-google-hangouts-meet/
[11] Moodle LMS site, retrieved from https://moodle.com/pt/lms/
[12] Columbia CTL (2020), Adapting Your Face-to-Face Course to a Fully Online Course: A Guide. Retrieved from: https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/adapting-your-course/
[13] Reich, J. (2020). Five Research-Informed Principles for Switching to Online Learning. Retrieved from: https://open.mit.edu/c/teachremote/1k0/five-researchinformed-principles-for-switching-to
[14] Diltz D.M.P., Moe J.L (2014), Formative and Summative Assessment in Online Education. Old Dominion University Digital Commons. Retrieved from: https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1038&context=chs_pubs
[15] Siemens, G. (2004). Connectivism as a Digital Age Learning Theory. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1089.2000&rep=rep1&type=pdf
Online course design: the crucial role of teachers in building online learning space
Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.
Authors
Ricardo Baptista, Assistant Professor at ISTEC - Porto
Media
To cite this article
Ricardo Baptista, Online course design: the crucial role of teachers in building online learning space DOI: 10.31112/kriativ-tech-2020-08-45
Abstract
The e-learning courses are currently handy tools in education, reducing the distance between students and teachers, and providing better monitoring methods. The supported systems can play a particularly important role in programming courses, due to the need that students master new programming languages to code algorithms.
Despite the relevance of technologies, teachers' role in this paradigm also stands out because they assume themselves as the link between the entire learning process. Rethinking the design of classroom courses for online courses brings new tasks for teachers who act as facilitators of both active and student-centred learning.
In this article, we intend to highlight the structural presence of teachers in the construction of online spaces for learning experiences, with an algorithm proposal (step-by-step) to carry out the bi-weekly cycle to promote interaction between peers. In higher education, student involvement occurs in a motivating manner by developing short iteration cycles of teaching + autonomous learning + formative assessment. The teachers adopt a coaching approach, verifying each of the students or groups' evolution and promoting greater motivation for active learning, more suited to the spirit of Bologna.
Keywords
Interaction, E-learning, online learning space, web programming teaching
References
[1] D. R. Garrison, T. Anderson, and W. Archer, "Critical thinking, cognitive presence, and computer conferencing in distance education," Am. J. Distance Educ., vol. 15, no. 1, pp. 7–23, 2001.
[2] J. M. Wing, "Computational Thinking," Commun. ACM, vol. 49, no. 3, p. 33, 2006.
[3] T. Jenkins, "On the difficulty of learning to program," in Proceedings of the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences, vol. 4, no. 2002, pp. 53-58, 2006.
[4] M. Piteira and C. Costa, "Learning computer programming: Study of difficulties in learning programming," in Proceedings of the 2013 International Conference on Information Systems and Design of Communication - ISDOC '13, 2013.
[5] B. Du Boulay, "Some difficulties of learning to program," J. Educ. Comput. Res., vol. 2, no. 1, pp. 57–73, 1986.
[6] D. R. Garrison, T. Anderson, and W. Archer, "Critical inquiry in a text-based environment: Computer conferencing in higher education," Internet High. Educ., vol. 2, no. 2–3, pp. 87–105, 1999.
[7] Warren, S. J., & Wakefield, J. S. (2012). Learning and teaching as communicative actions: social media as an educational tool. In K. Seo (Ed.), Using social media effectively in the classroom: Blogs, wikis, Twitter, and more (pp. 98-113). Routledge: Francis & Taylor, Inc. ver melhor referencia
[8] M. Croslin, Creating Online Learning Experiences: A Brief Guide to Online Courses, from Small and Private to Massive and Open. Mavs Open Press, 2018 [Online]. Available in https://uta.pressbooks.pub/onlinelearning/chapter/chapter-5-effective-practices/.
[9] M. Crosslin, "An emergency guide (of sorts) to getting this week's class online in about an hour (or so)," Edugeekjournal.com, 10-Mar-2020. [Online]. Available: https://www.edugeekjournal.com/2020/03/10/an-emergency-guide-of-sorts-to-getting-this-weeks-class-online-in-about-an-hour-or-so/. [Accessed: 14-Sep-2020].
[10] A. Coelho and L. M. Costa, "The integration of augmented reality and the concept of sticker album collection for informal learning in museums," in Communications in Computer and Information Science, Cham: Springer International Publishing, 2017, pp. 107–115.
[11] K. Werbach and D. Hunter, For the win: How game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press, 2012.
[12] T. Anderson, L. Rourke, R. Garrison, and W. Archer, "Assessing teaching presence in a computer conferencing context," Online learn., vol. 5, no. 2, 2019.
[13] J. Dunlosky, K. A. Rawson, E. J. Marsh, M. J. Nathan, and D. T. Willingham, "Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology: Promising directions from cognitive and educational psychology," Psychol. Sci. Public Interest, vol. 14, no. 1, pp. 4–58, 2013.
Online Teaching: An Easy and Smooth Transition from Traditional Classes to a Virtual Environment in Computer Science Courses
Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.
Authors
João Monge , Assistant Professor at ISTEC
António Raimundo , Phd Student in ISCTE
Pedro Ramos Brandao - Coordinator Professor at ISTEC
Media
To cite this article
João Monge, António Raimundo, Pedro Ramos Brandao, Online Teaching: An Easy and Smooth Transition from Traditional Classes to a Virtual Environment in Computer Science Courses DOI: 10.31112/kriativ-tech-2020-08-44
Abstract
The current Pandemic has brought new challenges regarding the transformation of classroom presence into a virtual environment. This transition, despite being the only solution for a fast and strong commitment to the continuity of teaching, was somewhat difficult for some students, teachers and educational institutions. However, this transition was not difficult for everyone. Computer science-based courses, when compared to other courses, have not suffered the same consequence, due to teachers and students are somewhat used to working with 100% online work tools, given the nature of the course and the curricular units that comprise it. This article is intended to demonstrate through practical examples that the transition to the virtual environment, to computer science-based courses, was smooth and quick to adapt by all involved.
Keywords
Online teaching, traditional classes, virtual environment, computer science, online tools, frameworks, learning management systems (LMS).
References
[1]Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 Pandemic: Stories from the field. Waynesville, NC, USA: Association for the Advancement of Computing in Education (AACE).
[2]Torres, A., Domańska‐Glonek, E., Dzikowski, W., Korulczyk, J., & Torres, K. (2020). Transition to on‐line is possible: solution for simulation‐based teaching during Pandemic. Medical education.
[3]Danjou, P. E. (2020). Distance Teaching of Organic Chemistry Tutorials During the COVID-19 Pandemic: Focus on the Use of Videos and Social Media. Journal of Chemical Education.
[4]Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic.
[5]Fox, M. F., Werth, A., Hoehn, J. R., & Lewandowski, H. J. (2020). Teaching labs during a pandemic: Lessons from Spring 2020 and an outlook for the future. arXiv preprint arXiv:2007.01271.
[6]Blackboard Learn | Blackboard.com. (2020). Retrieved September 2 2020, from https://www.blackboard.com/teaching-learning/learning-management/blackboard-learn
[7]Moodle - Open-source learning platform | Moodle.org. (2020). Retrieved September 1 2020, from https://moodle.org
[8]Classroom: manage teaching and learning | Google for Education. (2020). Retrieved September 1 2020, from https://classroom.google.com
[9]Video Conferencing, Web Conferencing, Webinars, Screen Sharing. (2020). Retrieved September 1 2020, from https://zoom.us
[10]Google Meet. (2020). Retrieved September 1 2020, from https://meet.google.com
[11]Video Conferencing, Online Meetings, Screen Share | Cisco Webex. (2020). Retrieved September 2 2020, from https://www.webex.com
[12]GitHub Classroom. (2020). Retrieved September 1 2020, from https://classroom.github.com/