Template-Type: ReDIF-Paper 1.0 Author-Name: Jonathan Appel Author-Name-First: Jonathan Author-Name-Last: Appel Author-Email: appelj@tiffin.edu Author-Workplace-Name: Tiffin University Author-Name: Dohee Kim-Appel Author-Name-First: Dohee Author-Name-Last: Kim-Appel Author-Email: dohee64@yahoo.com Author-Workplace-Name: Associate Professor Title: Towards a Transdisciplinary View: Innovations in Higher Education Abstract: A Transdisciplinary view (or ?Transdisciplinarity?) is defined as practice and research efforts conducted by academics from different disciplines working jointly to create new conceptual, theoretical, methodological, and transnational innovations that integrate and move beyond discipline-specific approaches to address complex problems. Often the traditional structure of education is the fragmenting knowledge into narrow and isolated academic disciplines. Learning is seen as a product, not a process. This more traditional view sees academics as an accumulation of objective facts, rather seeing the world as a dynamic whole composed of a myriad of interrelated phenomena. The authors call for a more connected Transdisciplinary paradigm for education, research and practice. Examples of such emergence areas of study are given and discussed. Length: 13 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 1-13 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=001&rid=8774 File-Function: First version, 2018 Number: 8308774 Classification-JEL: I21, I23 Keywords: Transdisciplinary, Transdisciplinarity, Multidisciplinary, Higher Education Handle: RePEc:sek:itepro:8308774 Template-Type: ReDIF-Paper 1.0 Author-Name: Kanrawee Busayanon Author-Name-First: Kanrawee Author-Name-Last: Busayanon Author-Email: k.busayanon@gmail.com Author-Workplace-Name: Faculty of Education, Ramkhamhaeng University Title: A NEW 21ST CENTURY CLASSROOM MANAGEMENT MODEL FOR PRE-SERVICE SOCIAL STUDIES TEACHER DEVELOPMENT Abstract: A new five-step model consisting of simulation, learning process activation through brain-based learning approach, instructional design through active learning approach, knowledge sharing under coaching, and reflective thinking was systematically developed and proposed to enhance classroom management skills in 21st century. Seventy-two pre-service social studies teachers in Thailand were selected through the purposive sampling method. The single-group interrupted time-series design was employed during the implementation of the proposed model. Data were analyzed using basic statistical methods such as means and standard deviation to examine the pre-service teachers? happiness in learning, and one-way repeated measures ANOVA to examine learning achievement, and classroom management skills in 21st century. The results revealed that after participating in the study, the pre-service teacher had higher learning achievement and classroom management skills at the same statistical significance level of .01. In addition, they were happy in a course with the implementation of the systematically developed model. Length: 13 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 14-26 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=002&rid=9722 File-Function: First version, 2018 Number: 8309722 Classification-JEL: I29, I23 Keywords: Classroom management in 21st century, pre-service teacher, religion and culture. Handle: RePEc:sek:itepro:8309722 Template-Type: ReDIF-Paper 1.0 Author-Name: Michael Elsdon Author-Name-First: Michael Author-Name-Last: Elsdon Author-Email: michael.elsdon@northumbria.ac.uk Author-Workplace-Name: Northumbria University Author-Name: Krishna Busawon Author-Name-First: Krishna Author-Name-Last: Busawon Author-Email: krishna.busawon@northumbria.ac.uk Author-Workplace-Name: Northumbria University Author-Name: Anne Vigouroux Author-Name-First: Anne Author-Name-Last: Vigouroux Author-Email: Anne.Vigouroux@unice.fr Author-Workplace-Name: University of Nice Sophia Antipolis Author-Name: Richard Binns Author-Name-First: Richard Author-Name-Last: Binns Author-Email: richard.binns@northumbria.ac.uk Author-Workplace-Name: Northumbria University Author-Name: Ian Forbes Author-Name-First: Ian Author-Name-Last: Forbes Author-Email: ian.forbes@northumbria.ac.uk Author-Workplace-Name: Northumbria University Author-Name: Vanessa Railland Author-Name-First: Vanessa Author-Name-Last: Railland Author-Email: vanessa.rialland@insa-cvl.fr Author-Workplace-Name: INSA of Bourges Title: A comparative assessment of delivery methods of mathematics and technology enhanced learning Abstract: This paper is concerned with the delivery methods of mathematics in engineering subjects and the use of technology enhanced learning in higher education systems. Anecdotal evidence suggests that there is a lack of interest in mathematical modules by engineering students in recent years, a trend that appears to be growing. At the same time, many universities have invested heavily in e-learning tools in an effort to engage students. This report aims to investigate whether these tools are a support or barrier when teaching mathematics to engineering students, and to examine if they have had any effect on student engagement. The report also investigates student opinions of technology enhanced learning versus traditional methods of teaching. Length: 9 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 27-35 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=003&rid=9085 File-Function: First version, 2018 Number: 8309085 Classification-JEL: I21, I29, I20 Keywords: assessment of learning, technology enhanced learning, delivery methods Handle: RePEc:sek:itepro:8309085 Template-Type: ReDIF-Paper 1.0 Author-Name: Kellee Jenkins Author-Name-First: Kellee Author-Name-Last: Jenkins Author-Email: kjfrench7@gmail.com Author-Workplace-Name: Howard Universty Title: Exploring Secondary Teachers? Experiences with Content Specific Literacy Instruction: Lessons Learned Abstract: The development of advanced reading skills among adolescents is paramount in order for students to achieve success both in and out of school. If students are to develop an array of advanced literacy skills that are specific to each discipline, then teachers must understand the importance of promoting discipline specific literacy practices in order for students to gain a deep understanding of content specific information. To meet both the literacy and academic needs of adolescent learners, secondary teachers will have to make fundamental changes in the way they think about instruction in their content area and how they go about integrating advanced literacy skills while promoting content area learning. This research will discuss the successes and challenges that teachers experienced as a result of implementing content specific literacy instruction in secondary schools. Length: 8 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 36-43 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=004&rid=9420 File-Function: First version, 2018 Number: 8309420 Classification-JEL: Keywords: Literacy Instruction,Teacher Education, Teacher Professional Development, Teacher Knowledge Handle: RePEc:sek:itepro:8309420 Template-Type: ReDIF-Paper 1.0 Author-Name: Radostina Mihaleva Author-Name-First: Radostina Author-Name-Last: Mihaleva Author-Email: radostinam2000@yahoo.com Author-Workplace-Name: St Kliment Ohridski University of Sofia Title: ELABORATION TECHNIQUES IN A SUGGESTOPEDIC FOREIGN LANGUAGE CLASS Abstract: The present article deals with the elaboration techniques of Suggestopedia-Desuggestopedia in particular, and provides practical hints to foreign language teachers who are willing to make their lessons intriguing as well as effective in terms of language acquisition. As adult students are often very sensitive to their own mistakes and find it difficult to overcome the psychological barriers which prevents them from freely expressing themselves in the foreign language, Suggestopedia-Desuggestoedia comes to the rescue by introducing some very effective elaboration techniques which will turn the learning process into a project-game full of numerous, pleasant games and exercises, which students do not perceive as drills. The Suggestopedic elaboration techniques always provide a double-plan view point. Length: 7 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 44-50 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=005&rid=9024 File-Function: First version, 2018 Number: 8309024 Classification-JEL: I29 Keywords: Suggestopedia, Desuggestopedia, Elaboration Techniques, Dr. Georgi Lozanov, the Bulgarian Method Handle: RePEc:sek:itepro:8309024 Template-Type: ReDIF-Paper 1.0 Author-Name: Ayse Tuna Author-Name-First: Ayse Author-Name-Last: Tuna Author-Email: aysetuna@trakya.edu.tr Author-Workplace-Name: Trakya University Title: A SURVEY ON THE USE OF HUMANOID ROBOTS WITH MULTILINGUAL INTERACTION ABILITY IN FOREIGN LANGUAGE TEACHING Abstract: Studies show that humanoid robots can be quite useful for many teaching goals since they can be updated with the most current teaching techniques and knowledge, teach one-on-one, and do not get tired no matter how many mistakes students make. Although learning a foreign language is harder for adults, some students struggle to learn a foreign language, too. However, with their distinct features, humanoid robots with multilingual interaction ability can help students learn a foreign language. In this study, we review state-of-the-art humanoid robots that are used in foreign language teaching, present novel approaches in the roles of humanoid robots used for foreign language teaching, investigate research challenges, and state future research directions. Length: 7 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 51-57 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=006&rid=8686 File-Function: First version, 2018 Number: 8308686 Classification-JEL: I20 Keywords: Humanoid robots, Multilingual interaction, Foreign language, Teaching. Handle: RePEc:sek:itepro:8308686 Template-Type: ReDIF-Paper 1.0 Author-Name: Ayse Tuna Author-Name-First: Ayse Author-Name-Last: Tuna Author-Email: aysetuna@trakya.edu.tr Author-Workplace-Name: Trakya University Title: ASSISTIVE TECHNOLOGY TOOLS FOR CHILDREN WITH LEARNING DISABILITIES Abstract: Children with learning disabilities are generally behind their age related peers in acquiring new skills required for daily activities and academic learning. Children with learning disabilities can learn and develop new skills, but compared to other children of the same age, they possibly need more time and practice. It has been shown that assistive technology tools are efficient ways to assist and teach children with different types of learning difficulties. In this study, state-of-the-art assistive technology tools that can be used for various educational goals are reviewed, novel approaches in this field are presented, and finally research challenges and future directions are reported. Length: 7 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 58-64 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=007&rid=8821 File-Function: First version, 2018 Number: 8308821 Classification-JEL: I20 Keywords: Assistive technology tools, Children with learning disabilities, Educational goals, Research challenges, Future directions. Handle: RePEc:sek:itepro:8308821 Template-Type: ReDIF-Paper 1.0 Author-Name: Cornelis Van Dorp Author-Name-First: Cornelis Author-Name-Last: Van Dorp Author-Email: k.vandorp@fontys.nl Author-Workplace-Name: Fontys University of Applied Sciences Author-Name: Fons Dehing Author-Name-First: Fons Author-Name-Last: Dehing Author-Email: a.dehing@fontys.nl Author-Workplace-Name: Fontys University of Applied Sciences Author-Name: Tim-Tomas Heeren Author-Name-First: Tim-Tomas Author-Name-Last: Heeren Author-Email: t.heeren@fontys.nl Author-Workplace-Name: Fontys University of Applied Sciences Title: A competence development approach for flexible, autonomous and self-directed development of education in technology contexts Abstract: The vocational education system is affected by the speed of technology and vocational change. Challenges arise for engineering-technology teachers to keep up with the creation of new education. In an ever faster cycle of development and delivery, engineering-technology teachers are to be educated to acquire domain knowledge for new vocational tasks and transform this into relevant learning tasks for students. To contribute to such engineering-technology teacher challenge, the Teacher Training Institute of Fontys University of Applied Sciences designed a competence development approach for self-directed development of competence in the didactisation of new vocational tasks in technology contexts. The approach described in this paper is based on the modelling of knowledge for new vocational tasks and the didactisation of that knowledge through generic technology and engineering concepts, into meaningful learning activities for students. It is the premise of reuse of technology concepts and didactics, transferable across technology contexts, which is important to the flexible development and delivery of new education. The paper describes how the competence development approach is designed, implemented and evaluated at Fontys University of Applied Sciences, Technical Teacher Education Institute. Length: 11 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 65-75 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=008&rid=9335 File-Function: First version, 2018 Number: 8309335 Classification-JEL: I20, I29 Keywords: competence development approach, vocational education, engineering-technology teacher education Handle: RePEc:sek:itepro:8309335 Template-Type: ReDIF-Paper 1.0 Author-Name: Stephany Veuger Author-Name-First: Stephany Author-Name-Last: Veuger Author-Email: s.veuger@northumbria.ac.uk Author-Workplace-Name: Northumbria Uniuversity Author-Name: Samantha Gallagher Author-Name-First: Samantha Author-Name-Last: Gallagher Author-Email: sgallaher03@qub.ac.uk Author-Workplace-Name: Queens University Author-Name: Hayley Creighton Author-Name-First: Hayley Author-Name-Last: Creighton Author-Email: hayley.creighton@northumbria.ac.uk Author-Workplace-Name: Northumbria University Author-Name: Ian Robson Author-Name-First: Ian Author-Name-Last: Robson Author-Email: ian4.robson@northumbria.ac.uk Author-Workplace-Name: Northumbria University Author-Name: Lindey Cookson Author-Name-First: Lindey Author-Name-Last: Cookson Author-Email: lindey.cookson@sunderland.ac.uk Author-Workplace-Name: Sunderland University Author-Name: Matthew Ridley Author-Name-First: Matthew Author-Name-Last: Ridley Author-Email: p.m.ridley@liverpool.ac.uk Author-Workplace-Name: University of Liverpool Title: Uncovering expectations and perceptions of the final year UG dissertation - supporting the student research journey and enhancing their graduate attributes Abstract: The aim of this study was to understand the experience of Applied science undergraduate (UG) project supervision. The final year UG research project has been coined the pedagogy of the 21st century. The diversity of supervisory styles is a key strength of project modules but is a source of student perceived inequality of experience in a high stakes terminal assessment. This project engaged final year UG students in a collaboration designed with inclusivity and partnership in mind. Student ?researchers? were equal partners and project evolution was led through their involvement in all aspects; study design, methods, resource development and dissemination of the outputs. The overall goal and impact of the project was to provide structure and support to dissertation students and supervisors alike by developing research informed resources that are accessible, engaging and student centred. Three themes were regularly identified; education, practical and emotional support. A key finding was that the student-supervisor relationship strongly influences student experience, satisfaction and success. However, whilst 75 % of students strongly agreed that a good student/supervisor partnership positively affects the success of the final project, only 40 % felt strongly that they had managed to build a partnership with their supervisor. The team used the emergent themes to pull together a ?making supervision work? help guide, a visual model of how the student-supervisor partnership can support the development of skills and progression towards independence. To support this further, a list of discussion points were put together by student researchers aimed at making supervision more effective without making the process a prescriptive one. The answers are personal to each supervisor/student pair but the use of a standard set of questions provides parity, clarity and structure.This project is readily scalable and we strongly believe that this strategic collaboration will see improvements in the student/staff experience of UG supervision. Length: 25 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 76-100 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=009&rid=9566 File-Function: First version, 2018 Number: 8309566 Classification-JEL: I29, I23 Keywords: Undergraduate, Research, Science, Perceptions, Expectations, Partnership, Education Handle: RePEc:sek:itepro:8309566 Template-Type: ReDIF-Paper 1.0 Author-Name: OLUMUYIWA VIATONU Author-Name-First: OLUMUYIWA Author-Name-Last: VIATONU Author-Email: oluviat@gmail.com Author-Workplace-Name: MICHAEL OTEDOLA COLLEGE OF PRIMARY EDUCATION Author-Name: MUKAILA OLAGUNJU Author-Name-First: MUKAILA Author-Name-Last: OLAGUNJU Author-Email: hajjhopeful@yahoo.com Author-Workplace-Name: MICHAEL OTEDOLA COLLEGE OF PRIMARY EDUCATION Author-Name: CHARLES ILLO Author-Name-First: CHARLES Author-Name-Last: ILLO Author-Email: illocharlesolukunle@gmail.com Author-Workplace-Name: MICHAEL OTEDOLA COLLEGE OF PRIMARY EDUCATION Author-Name: IDRIS SALAMI Author-Name-First: IDRIS Author-Name-Last: SALAMI Author-Email: idrisbanj16@gmail.com Author-Workplace-Name: MICHAEL OTEDOLA COLLEGE OF PRIMARY EDUCATION Author-Name: ABEDEEN SULUKA Author-Name-First: ABEDEEN Author-Name-Last: SULUKA Author-Email: sulukub@gmail.com Author-Workplace-Name: MICHAEL OTEDOLA COLLEGE OF PRIMARY EDUCATION Author-Name: BOLAYEMI ALAKA-OSINOWO Author-Name-First: BOLAYEMI Author-Name-Last: ALAKA-OSINOWO Author-Email: bollyaka@gmail.com Author-Workplace-Name: MICHAEL OTEDOLA COLLEGE OF PRIMARY EDUCATION Author-Name: OLAYINKA DAGUNDURO Author-Name-First: OLAYINKA Author-Name-Last: DAGUNDURO Author-Email: olayinkamorenikedagunduro01@gmail.com Author-Workplace-Name: MICHAEL OTEDOLA COLLEGE OF PRIMARY EDUCATION Title: A COMPARATIVE STUDY OF LECTURER QUALITY AND SUPPORT FOR RESEARCH OUTPUT IN SELECTED PUBLIC AND PRIVATE UNIVERSITIES IN SOUTHWEST, NIGERIA Abstract: The study set out to compare the quality of lecturers available in and the support for research and publication in selected public and private universities in southwest Nigeria. The descriptive survey research design was adopted for the study. Stratified random sampling technique was used to select 77 (40 public and 37 private) lecturers from 12 (six public and six private) selected universities in southwest Nigeria. Research and Knowledge Dissemination Questionnaire for Academic Staff in Nigerian Universities (RKDQ-ASNU) with a reliability coefficient of 0.75, which had been used in a previous study, was used for data collection. The data collected were analyzed using frequency counts and simple percentages while t-test was used to test the hypotheses at 0.05 level of significance. The results showed that the quality of lecturers (as measured by cadre/status/grade and qualification) employed by public universities was higher and better than those employed in private universities. On a general note, lecturers in public universities enjoyed more support for research and publication than their counterparts in private universities but lecturers in private universities were found to be better than their counterparts in public universities in terms of access to financial support for compulsory annual research leave and organization of seminars and conferences for staff by the institutions. Based on the findings of the study, it was recommended that private universities should recruit high caliber staff with requisite academic qualifications and provide an enabling environment for their lecturers to develop on the job through improved conditions of service and job security. Proprietors of public and private universities should allocate adequate funds to research activities in their institutions by granting more access to research grants and providing more financial support for lecturers to attend conferences, workshops and seminars. Length: 17 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 101-117 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=010&rid=8651 File-Function: First version, 2018 Number: 8308651 Classification-JEL: I23, I29 Keywords: Lecturer quality, research output, publication, public and private universities, southwest Nigeria. Handle: RePEc:sek:itepro:8308651 Template-Type: ReDIF-Paper 1.0 Author-Name: Adam Wong Author-Name-First: Adam Author-Name-Last: Wong Author-Email: spklwong@speed-polyu.edu.hk Author-Workplace-Name: School of Professional Education & Executive Development, The Hong Kong Polytechnic University Author-Name: Simon Wong Author-Name-First: Simon Author-Name-Last: Wong Author-Email: ccswong@hkcc-polyu.edu.hk Author-Workplace-Name: Hong Kong Community College, The Hong Kong Polytechnic University Author-Name: Eric Woo Author-Name-First: Eric Author-Name-Last: Woo Author-Email: cceric@hkcc-polyu.edu.hk Author-Workplace-Name: Hong Kong Community College, The Hong Kong Polytechnic University Author-Name: Jacky Wong Author-Name-First: Jacky Author-Name-Last: Wong Author-Email: kwjacwong@speed-polyu.edu.hk Author-Workplace-Name: School of Professional Education & Executive Development, The Hong Kong Polytechnic University, Title: Student Perceptions on the use of Student Response System in Higher Education in Hong Kong Abstract: The SRS (Student Response System) is a software tool that is designed to facilitate students to learn by making the lessons more interesting and interactive, quickly assessing their understanding of the subject, and inspiring discussions. While the traditional SRS makes use of custom-made devices called Clickers, recently there are many mobile phone-based SRSs developed and accessible through the Internet. However, many university teachers are hesitant to use SRS due to the lack of research about student perception of the application of SRS in higher education. Our study will report on the student perception of using mobile phone-based SRS in a self-financed higher education institution in Hong Kong. Data were collected from over 400 students using online surveys during the autumn semester in 2017.This paper will start a concise overview of the SRS technology. Then it will report the sampling method and survey procedure. Finally, it will show the analysis of the results using the Technology Acceptance Model (TAM). This research shows that the students have positive perceptions on the usefulness and ease of use of the SRS. However, the students in the early stage of study have a significantly more positive perception on the ease of use than the students in the final stage of study. All the students have positive intention to continue to use SRS. Hence, we recommend teachers should adopt SRS in their classroom teacher, with more attention in making questions easier to understand for final stage students. Length: 18 pages Creation-Date: 2018-07 Publication-Status: Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 118-135 File-URL: https://iises.net/proceedings/5th-teaching-education-conference-amsterdm/table-of-content/detail?cid=83&iid=011&rid=9358 File-Function: First version, 2018 Number: 8309358 Classification-JEL: C88, C25, I23 Keywords: Student Response System, Mobile phones, Technology Acceptance Model, Self-financed, Higher Education, Clickers, Audience Response Systems Handle: RePEc:sek:itepro:8309358