ICL Conference 2024
Είμαι πολύ χαρούμενη για την συμμετοχή μου στο παγκόσμιο συνέδριο ICL 2024 στο Ταλίν της Εσθονίας με δυο επιστημονικές εργασίες.
Παρουσιάζοντας την επιστημονική μας εργασία στο παγκόσμιο συνέδριο ICL2024 Futureproofing Engineering Education for Global Responsibility 27th International Conference on Interactive Collaborative Learning 53rd IGIP International Conference on Engineering Pedagogy στο TalTech, Tallinn, Estonia
"Exploring Online and School Lab Methodologies for STEM Experiments on Air and Water"
T.P. Nantsou, H.E. Nistazakis, G.S. Tombras
National and Kapodistrian University of Athens Department of Physics, Greece.
Learning-by-doing (LBD) in experimental physics teaching is crucial for engaging students in the scientific process and improving their understanding of physics laws. Hands-on experimentation allows learners to experience natural phenomena in their actual environment, the natural world. This work presents the implementation of two laboratory units on fluids, targeting students and STEM educators. One hundred eighty-eight primary and secondary science teachers in Greece attended the two subjects on water and air as part of a MOOC for STEM experiments. Additionally, 82 K-2 and K-5 students participated in some proposed hands-on experiments. The results of both studies are presented in detail, aiming to propose improvements for experimental teaching at all levels of science education. Data was collected using qualitative and quantitative research methods. The selected data was analyzed to determine the level of comprehension of physics laws with a special focus on fluid mechanics. According to the present research, the proposed method of LBD, hands-on experimentation, provides excellent learning outcomes. It leads to a satisfactory understanding of fundamental laws and principles regarding fluids –and their respective engineering applications– regardless of the participants’ cognitive backgrounds.
Στην φωτογραφία με τις συνεργάτιδές μου δρ. Viviana Callea (University of Rome, Sapienzia Italy) και δρ. Jenny Villa (Université de Montréal, Canada). Παρουσιάζοντας την επιστημονική μας εργασία στο παγκόσμιο συνέδριο ICL2024 Futureproofing Engineering Education for Global Responsibility 27th International Conference on Interactive Collaborative Learning 53rd IGIP International Conference on Engineering Pedagogy στο TalTech, Tallinn, Estonia
"Identifying Gender Factors and Strategies that Promote Women's Retention in Engineering and STEM MOOCs: A Systematic Literature Review"
Genny Villa, Tina Nantsou, Evangelos Dagklis, Viviana Callea, Ximena Otegui, Edmundo Tovar, Mihai Ursache
Université de Montréal, Canada; National and Kapodistrian University of Athens, Greece; University of Macedonia, Thessaloniki, Greece; University of Rome, Sapienzia, Rome, Italy; Universidad de la Republica, Montevideo, Uruguay; Universidad Politecnica de Madrid, Spain; FLYFISH, Rome, Italy
The development of new technologies, regarding the computing devices and the Internet, has brought numerous improvements and new perspectives on the subject of education.
Arguably, the most important of those achievements are the Massive Open Online Courses (MOOCs), which, since their inception 12 years ago, allow students to gain new knowledge
and skills in an ever-widening variety of fields at a very low or non-existent fee. Factors like the background, financial, and demographic characteristics of these students, along with
whether they live in easily accessible or more remote locations, become less critical when they have access to the Internet and a computing device with a screen. This opens up the
possibility of attracting audiences to subjects in which they are considered to be underrepresented. In this study, we examine the phenomenon of dropout from MOOCs from the perspective of student gender, through the means of a systematic literature review. Specifically, we intend to emphasize the relationship between female participants of Engineering and Computer Science or Information Technology Studies MOOCs and the
so-called dropout or attrition rates to determine what are the reasons that lead to this outcome, as well as how these rates tend to compare with those of other participants,
bearing in mind that opinions on this issue can vary widely. Moreover, we intend to examine the critical aspect of whether the parties responsible for the organization of MOOCs have
taken steps to better retain students and limit the magnitude of this dropout phenomenon through a variety of different measures, like tailoring them to the learning preferences of each gender. Through a comprehensive analysis of the literature we intend to comprehend the broader picture to help establishing a solid foundation for future MOOCs and scholarly work on this topic.
Springer Nature #ICL2024 #MOOC #Education #Gender Πανεπιστήμιο Αθηνών - University of Athens Sapienza Università di Roma Universidad Politécnica de Madrid (Oficial)
"Identifying Gender Factors and Strategies that Promote Women's Retention in Engineering and STEM MOOCs: A Systematic Literature Review"
Genny Villa, Tina Nantsou, Evangelos Dagklis, Viviana Callea, Ximena Otegui, Edmundo Tovar, Mihai Ursache
Université de Montréal, Canada; National and Kapodistrian University of Athens, Greece; University of Macedonia, Thessaloniki, Greece; University of Rome, Sapienzia, Rome, Italy; Universidad de la Republica, Montevideo, Uruguay; Universidad Politecnica de Madrid, Spain; FLYFISH, Rome, Italy
The development of new technologies, regarding the computing devices and the Internet, has brought numerous improvements and new perspectives on the subject of education.
Arguably, the most important of those achievements are the Massive Open Online Courses (MOOCs), which, since their inception 12 years ago, allow students to gain new knowledge
and skills in an ever-widening variety of fields at a very low or non-existent fee. Factors like the background, financial, and demographic characteristics of these students, along with
whether they live in easily accessible or more remote locations, become less critical when they have access to the Internet and a computing device with a screen. This opens up the
possibility of attracting audiences to subjects in which they are considered to be underrepresented. In this study, we examine the phenomenon of dropout from MOOCs from the perspective of student gender, through the means of a systematic literature review. Specifically, we intend to emphasize the relationship between female participants of Engineering and Computer Science or Information Technology Studies MOOCs and the
so-called dropout or attrition rates to determine what are the reasons that lead to this outcome, as well as how these rates tend to compare with those of other participants,
bearing in mind that opinions on this issue can vary widely. Moreover, we intend to examine the critical aspect of whether the parties responsible for the organization of MOOCs have
taken steps to better retain students and limit the magnitude of this dropout phenomenon through a variety of different measures, like tailoring them to the learning preferences of each gender. Through a comprehensive analysis of the literature we intend to comprehend the broader picture to help establishing a solid foundation for future MOOCs and scholarly work on this topic.
Springer Nature #ICL2024 #MOOC #Education #Gender Πανεπιστήμιο Αθηνών - University of Athens Sapienza Università di Roma Universidad Politécnica de Madrid (Oficial)
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