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DOXED – THE FUTURE LEARNING ECOSYSTEM

Author(s): Ştefănel Roşcan,Codrin-Leonard Herţanu / Language(s): English Issue: 01/2023

Ideas are important. They capitalise on the experience of human civilisation and are the essential impetus for the development of humanity. However, we believe the materialisation of ideas in practice is much more relevant. The field of education is one of the most dynamic sectors of activity, in which the world of ideas is of key importance, and their materialisation as the subject of in-depth research is decisive. Starting from the ecosystems existing in the natural environment, concepts of learning ecosystems have been developed. The present approach aims at the practical realisation of a learning ecosystem, DOXED, adapted to the future educational requirements. DOXED is one of the most evolved learning ecosystem and, from our understanding, the sole materialised in practice. It consists of the following subsystems: people, strategy, institutional culture, online experiences and offline experiences.

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HYBRID LEARNING DELIVERY – TOOLS FOR DEVELOPING COLLABORATIVE SKILLS AND CRITICAL THINKING

Author(s): Ancuta Florentina Gheorghe,Antoniu Ștefan,Triinu Jesmin,Jaanus Terasmaa,Manuel Caeiro-Rodríguez,Hariklia Tsalapatas,Carlos Vaz De Carvalho,Gabriela Măntescu / Language(s): English Issue: 01/2023

The shift from traditional teaching methods to technology-enhanced learning environments has opened new opportunities to improve student skills, especially their critical thinking, decisionmaking and collaborative abilities. Consolidation of student skills occurs in environments that enable project-based learning and problem-based learning approaches, brainstorming, collaborative work, debates, co-creation, and other methods to explore active learning. It has become necessary to give students more freedom to learn by supporting them to document and explore various perspectives, to learn to question assumptions, assess ideas, identify strengths and weaknesses, analyse alternatives, and reach conclusions. These processes enable students to participate actively in work-like processes, and to gain experience on how to participate in discussions, how to contribute with ideas that reflect their own creativity, how to learn from feedback, and how to reach consensus and experience complex decision-making environments. In this context, the authors present the rational of the “Virtual presence in higher education hybrid-learning delivery” Project, the functionalities of the VIE platform and discuss the main lessons learnt from the piloting of the VIE digital platform that was designed to foster collaborative work and nurture decision-making capabilities. The platform enabled students to participate in joint online activities, share ideas, brainstorm and build solutions based on the feedback received from their colleagues. The piloting activities were carried out in Estonia, Greece, Spain, Portugal, and Romania. A questionnaire has been distributed to collect feedback on the VIE activities. The majority of participants, regardless of the country they belonged to, selected the following skills as the most important: digital skills, collaboration, critical thinking and flexibility.

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360° VR SPACES IN TEACHING: CREATION AND APPLICATION

Author(s): Heinrich Söbke,Florian Wehking,Mario Wolf,Eckhard Kraft / Language(s): English Issue: 01/2023

In recent years, 360° technology has provided a means of conducting highly authentic virtual field trips. With the help of 360° cameras, panoramic images that allow viewing in all directions are captured, then assembled into spaces using software, and finally didactically enhanced by text, graphic, video and auditory annotations. The resulting educational 360° VR spaces have proven to be very effective in teaching due to their clarity and authenticity. Accordingly, in this article we report our experiences how such spaces could be developed with limited resources by individual instructors and could also be used in teaching with low effort but considerable learning outcomes.

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USING COMPUTATIONAL THINKING TO STRENGHTEN SOCIAL-EMOTIONAL LEARNING IN EDUCATION

Author(s): Anișoara Dumitrache,Dana Florentina Manolache,Cigdem Sahin Taskin,Çavuş ŞAHİN,İlke Evin Gencel,Miltos Sakellariou,Magdalena Zadworna-Cieślak,Karolina Kossakowska,Arleta Suwalska,Adelinda Candeias,Adriana Felix / Language(s): English Issue: 01/2023

This study examines the need for a social-emotional learning program that integrates computational thinking skills to enhance primary school students' social-emotional learning. Firstly, it explores the current status and development of social-emotional learning in education, as well as the challenges faced in promoting SEL. Additionally, the study investigates the potential of computational thinking to support social-emotional learning. Based on this exploration, the study introduces the COMPUSEL project, which aims to integrate social-emotional development with computational thinking to improve problem-solving skills and deepen students' understanding of their own emotions and those of others. As part of this project, the study will produce innovative curriculum materials for social-emotional learning that incorporate computational thinking skills, including training materials such as creative digital stories and a teacher handbook to support their professional development.

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THE MEDIATING ROLE OF MOTIVATION IN THE RELATIONSHIP BETWEEN BURNOUT AND STUDENTS’ ENGAGEMENT IN ONLINE LEARNING DURING COVID-19 PANDEMICS

Author(s): Alina Chiracu,Viorel Agheana / Language(s): English Issue: 01/2023

The COVID-19 pandemic has brought many changes in education. One of the measures imposed globally to stop the spread of the virus was the closure of schools and universities starting in March 2020. Both teachers and students had to switch from traditional teaching to online teaching, a phenomenon that occurred suddenly and unexpectedly. This fact caused increased stress, anxiety, and mental health concerns among students worldwide (UNESCO 2020). By its very nature, online learning calls not only for the mastery of good digital skills but also for specific learning approaches. This change in approach to learning has put additional pressure on students already stressed by the global health context. It is well known that the performance and well-being of students can be dependent on their ability to make meaning of learning and through assuming agency in learning, to communicate in different ways, and be actively involved in the teaching-learning process (Hartnett, 2016), but also on the emotional context in which learning takes place, which the COVID 19 pandemic has greatly diminished. The concerns, worries and radical changes caused by the COVID-19 pandemic in the educational environment have led to a decrease in the well-being of students and an increase in burnout, against the background of social distancing, the sudden change in teaching-learning methods and the abrupt infusion of technology (Salmela-Aro et al., 2021; Zheng et al., 2021). Knowing that negative emotions inhibit learning, it is possible that students' motivation and their ability to engage in concrete learning activities be affected (Pekrun et al., 2017). Therefore, the present study aims to investigate the relationships between burnout, academic motivation, and engagement in online learning in the context of the COVID-19 pandemic. Study data were collected from April 2021 to June 2021, when students were already in their second year of online learning.

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POST-PANDEMIC RESILIENCE AND THE ONLINE EDUCATION ENVIRONMENT

Author(s): Speranţa Farca,Oana Gheorghe / Language(s): English Issue: 01/2023

Our work shows that in addition to its role in developing adaptability skills, education should also focus on building resilience. The shift in attitudes towards online learning by both teachers and students during the pandemic has highlighted this need. Prior to the pandemic, online learning was often ridiculed and not considered a serious option. However, during the pandemic, online education was successfully implemented at the university level. Post-pandemic, university education has developed a resilient attitude towards online learning, recognizing that it cannot return to its previous state and is now including it in the offering for students. This article highlights the resilience shown in university education through the integration of online learning. It demonstrates how this environment serves as a healthy bridge between two periods (the pandemic era and the current era) and two generations (the professors' and the students'). Additionally, it shows how online learning complements traditional learning environments by providing access to informative materials, evaluations, and administrative tasks. The data presented here is part of a larger study, ”Post-pandemic Resilience of Students and Teachers in the University Environment” conducted by the Teachers Training Department from National University of Arts, Bucharest (Farca, Speranța (coord.), 2021-2023). The idea for this research originated from the difficulties we faced after returning to the classroom, as well as the need to maintain the best practices established during the 2020 pandemic.

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USING INTERACTIVE E-TEXTBOOK TOOLS

Author(s): Zlatica Jursová Zacharová / Language(s): English Issue: 01/2023

Young people often prefer short video presentations and practical demonstrations instead of reading long texts. On the other hand, university textbooks contain long and demanding text similar to scientific monographs, which can discourage many students from studying in depth. This paper presents an analysis of the use of an electronic interactive textbook in developmental psychology over a year and a half of its use. It quantifies the extent to which readers of this textbook in the online space take advantage of the various learning opportunities offered by the textbook. The textbook contains 66 links (for the print version of QR codes) leading to linked videos and supplementary literature, colorful excerpts of content (theoretical, applied, case examples, reflection questions, research findings as well as test questions). In the empirical part, we observe the use of the options provided by the textbook, the frequency of links to additional text or video content, the rate of use of online knowledge tests. 129 first-year undergraduate students evaluated the use of an online interactive textbook and its ability to provide enhanced learning opportunities. The paper analyses the needs and expectations of young people from the online textbook. The paper analyses young peoples needs and expectations of the online textbook is part of the research grant KEGA 035UK-4/2022 Psychological education for non-psychologist professions: methodological and content support.

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Poučavanje robotike u primarnom obrazovanju kao način za promicanje različitosti i održanje mentalnog zdravlja djece

Author(s): Darko Suman,Vladimir Pleština,Damir Purković / Language(s): Croatian Issue: 2/2024

The article discusses the importance of learning and teaching automation and robotics for the development of children and adolescents and criticises the generalised understanding of the importance of this field only in the context of teaching programming, the needs of society or in the context of talent selection. The multidisciplinary nature of this field is emphasised as a basis for promoting student diversity. In this sense, the developmental limits and possibilities of primary school students are presented, as well as possible learning and teaching approaches and motivating and demotivating elements of such approaches. Integrated teaching is highlighted as a solution that offers different "brains" the opportunity to discover their own preferences and realise themselves. In this way, the "clash of differences" encourages collaboration, develops communication skills and leads to acceptance of diversity. The paper concludes that inclusive robotics education is more than the acquisition of skills in programming, maths or engineering, it is an opportunity for a more successful development of 21st century skills. It is also an opportunity to learn "unattractive" content in an attractive way and to contribute to students' mental health by demystifying technology and moving away from the usual (consumer) use of technology. At the same time, the activities on the challenges students face develop their mental mechanisms by stimulating their curiosity, provoking discoveries and developing critical thinking - a departure from the conformist attitude of today's young generations.

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Teaching robotics in primary school as a means of promoting diversity and maintaining children's mental health

Author(s): Darko Suman,Vladimir Pleština,Damir Purković / Language(s): English Issue: 2/2024

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CHAT GPT IN THE CLASSROOM: FRIEND OR FOE?

Author(s): Simona Mazilu,Fabiola Popa / Language(s): English Issue: 01/2023

The paper is concerned with the upsides and the downsides of using Chat GPT as an elearning tool at the English for Professional Communication seminar we teach at Politehnica University of Bucharest. We aim at showing that the integration of such an AI technology into the language teaching and learning process needs to occur within some ethical boundaries that teachers and students should set together after carefully analysing the positive and the negative aspects of using the application. Therefore, some legitimate questions arise: How should the AI generated texts for different assignments be seen, as the students’ production or as an instance of plagiarism?, How much should students rely on the truthfulness of the output? or What is the impact of interacting with Chat GPT on the students’ face-to-face communication skills? We uphold that both teachers and students should build on their ethical awareness of the technology facets and act responsibly, prioritizing the human authenticity over the humanlike learning machine capacity. Drawing on our classroom experience with Chat GPT, we will provide some examples of activities in which the software may be employed, and we will point out its strengths as well as its limitations. We will conclude with Chat GPT's own perspective on its role in the classroom as a teacher's collaborator.

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IMPLICATIONS OF ONLINE LEARNING ON STUDENT’S MOTIVATION

Author(s): Ana Maria Neagu Trocmaer,Bujor Pavaloiu,Liviu Mihai MATEESCU / Language(s): English Issue: 01/2023

The 2020 Covid-19 Pandemic impacted the world in many ways, and higher education institutions were forced to move from the traditional onsite learning to online environments. The challenge affected both actors: professors and students as well. The pandemics slowed down, but the experience and results of such forced educational paradigm left some unanswered questions. This forced attempt produced stress, anxiety, social isolation for professors and students as well. Besides those challenges we take into consideration other psychological and educational performance factors like cognitive ability, productivity, motivation and engagement. The abrupt transition to online learning required universities to maintain student engagement and even now some HEI’s are testing the hybrid educational system. The present paper addresses challenging ideas like investigating students’ encouragement, motivations, ambitions, new learning habits and self-discipline. The methodology proposed consists of a Motivated Strategies for Learning Questionnaire (MSLQ), a tool used for assessing students’ motivational orientations and use of different learning strategies for their courses. The methodology used will provide important insights into challenges of the eLearning environments, problems, and solutions, and a good overview of what needs to be corrected. Motivation is very important since it is the driver of any educational process, economic decision, career planning and individual development. Data reliability will be computed, and results obtained provide a good insight on students’ motivation in the online environment. The subject of the present paper provides valuable insights to major psychological and social faced by students and acknowledged by teachers during the exclusively online education period. Also the research proposed addresses a somehow classical education system, the Romanian system, faced with the challenge of new technologies and new pedagogical approaches.

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Primjena Tinkercad web simulatora u nastavi tehničke kulture

Author(s): Jozo Pivac / Language(s): Croatian Issue: 2/2024

Empowering teachers to use digital technologies in the classroom is now considered one of the most important strategies and challenges of the modern education system. Recognising its importance and application in technology education leads to a modern approach to teaching that abandons the exclusive use of traditional teaching methods and tools. This article addresses the importance and application of simulation tools in the classroom, focussing on the use of the Tinkercad simulator in the teaching of technical culture. Tinkercad is a free web application that supports, among other things, the creation and programming of various automatic electronic circuits and can be successfully integrated into the classroom as a tool for carrying out practical work in the field of electronics and automation. The introductory part of the article gives an overview of digital technologies that can be used in the classroom. It also describes the main features of digital simulation tools for teaching and their advantages over traditional tools. Finally, a brief overview of the web simulator Tinkercad is given, focussing on its application in teaching technical culture.

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ADDRESSING SOCIO-ETHICAL ISSUES IN THE USE OF THE E-LEARNING SYSTEM

Author(s): Bogdan MARINESCU,Mirela Cristiana Nilă Stratone / Language(s): English Issue: 01/2023

In this paper we will explain what answer was found to the challenge of the last years, when the changes in the educational system required the adoption of new curriculum documents and the proposal of new, innovative teaching-learning-evaluation methodologies. Education has been and continues to be influenced by the effects of the coronavirus pandemic. These have put education in a position to adapt to an unprecedented and extremely difficult challenge: a forced transfer to the virtual environment, thus pursuing the continuity of learning at the level of each educational cycle. Contemporary civilization is undergoing a vast and complex process of expansion. The increase in the degree of complexity in parallel with the social need for involvement and the responsibility of individuals, have determined the appearance of new concerns. Underlying them are deep and general changes. They trigger efforts to find solutions to the multitude of social, cultural, ethical, economic and political problems. The classic stages (planning, decision, organization, coordination, control, regulation) have been transferred and taken over by a series of applications, such as: the G Suite for Education platform, Google Classroom and other E-learning platforms, which are based on information technologies of communication (ICT) in education, but also the social networks Zoom, WhatsApp, Facebook, etc.

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VOLCANIC SHOCK WAVE ANALYSIS VIA PROJECT BASED LEARNING

Author(s): Iulia-Ștefania Armeanu / Language(s): English Issue: 02/2023

This study provides an example of project-based learning (PBL) in science, which promotes self-directed learning among students and teaches them the fundamentals of research through active engagement, clear context, and social interaction. The present teaching method engages students in real-world issues or problem that guides their learning and enables them to develop their own ideas and solutions, as well as social interaction. Therefore, the paper illustrates how basic wave analysis can be conducted in an accessible manner using one of the most powerful volcanic eruptions ever recorded on Earth as an example. This aspect may be considered promising as it highlights the importance of analysing environmental phenomena and how recorded data can contribute to scientific discoveries. The project employs a method to determine the speed of shock waves produced by volcanic eruptions by using atmospheric pressure anomalies recorded by two meteorological stations in Romania in order to understand and characterise the power of the Hunga-Tonga Hunga-Ha'apai eruption on January 15, 2022. Basic physical and mathematical techniques were used in computations and the results are compared with the ones from the scientific literature. In addition, cartography and calculation software were used. Overall, the project presents a practical and engaging way to learn about the fascinating world of volcanic activity.

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DIGITAL COMPETENCIES OF TEACHERS AND STUDENTS IN THE FIELD OF SECURITY AND DEFENCE

Author(s): Marina Marchisio,Fabio Roman,Matteo SACCHET,Enrico Spinello,Linko Nikolov,Paulina Owczarek,Cristian-Emil Moldoveanu / Language(s): English Issue: 02/2023

Digital technology has become an integral part of teaching and learning. Teachers and students need to possess digital competencies to be effective in their activity. The aim of this paper is to investigate how to design training activities that can help teachers and students develop digital competencies. It is crucial to assess the current level of digital competencies of the people involved. The training objectives should be aligned with the actual frameworks on digital competencies. The activities themselves should be interactive, engaging, and practical, without forgetting theoretical components. It is essential to use a variety of training methods, such as workshops, online training, and coaching, to cater to the different learning styles of the teachers. This paper discusses the systematic approach adopted in the context of the European project DIGICODE. The aim of the DIGICODE project is to improve the security and defence education quality by using digital tools in the didactic activities and by developing digital competences of teachers. Project partners are European Universities and Military Institutions that deal with the training of officers. Results will focus on the data collected in a school “Systems for Command and Control in Security and Defence Field”, which involved teachers and engaged students on the topics of the project. Findings connect various dimensions: the (P) Pedagogical, the (H) Human, the (T) Technological and the (I) Institutional one. The discussion also highlights the importance of a careful design through collaborative working and sharing of ideas across different disciplines.

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USING GEOGEBRA AND GOOGLE COLAB FOR TEACHING FUNDAMENTAL THERMODYNAMICS CONCEPTS

Author(s): Anda Ciobanu,Cristina Miron,Cătălin Berlic,Valentin Barna / Language(s): English Issue: 02/2023

We present teaching of some fundamental thermodynamics concepts by means of GeoGebra software and Google Colab platform. Employing these computer tools help students to better understand notions, phenomena and laws that describe them. Additionally, they could make correlations between properties and behaviour of objects and phenomena that we encounter in everyday life. Via GeoGebra, the comportment of gases under different conditions can be explored while explaining how the pressure, temperature, and volume of a gas relate one to each other. The operation of the simulation software is very intuitive and its many accompanying built-in tools assist students in developing their vision over dynamic representations of subjects, concurrently acquiring new knowledge, and expertise and improving their learning motivation. We also created a Python application software on Google Colab platform to process the experimental data collected in the laboratory in the study of the isothermal transformation of an ideal gas. The purpose of this approach is to develop the students' skills both in the investigation of thermal phenomena specific to physics, but also in the use of mathematics and information technology in the simulation of the analyzed system and the processing and interpreting of experimental data. We consider that the inclusion of software tools during classes is an efficient and successful way to improve the physics learning process.

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THE IDEAS PROJECT: STRIKING THE BALANCE BETWEEN DIGITIZATION AND INCLUSION

Author(s): Stefan COLIBABA,Adrian-Lucian Dinu,Irina Gheorghiu,Cintia Colibaba,Ovidiu Ursa,Carmen Antonita / Language(s): English Issue: 02/2023

The article is a study of the IDEAS project (Erasmus+ programme), developed within a partnership of education and ICT institutions and organisations from Italy, Greece, Spain, and Romania. The project is deeply rooted in the partners’ pandemic experience and aims at enabling teachers to find the balance between challenges posed by digitalization and inclusion. The primary goal of the project is to prepare secondary school teachers to deal with the new ways of teaching, learning and communicating with students who are at risk of exclusion and whose circumstances have been made even more precarious by the COVID-19 emergency, as well as to develop awareness and the capacity to use cutting-edge ICT-based methodologies that will ensure full access and equal opportunities for learning for all students in the long term. The research highlights the main difficulties and obstacles that affected the educational process at both the pre-university and university levels in Romania during the pandemic as well as the solutions adopted. The article introduces the project’s objectives and results and gives insights into its Methodological Guidelines, lesson plans and Scrum methodology. The Scrum methodology can help schools manage students’ cognitive activity in a digital environment and, thus, better prepare them for life. The paper also presents the feedback collected from the teachers who participated in the pilot.

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CREATIVITY DEVELOPMENT IN SCHOOL ACTIVITIES

Author(s): Carmen Maria Chișiu / Language(s): English Issue: 5/2022

Creativity is a function of the psyche, a vital cognitive tool, not a discipline of study but in need of practice. The present paper, brings creativity to the attention of teachers, with teaching aspects that can stimulate it, block it, ways to remove blockages and methods to develop it. We will present two methods that can be used to develop creativity while also aiming to develop specific skills.

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THE PARTICULARITIES OF THE INTRAFAMILY RELATIONSHIP IN THE DEVELOPMENT OF THE COMPETENCE FOR A HEALTHY LIFESTYLE FOR YOUNG SCHOOL – AGE STUDENTS

Author(s): Mihaela Blîndul / Language(s): English Issue: 5/2022

The article is a theoretical study of the concept of competence for healthy lifestyle and aspects of the development of competence for healthy lifestyle for young school-age children. Competence for a healthy way of life is formed and developed through health education, and the basis of this training, development and valorization is the family. The family relationship influences the development of competence for a healthy way of life, thus capitalizing on the degree of pro-health attitude and healthy lifestyle implemented throughout life.

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MYTH OR REALITY – AMBIENT MUSIC IN THE CLASSROOM

Author(s): Daniela Carmen Popa / Language(s): English Issue: 5/2022

Music has been and is an inexhaustible source of positive effects. Its effects on the human body have been traced in countless studies and still continue to surprise us with new discoveries. From studies showing the effects of music in healing physical ailments to studies showing the effects of music in healing mental ailments. Ambient music is one of the elements that brings a rich positive contribution to what is a suitable learning environment. In this context music is an external factor impacting on internal conditions that optimise learning. The climate provided by ambient music in the classroom contributes one step towards effective learning

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