Template-Type: ReDIF-Paper 1.0 Author-Name: Mohamad adning Author-Name-First: Mohamad Author-Name-Last: adning Author-Email: adning2012@gmail.com Author-Workplace-Name: Brunel University of London Author-Name: Diana Sari Dj Author-Name-First: Diana Author-Name-Last: Sari Dj Author-Email: sari.diana@kemdikbud.go.id Author-Workplace-Name: Quality Insurance of Education Institute, Lampung Province, Indonesia Author-Name: Kulsum Nur Hayati Author-Name-First: Kulsum Author-Name-Last: Nur Hayati Author-Email: kulsum.nur@kemdikbud.go.id Author-Workplace-Name: Development Center for Radio Media Education and Culture, Yogyakarta, Indonesia Title: Teacher perception using the mobile phone in the teacher working group; age matters Abstract: This study examined senior teachers and junior teachers at primary school to show their mobile phone activity level among teacher working group in Lampung Province in 5 districts. The category of junior teachers are teachers whom are under 32 years (246 teachers) and senior teachers are categorised among teachers whom are over 50 years (304 teachers) and the total respondent is 550 teachers. There are two main elements of this research. Firstly, there is perception on the activity on junior teachers and senior teachers in primary school in teacher working group in Lampung Province. The research found that senior teachers are more active and care about being a part of teacher working group as compared to junior teachers, but both of them said that teacher working group helps them to improve their competencies. Secondly, there is a perception of the activity by junior teachers and senior teachers in the mobile phone group chat in the teacher working group. The result indicates that the junior teachers perceive themselves as experts (63% of the respondents) in using mobile phone, higher than senior teachers (23%). The result has also found that not all junior teachers were engaged in the group chat in teacher working group (72%), and the same pattern was seen among senior teachers as only 75% of them were engaged in group chat. There is a different perception of activity between junior teachers and senior teacher in collaborative learning through the mobile phone in teacher working group based on t-test with an independent sample test. The data indicates (2 tailed) 0.011 compare to the table < 0.05, which means there is a different perception of activity in collaborative learning using mobile phone between junior teachers and senior teachers in teacher working group. Length: 11 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 1-11 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=001&rid=11320 File-Function: First version, 2019 Number: 8411320 Classification-JEL: I20, I21, I29 Keywords: Teacher working group, mobile phone, teacher Handle: RePEc:sek:itepro:8411320 Template-Type: ReDIF-Paper 1.0 Author-Name: Hamid Ahtesham Author-Name-First: Hamid Author-Name-Last: Ahtesham Author-Email: hahtesham@psu.edu.sa Author-Workplace-Name: Prince Sultan University, Riyadh, Saudi Arabia Author-Name: Yasir Javed Author-Name-First: Yasir Author-Name-Last: Javed Author-Email: yjaved@psu.edu.sa Author-Workplace-Name: Prince Sultan University Author-Name: Shabir Hussain Khahro Author-Name-First: Shabir Hussain Author-Name-Last: Khahro Author-Email: shkhahro@psu.edu.sa Author-Workplace-Name: Prince Sultan University Author-Name: Sarah Almuqhim Author-Name-First: Sarah Author-Name-Last: Almuqhim Author-Email: salmuqhim@su.edu.sa Author-Workplace-Name: College of community, Shaqra Univesrity Title: Attitudes for Improved Learning & Knowledge in Archetypal Engineering Courses Abstract: It has been reflected during teaching ETHC303 ?Ethical and Social Aspects of Computing? at Prince Sultan University, Riyadh that the students have a vague understanding about the subject at the beginning of the semester. They believe it as a second course and expecting higher grades in it, whereas the scenario is the other way around. The subject of this nature to be taught in final year class cannot be covered in the traditional way. As it is more towards practical practice rather than bookish approach. There were three techniques used to analyse this problem in this case study including Individual Interviews, Literature Review Task (LRT) as a Flipped Class Room (FCR) approach and Field Trip (FT). In the end, Visual Clips were also used as an experiment for learning objectives delivery. It is analysed that the literature review task as a flipped classroom approach could not produce satisfactory results for courses like ethics. Whereas field trips significantly produced satisfactory results for such a problem. It is also observed that visual clips are helpful for outline delivery within the subject of such typical nature. It is concluded that field trips, visual clips and individual counselling are quite supportive and helpful to increase learning and knowledge in the subjects such as ETHC303 ?Ethical and Social Aspects of Computing?. Length: 9 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 12-20 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=002&rid=11501 File-Function: First version, 2019 Number: 8411501 Classification-JEL: Keywords: Flipped Class, Field Trip, Academia, Action Research Handle: RePEc:sek:itepro:8411501 Template-Type: ReDIF-Paper 1.0 Author-Name: EMIR OMER EMRE Author-Name-First: EMIR OMER Author-Name-Last: EMRE Author-Email: Ee271@Exeter.ac.uk Author-Workplace-Name: University of Exeter Title: The training process of Teaching Assistants who mostly teach pupils with SEND in mainstream classrooms Abstract: Inclusive education has become increasingly valued every year over the past decade within the implementation of education. Regarding this, the training situations of Teaching Assistants (TAs) is gaining more importance when working with pupils with SEND (special educational needs and disabilities) in mainstream education classrooms. This proposed study is an exploration of the training factors that influence the role of TAs when teaching students with SEND in mainstream classrooms in England during their one-year training. I will adopt an interpretivist approach, using a multiple case study design to explore the degree of relationship between the training factors and the role implementation of TAs when teaching pupils with SEND in mainstream classrooms in England during an eight-month period. This proposed multi-method study will feature 12 case studies, and each of those case studies will involve a trainee TA. By using the semi-structured interview and non-participant observation methods for each of the case studies, through this proposed study I am seeking to make a meaningful contribution to educational knowledge in different ways. My aim is to increase the understanding of the influence level of training on TAs? personal knowledge and professional skills. This should further our understanding of the connection between TAs? training and the quality, nature and differentiation of education in the classroom. I am also seeking to find out whether there is a gap between the training of TAs and the role requirements of TAs, regarding the teaching of students with SEND in mainstream classrooms. Length: 15 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 21-35 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=003&rid=11089 File-Function: First version, 2019 Number: 8411089 Classification-JEL: I29, D63 Keywords: Teaching Assistants, Teaching Asssistant Training, Inclusive Education, Inclusion, SEND, Special Educational Needs Handle: RePEc:sek:itepro:8411089 Template-Type: ReDIF-Paper 1.0 Author-Name: Beatrix F?zi Author-Name-First: Beatrix Author-Name-Last: F?zi Author-Email: fuzi.beatrix@uni-bge.hu Author-Workplace-Name: Budapest Business School University of Applied Sciences Title: Should we and can we motivate university students? ? The analysis of the interpretation of the role and the teaching methods of university teachers Abstract: Reducing student drop-out rates is a challenge faced in Hungarian higher education. Our research and development project is intended to contribute to this effort: we analyse the notions and experiences of teachers concerning the possibility of motivating students, as well as their own role models as teachers and their teaching methods. We also explore students? motivation, their experiences and expectations related to classes at the university.It was studied whether the motivation of students appears in the teachers? understanding of their own role. Do they accept or reject the motivation of students as a task? Is there a difference in the teaching methods applied between those who consider a part of their role as teachers to motivate students and those who reject this? We were also curious how the opinions of teachers and students were similar or different concerning the motivating effect of various teaching methods.We collected data from teachers and students at six Hungarian institutes of higher education. The teachers? questionnaire was completed by 210 respondents, and semi-structured, in-depth interviews were also conducted with 41 of them. The students? questionnaire was completed by 1,130 respondents. In the analysis of the data, we used both quantitative and qualitative methods.Based on the results, half of the teachers faced with difficulties in connection with motivating students. In the interpretation of the role models of the majority of them, the intention of motivating students appeared positively. By contrast, in the opinion of 68%, academic success depends on the students alone.There was agreement in that the respondents considered the use of digital tools, interactivity, practicality as having the most motivating effect. In the frequency of encountering various methods, however, there was a difference in the assessment given by students and teachers. The interviews shed light on the fact that, despite the best intentions, the actual achievement of motivation of students in the classrooms is often missing. The reason may be the lack of pedagogical and methodological knowledge and consciousness. Length: 22 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 36-57 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=004&rid=11518 File-Function: First version, 2019 Number: 8411518 Classification-JEL: A23, A20, I23 Keywords: university teachers, university student, teachers? role model, motivation, teaching methods, higher education of economics Handle: RePEc:sek:itepro:8411518 Template-Type: ReDIF-Paper 1.0 Author-Name: José Galindo Author-Name-First: José Author-Name-Last: Galindo Author-Email: jgg@lcc.uma.es Author-Workplace-Name: University of Málaga Author-Name: Patricia Galindo Author-Name-First: Patricia Author-Name-Last: Galindo Author-Email: posyokse@hotmail.com Author-Workplace-Name: University of Málaga Title: Teaching computer programming for industrial engineering without teacher Abstract: The C programming language is widely used in computer and industrial engineering. Because of that, such programming language is also widely used as a language to teach programming to industrial engineering students. In Spain, many universities use this language compulsory in the first year, or even in higher courses. Our experience shows that learning computer programming in four months is an arduous task, but curricula require it. Such learning process is also tough by the fact that many students can not attend classes regularly and, even if they attend, sometimes the class is no longer at the level they require. In this work we develop a series of files in "presentation" format (.ppsx) that allows students to see several explanations about the most complicated programming C topics: functions, arrays, structures, strings, arrays with structures... This multimedia material includes explanations (voice-over), and animations with examples. Students can watch and listen to the explanations whenever they want and wherever they want (tablet, PC, phone?). Surveys made to students reveal that it is also interesting for students who regularly attend classes, and they prefer to use this course material only at home, outside of regular classes. Length: 9 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 58-66 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=005&rid=11220 File-Function: First version, 2019 Number: 8411220 Classification-JEL: C63, I29, C88 Keywords: programming languages, multimedia teaching, autonomous learning Handle: RePEc:sek:itepro:8411220 Template-Type: ReDIF-Paper 1.0 Author-Name: Agnieszka Herdan Author-Name-First: Agnieszka Author-Name-Last: Herdan Author-Email: ha83@gre.ac.uk Author-Workplace-Name: University of Greenwich, Business School, Author-Name: Magdalena Maria Stuss Author-Name-First: Magdalena Maria Author-Name-Last: Stuss Author-Email: magdalena.stuss@uj.edu.pl Author-Workplace-Name: Jagiellonian University, Institute of Economics, Finance and Management Title: SHAPING THE COMPETENCES OF GRADUATES OF HIGHER EDUCATION FOR THE NEEDS OF THE EU LABOUR MARKET - CASE STUDY OF BUSINESS SCHOOL STUDENTS Abstract: It is a well-known fact that undergraduate students have to be equipped with relevant types of key competencies in order to be successful in the job market. Complex challenges that companies face in today?s world and the fast development of technology shift employer?s expectation for knowledge towards competency and abilities to use skills and talents (European Commission, 2010). Higher Education Institutions need to create a curriculum that will support students to develop a correct set of life long competencies. However, in many cases students struggle to recognize the importance of developing key competencies during their time at University and only focus on key knowledge. That is why Higher Education Institutions struggle to convince students of the value of certain activities which take place within the curriculum. The aim of this paper is to investigate the perception of Business School Students of key competencies of lifelong learning. The applied research procedure combines analysis of the literature with empirical research and is based upon searching for the answer to the questions about how Business School students view the importance of lifelong learning competencies.The research shows that the most desired lifelong learning competencies by business programme students are experience, industry expertise, certificates, awards confirming completion of studies/programs/skills, followed by technology competencies and cultural awareness. Length: 21 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 67-87 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=006&rid=11187 File-Function: First version, 2019 Number: 8411187 Classification-JEL: A23, E24, J24 Keywords: higher education, competences, employment, unemployment, job market Handle: RePEc:sek:itepro:8411187 Template-Type: ReDIF-Paper 1.0 Author-Name: VICTOR IGBINEWEKA Author-Name-First: VICTOR Author-Name-Last: IGBINEWEKA Author-Email: voeweka@yahoo.com Author-Workplace-Name: UNIVERSITY OF BENIN Title: Level of Quota System Policy Implementation and Access to Federal Universities in Nigeria Abstract: The paper examined the impact of quota system policy implementation on access to selected federal universities in Nigeria. The need to investigate alleged poor implementation of the quota system in policy prompted the study that was guided by two (2) research questions. A total of 7 out of the 74 public universities (which represent 10 percent) that have the 36 federating units as their catchment areas were purposively selected to constitute the study sample. Similarly, 10 percent of Heads of Academic Departments in the affected universities were randomly chosen to serve as respondents. Documentary evidences and a questionnaire titled: Quota System Policy Implementation and Access to University Education Questionnaire (QUOSIAQUE) were used to collect data for the study. The data collected were descriptively analysed using means and percentages. Based on the results of analysis, it was recommended among others that university management should be effectively supervised to ensure that the quota system policy be adopted in the processes of admission. This will ensure that applicants from all parts of the federating units are admitted in federal universities. Length: 10 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 88-97 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=007&rid=10612 File-Function: First version, 2019 Number: 8410612 Classification-JEL: I24, I23 Keywords: Impact, Policy Implementation, Access, University Education, Quota System. Handle: RePEc:sek:itepro:8410612 Template-Type: ReDIF-Paper 1.0 Author-Name: Wilfred IGUODALA Author-Name-First: Wilfred Author-Name-Last: IGUODALA Author-Email: wilfrediguodala@gmail.com Author-Workplace-Name: University of Benin Title: Assessing the Cost of Free Primary Education Policy in Nigeria and the Question of Sustainability Abstract: The cost of implementing free and compulsory primary education policy in Nigeria and the question of sustainability were respectively assessed in the paper. The observed poor quality of primary school leavers and scarcity of all production inputs in the school system motivated the study that raised three (3) research questions to guide investigation. The entire primary school system including the 707,124 teachers across the 622,841 available primary schools constituted the study population. A convenient number of 35,356(i.e 5 percent) teachers randomly selected from the schools using the multi-stage sampling technique made up the study sample. Documentary evidences of allocated funds from relevant government Ministries, Departments and Agencies (MDAs) and a questionnaire title: Free and Compulsory Primary School Attendance Policy Sustenance Questionnaire (FRECOPRISUQUE) was validated, pilot-tested (N=50, r= 0.77) and administered by the researchers assisted by 37 chair persons of Nigeria Union of Teachers (NUT), each from every state of the federation including the FCT. Data collected to answer the research questions were descriptively analysed with means, percentages and standard deviation. Based on data analysis, the following findings emerged. First, the money required to adequately fund the free and compulsory primary education policy per pupil is N255,000.00. Second, it is only about 3 percent of the required money that government allocates to fund primary education. Thirdly, the perception of stakeholders particularly teachers is that government lacks the ability to implement the policy in Nigeria. Based on the findings, it was recommended among others that government should admit its inability to adequately fund the policy and through legislation invite parents and corporate organizations to contribute money to sustain the policy. Length: 14 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 98-111 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=008&rid=10927 File-Function: First version, 2019 Number: 8410927 Classification-JEL: I22, I28 Keywords: Free, Compulsory, Primary Education, Policy, Cost, Sustainability Handle: RePEc:sek:itepro:8410927 Template-Type: ReDIF-Paper 1.0 Author-Name: Nkosinomusa Mabaso Author-Name-First: Nkosinomusa Author-Name-Last: Mabaso Author-Email: medal@cput.ac.za Author-Workplace-Name: Cape Peninsula University of Technology Author-Name: Lawrence Meda Author-Name-First: Lawrence Author-Name-Last: Meda Author-Email: medalawrence@gmail.com Author-Workplace-Name: Cape Peninsula University of Technology Title: WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa Abstract: All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers? perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer?s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students? needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country. Length: 11 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 112-122 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=009&rid=10560 File-Function: First version, 2019 Number: 8410560 Classification-JEL: I20 Keywords: LMS; Utilisation; WhatsApp; Curriculum; Teacher Handle: RePEc:sek:itepro:8410560 Template-Type: ReDIF-Paper 1.0 Author-Name: Paramjeet Kaur Mangat Author-Name-First: Paramjeet Kaur Author-Name-Last: Mangat Author-Email: paramjeet.mangat19@gmail.com Author-Workplace-Name: Smt. Jawala Devi College of Education Title: ACADEMIC PROCRASTINATION AMONG HIGH SCHOOL STUDENTS IN RELATION TO PEER PRESSURE Abstract: The study aimed to examine the Academic Procrastination among High School students in relation to their Peer Pressure. Descriptive survey method of research was employed for this study. Data was collected by randomization technique of sampling from a sample of 400 high school students of Punjab state, out of which 200 students were from government school and 200 students were from private schools. Tools used in this study were Academic Procrastination Scale: A. K. Kalia and Manju Yadav and Peer Pressure Scale [PPS-SS] by Saini and Singh. The data was analyzed by employing descriptive statistics like Mean, Median, Mode, SD, Skewness, Kurtosis, t-ratio and Karl Pearson?s coefficient of correlation. On the bases of data analyzed, no significant difference has been found in academic procrastination and peer pressure of government and private high school students. Further no significant difference has been found in academic procrastination of male and female high school students. Further no significant relationship has been found in academic procrastination and peer pressure of total high school students. Length: 8 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 123-130 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=010&rid=10913 File-Function: First version, 2019 Number: 8410913 Classification-JEL: Keywords: ACADEMIC PROCRASTINATION, PEER PRESSURE Handle: RePEc:sek:itepro:8410913 Template-Type: ReDIF-Paper 1.0 Author-Name: Juan Miguel Morales Author-Name-First: Juan Miguel Author-Name-Last: Morales Author-Email: juan.morales@uma.es Author-Workplace-Name: University of Malaga Author-Name: Benjamín Olea Author-Name-First: Benjamín Author-Name-Last: Olea Author-Email: benji@uma.es Author-Workplace-Name: Universidad de Málaga Author-Name: Miguel Atencia Author-Name-First: Miguel Author-Name-Last: Atencia Author-Email: matencia@ctima.uma.es Author-Workplace-Name: Universidad de Málaga Author-Name: Nicolás Madrid Author-Name-First: Nicolás Author-Name-Last: Madrid Author-Email: nicolas.madrid@uma.es Author-Workplace-Name: Universidad de Málaga Title: Fostering the cooperative learning of mathematics in engineering schools Abstract: In this article, we report on the experience gained and the results obtained from an educational innovation project that has sought to introduce cooperative learning into the mathematics subjects of the first year of the Engineering degrees at the University of Malaga. In particular, we focus on the teamwork-based learning method that we have called the "Teacher-Apprentice" dynamics: Groups of 3-5 members are formed in which one of the members takes on the role of the Teacher, while the rest are the Apprentices. We introduce a system of incentives such that the group that progresses adequately in the subject has the right to group bonuses, which count towards the final grade awarded to each of the group members and which are different for the Teacher and for the Apprentices to allow for some level of competitiveness within the group. The selection of the Teacher is reviewed after each scheduled assessment test, where the student in the group who has obtained the highest score from among the group members will become the (possibly new) Teacher. The results collected to date reveal that group dynamics increase the motivation with which students face math learning, while helping them to correct conceptual errors through discussion with their peers. Length: 13 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 131-143 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=011&rid=10856 File-Function: First version, 2019 Number: 8410856 Classification-JEL: A22 Keywords: Cooperative learning, Teaching methods, University Teaching, Mathematics, Engineering Handle: RePEc:sek:itepro:8410856 Template-Type: ReDIF-Paper 1.0 Author-Name: CHINWE NJELITA Author-Name-First: CHINWE Author-Name-Last: NJELITA Author-Email: chinwenjelita@gmail.com Author-Workplace-Name: NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE, P.M.B 1734 ONITSHA, ANAMBRA STATE, NIGERIA Title: Effect of Active Learning Instructional Strategies on Pre-Service Chemistry Teachers Acquisition of Entrepreneurial Skills Abstract: This study investigated the effect of active learning instructional strategies (ALIS) on pre-service chemistry teacher?s acquisition of entrepreneurial skills. The study adopted quasi-experimental design ? pre-test, post-test non-equivalent control group. The study was conducted in two colleges of education in the south-east geo-political zone of Nigeria. Purposive sampling was used based on proximity and class size using intact classes guide. Out of these two institutions selected, the pre-service chemistry teachers in one college of education were exposed to ALIS involving field trip, demonstration followed by projects as experimental group while the other institution served as control group exposed to conventional lecture method. One hundred and twenty (120) pre-service chemistry teachers were used for the study. Test on entrepreneurial skills acquisition (TOESA) developed by the researcher served as instrument for data collection. The face and content validity of the instrument were determined using two chemistry educators and specialist in education psychologist from researcher?s institution. The reliability of the instrument was established using Kuder-Richardson formula ? 21 which was established as 0.89. Mean and standard deviation were used to test the research questions. The hypotheses were tested at 0.05 level of significance using the Analysis of covariance (ANCOVA) statistics. The result of the study revealed that the selected ALIS enhance entrepreneurial skills acquisition amongst pre-service chemistry teachers. It also revealed that there is a statistical difference between the mean skill score of male and female pre-service chemistry teachers taught with selected ALIS and it is in favour of male pre-service chemistry teachers. Based on these findings, it was recommended that chemistry educators should apply the use of selected ALIS namely field trip, demonstration and projects strategies in their classroom instructions. Length: 15 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 144-158 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=012&rid=10530 File-Function: First version, 2019 Number: 8410530 Classification-JEL: Keywords: Active Learning Instructional Strategies, Pre-service Chemistry Teachers, Acquisition, Entrepreneurial Skills, Chemistry. Handle: RePEc:sek:itepro:8410530 Template-Type: ReDIF-Paper 1.0 Author-Name: Salvador Pineda Morente Author-Name-First: Salvador Author-Name-Last: Pineda Morente Author-Email: salvapineda2@gmail.com Author-Workplace-Name: University of Málaga Author-Name: Natalia Alguacil Conde Author-Name-First: Natalia Author-Name-Last: Alguacil Conde Author-Email: Natalia.Alguacil@uclm.es Author-Workplace-Name: University of Castilla-La Mancha Author-Name: Juan Perez Ruiz Author-Name-First: Juan Author-Name-Last: Perez Ruiz Author-Email: jperez@uma.es Author-Workplace-Name: University of Málaga Author-Name: Sebastián Martín Rivas Author-Name-First: Sebastián Author-Name-Last: Martín Rivas Author-Email: smartin@uma.es Author-Workplace-Name: University of Malaga Author-Name: Antonio Ruiz González Author-Name-First: Antonio Author-Name-Last: Ruiz González Author-Email: afruiz@uma.es Author-Workplace-Name: University of Málaga Title: Individualized exercises for continuous assessment in engineering Abstract: This project focuses on the development of a web application that automatically grades the solution to engineering exercises. The input data of each exercise is different for each student in order to reduce plagiarism and increase motivation. Students can access the web app from any device with internet access (computer, laptop, phone, ?) at any time. The fact that the exercises are enunciated and evaluated in an individualized way eliminates the possibility for students to share the solutions and divert the profitable collaboration between students towards the learning of the resolution procedure itself. From the professor?s perspective, this tool allows an efficient and continuous evaluation of students. Besides, the storage of the data (number of attempts, time required, etc.) provides valuable information both for the self-assessment of the professor and for the analysis of the individualized learning process of each student. The web application is coded in Python, which easily allows the incorporation of additional features according to the needs of professors and students. The web application has already been tested during two academic years in two Spanish universities and for several engineering degrees. Ten professor and more than 2000 students have already benefit from this web application. Length: 14 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 159-172 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=013&rid=11208 File-Function: First version, 2019 Number: 8411208 Classification-JEL: A22 Keywords: continuous evaluation, individualized exercises, university teaching, engineering courses Handle: RePEc:sek:itepro:8411208 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 University Author-Name: Seth Racey Author-Name-First: Seth Author-Name-Last: Racey Author-Email: seth.racey@northumbria.ac.uk Author-Workplace-Name: Northumbria University Title: Students as partners : on developing a student led conference to enhance the skills of UG project students Abstract: An important final year assessment which is common to most UK Undergraduate (UG) degree programmes is the final year project or dissertation. It is considered the capstone module on degree programmes whereby students gain valuable skills valued by employers. Our project engages final year UG students in a collaboration designed with inclusivity and partnership in mind.We ran student-led conferences to communicate the experience of final year students and disseminate their top tips to level 5 students. The project sits across three disciplines in the health and life sciences, the largest faculty in Northumbria University with the aim of developing a widely applicable solution for use across different programmes, departments, faculties and universities. By placing the student experience at its heart, our project seeks to enhance support for student learning through the improvement of graduate attributes including independence of thought and action, curiosity and critical thinking. Thus, employability outcomes are enhanced. The Project conferences aim to respect the diversity of the student body while creating a sense of equality to 1) support supervision quality across the institution. 2) Improve academic experience and 3) enhance graduate characteristics and thus employability.The inclusion of students as partners in pedagogic research in the student-led conferences and in a reflective exercise on the inclusion of students as equal partners in pedagogical research encouraged self- management of their own project and supervisor/student relationship thereby enhancing the student experience whilst developing their key graduate attributes. Student researchers played a major role in data analysis and evaluation. Additionally an eLearning platform organisation site has been constructed continuing the key resources for staff and students alongside video recordings of student presentations. This scalable project supports the development of graduates that are distinguished by their intellectual expertise and employability through meaningful pedagogical research that maximises student satisfaction. Length: 20 pages Creation-Date: 2019-06 Publication-Status: Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 173-192 File-URL: https://iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?cid=84&iid=014&rid=10631 File-Function: First version, 2019 Number: 8410631 Classification-JEL: I23 Keywords: Undergraduate, Research, Graduate, Skills, Partnership, Conference Handle: RePEc:sek:itepro:8410631