If software engineering education is done in a traditional lecture-oriented style students have no other choice than believing that the solutions they are told actually work for a problem that they ...never encountered themselves. In order to overcome this problem, this paper describes an approach which allows students to better understand why software engineering and several of its core methods and techniques are needed, thus preparing them better for their professional life. This approach builds on active and inductive learning. Exercises that make students actively discover relevant software engineering issues are described in detail together with their pedagogical underpinning.
This work presents the educational approach of using total solar eclipse occurrences as a scientific process learning aid. The work reviews the basic scientific aims and experiments included in the ...observational programs “Total solar eclipse 1999 and 2006” (Stoev, A., Kiskinova, N., Muglova, P. et al. Complex observational programme of the Yuri Gagarin Public Astronomical Observatory and STIL, BAS, Stara Zagora Department for the August 11, 1999 total solar eclipse, in: Total Solar Eclipse 1999 – Observational Programmes and Coordination, Proceedings, Recol, Haskovo, pp. 133–137, 1999a (in Bulgarian); Stoeva, P.V., Stoev, A.D., Kostadinov, I.N. et al. Solar Corona and Atmospheric Effects during the March 29, 2006 Total Solar Eclipse, in: 11th International Science Conference SOLAR–Terrestrial Influences, Sofia, November 24–25, pp. 69–72, 2005).
Results from teaching and training the students in the procedures, methods and equipment necessary for the observation of a total solar eclipse (TSE) at the Yuri Gagarin Public Astronomical Observatory (PAO) in Stara Zagora, Bulgaria, as well as the selection process used in determining participation in the different observational teams are discussed.
The final stages reveal the special methodology used to investigate the level of “pretensions”, the levels of ambition displayed by the students in achieving each independent goal, and the setting of goals in context with their problem solving capabilities and information gathering abilities in the scientific observation process.
Results obtained from the observational experiments are interpreted mainly in the following themes:
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Investigation of the structure of the white-light solar corona and evolution of separate coronal elements during the total phase of the eclipse;
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Photometry of the white-light solar corona and specific emission lines;
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Meteorological, actinometrical and optical atmospheric investigations;
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Astrometry of the Moon during the phase evolution of the eclipse and
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Biological and behavioral reactions of highly organized colonies (ants and bats) during the eclipse.
It is also shown that the students benefit from the activities of processing data, observational results and their interpretation, and preparation of summary reports. This exercise is intended to provide the basic training necessary to develop the creativity of the students and amateur astronomers involved. This will enable the students from the Astronomy schools at Public Astronomical Observatories and Planetaria (PAOP) to further develop their creative skills, emotional–volitional personal qualities with an orientation towards scientific analysis, using observations and experiments, to build an effective scientific style of thinking.
Students of the Yuri Gagarin Public Astronomical Observatory, whom are already being nurtured in this manner, should be able to participate with great success in Scientific Research Programs devoted to the International Heliophysical Year.
Opće i glazbeno obrazovanje u situaciji pandemije u potpunosti je prešlo na model učenja na daljinu. Istraživanjem se željelo ustanoviti koje su didaktičke pristupe primjenjivali učitelji i učenici u ...slovenskim glazbenim školama tijekom asinkronog učenja na daljinu. Na uzorku od 9 aktivnih učitelja i 16 učenika analiziran je 31 interaktivni nastavni materijal kako bi se odredili inovativni didaktički pristupi u korištenju digitalne tehnologije s ciljem ostvarenja ishoda učenja na nastavi Glazbene teorije i Solfeggia. Primjenom kvalitativnih i kvantitativnih metoda došlo se do rezultata koji ukazuju na nisku zastupljenost didaktičkih pristupa koji koriste digitalne tehnologije. Iako su rezultati pokazali visoku učestalost korištenja digitalne tehnologije među učenicima, istaknuta je i prisutnost materijala za e-učenje te tradicionalnih nastavnih pristupa, poput onih korištenih u klasičnom tipu učioničke nastave.
Requirements engineering is widely accepted as a top success factor for IT (and non-IT) projects. Qualified requirements engineers need to possess not just factual knowledge, but also many skills. ...Yet, it is unclear which competences requirements engineers actually need, and how these competences may be addressed appropriately in education. As a methodological framework, we devised an approach, Competence-Oriented Didactics, which rests on a sound pedagogical underpinning. This paper shows how Competence-Oriented Didactics is applied to a requirements engineering course in several iterations. In contrast to more traditional teaching approaches, students shall not only acquire technical requirements engineering knowledge, but, at the same time, develop non-technical competences that are necessary for requirements engineering. In particular, students shall better understand why requirements engineering and its core methods, techniques, and skills are needed. Moreover, students shall develop and expand the necessary skills for requirements engineering. Consequently, learning shifted from an instructive to an active and inductive style, which makes students actively discover relevant requirements engineering issues and gain hands-on experiences through carefully devised exercises. Systematic evaluations indicate that the described didactical settings works well. This paper has two main contributions: first, a systematic, competence-driven approach to develop learning settings, and second, a learning setting that is equally directed towards technical and non-technical competences of requirements engineers and demonstrably achieves its goals.
Altersbildung und Soziale Arbeit Kricheldorff, Cornelia; Klott, Stefanie
Zeitschrift für Gerontologie und Geriatrie,
07/2017, Volume:
50, Issue:
5
Journal Article
Peer reviewed
Zusammenfassung
Altersbildung hat sich in den vergangenen 40 Jahren in einer vielfältig ausdifferenzierten Praxis etabliert, die vor dem Hintergrund gesellschaftlicher Wandlungsprozesse, verbunden ...mit den Herausforderungen des demografischen Wandels, damit einhergehende Irritationen, Lernanforderungen und -gelegenheiten aufgreift und dafür Räume schafft. Eine entsprechende theoretische Fundierung findet sich in der wissenschaftlichen Disziplin Geragogik, die an den Schnittstellen von Gerontologie, Erziehungswissenschaft und Sozialer Arbeit verortet ist. Die inhaltliche Nähe zwischen Altersbildung und Sozialer (Alten‑)Arbeit zeigt sich u. a. auch in vielen Forschungsarbeiten und Entwicklungsprojekten der letzten Jahre, in denen Theoriebildung gleichzeitig für Geragogik und Soziale Arbeit als Wissenschaftsdisziplinen stattfindet. Vor diesem Hintergrund werden im Beitrag die zentralen Entwicklungslinien der Geragogik kurz skizziert und mit den exemplarischen Wissenschaftsdiskursen innerhalb der Gerontologie und der Sozialarbeitswissenschaft verknüpft. Daraus ergeben sich in einer Art Synthese zentrale theoretische Prämissen der Sozialen Gerontologie im Feld der Altersbildung. Dieser Anspruch wird konkretisiert unter Rückgriff auf die Ergebnisse einschlägiger Forschungsarbeiten und Entwicklungsprojekte, die unterschiedliche Facetten von Bildungsarbeit in verschiedenen gerontologischen Handlungsfeldern zum Ausgangspunkt haben oder diese bewusst methodisch integrieren, auch im Sinne partizipativer Verfahren. Theoretische und didaktische Ansätze zur Bildungsarbeit mit älteren und alten Menschen haben im Sinne der Ermöglichung von Integration und Teilhabe, aber auch im Kontext von Forschungs- und Entwicklungsprojekten, eine wachsende Bedeutung. Dabei geht es auch um Formen von Beteiligung als
Experten in eigener Sache
sowie um partizipative Verfahren. Daraus ergibt sich, dass Lernbereitschaft und Bildungsoffenheit in Zukunft auch im Alter basale Voraussetzungen für die Orientierung in einer sich rasch verändernden Welt und für Soziale Teilhabe sein werden. Altersbildung hat in diesem Kontext u. a. die Aufgabe, auch wenig bildungsgewohnte ältere Menschen zu erreichen, sie zu beteiligen und ihnen damit entsprechende Räume für Partizipation zu eröffnen. Methoden der Sozialen Arbeit können dabei sehr hilfreich sein.
There are several ways to look at the so called “human resources” within an organization. In the opinion of the authors it can be formulated as “analytical and measurable qualities of human beings ...that are leading to an optimal functioning of the organization in relation to its stakeholders.” The objectives for this are influenced by a factor which mostly is not taken into account in HRM. The instruments and tools to practice HRM in organizations are often used at an operational level contributing to the strategic goals. In this way the contribution does not touch upon strategic decisions, but is integrated in a part of strategic planning. It is the true belief of the authors that the role of the human dimension and its contribution to organizations is an important and underestimated factor in trainings, educations and in scientific research in HRM. Focusing upon the added value of the human dimension to strategic decisions in business is a new and slippery road; it is, as the other developed study programmes at a University in the Netherlands have already shown, a road that deserves more attention. In this paper the authors explain what the integrative approach named HRQM is and does to students and how the philosophy behind it can contribute to employees in the performance, gyroscopic thinking and internally motivated contributions to strategic decisions. The authors use the metaphor of a gyroscope and explain how these can collide in special ways.
The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance through digital technology—because schools were ...closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers’ practices, as well as students’ views and experiences related to the teacher’s practices.
Education invariably aims at developing competencies, technical as well as non-technical ones. As a consequence, there is also a need for methods that can be used to assess the quality of education ...faithfully. One possible approach is an assessment of whether intended learning outcomes are achieved, i.e. an investigation if the target audience possesses the desired competencies. Assessment of competencies, however, is tricky since competencies are often only vaguely defined. This paper presents SECAT, an approach to assess competencies, and particularly those needed for proper software engineering. To that end, SECAT builds on Rauner's approach for competency assessment in vocational education. Rauner's approach uses nine competency criteria, which are further refined by suitable issues that indicate to which extent a competency is, or should be, present. The main contribution of this paper lies in the adaptation and enhancement of this framework in order to make it useable in software engineering education. Adaptation and enhancements encompass issues such as team and individual assessments, integration of multiple perspectives from various groups of stakeholders, and product- and process-orientation. The paper also presents first insights from using SECAT in a pilot university course in software engineering.
In recent years, teaching and learning shifted towards competence-oriented approaches. As a consequence, examinations as well as didactical approaches need to become competence-oriented. ...Unfortunately, competence-oriented examinations and assessments of the efficacy of didactical approaches are fairly hard - currently, no generally accepted approaches for competence-oriented evaluation are available. To make things worse, software engineering is a complex subject matter. Therefore, intended learning outcomes in software engineering education also tend to be quite complex and vary widely with a course's context. This paper provides details on how SECAT, a Software Engineering Competence Assessment Tool, is used to assess the efficacy of didactical approaches in software engineering education in a competence-oriented matter. To that end, SECAT needs to be adapted to the specific context, namely a particular didactical approach with its associated intended learning outcomes. Intended learning outcomes are related to specific competences, including non-technical skills. The paper presents results from applying SECAT for assessing the efficacy of employed didactical approaches in several software engineering courses. Furthermore, the paper shows an example of how SECAT's assessment results are used to improve didactical approaches for upcoming instances of these courses. SECAT and its underlying methodology is one step forward in competence assessment in software engineering.
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