Digital Transformation of Education and Learning - Past, Present and Future: IFIP TC 3 Open Conference on Computers in Education, OCCE 2021 Tampere, Finland, August 17–20, 2021 Proceedings

Description

This book constitutes the refereed post-conference proceedings of the IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, held in Tampere, Finland, in August 2021.   The 22 full papers and 2 short papers included in this volume were carefully reviewed and selected from 44 submissions. The papers discuss key emerging topics and evolving practices in the area of educational computing research. They are organized in the following topical sections: Digital education across educational institutions; National policies and plans for digital competence; Learning with digital technologies; and Management issues. Preface Organization Contents Digital Education Across Educational Institutions An Integrated Model of Digitalisation-Related Competencies in Teacher Education Abstract 1 Introduction: Background and Objectives 2 Theoretical Basis of the Integrated Model 3 Structure and Components of the Integrated Model 4 The Competency Areas and Competency Goals in Detail 5 Implementation and Conclusion References Primary Education Student Teachers’ Perceptions of Computational Thinking Through Bebras Tasks Abstract 1 Introduction 2 Literature Review 3 The Study 3.1 Participants 3.2 Bebras Tasks’ Analysis 3.3 Method 3.4 Findings 4 Discussion and Conclusion Acknowledgement Appendix 1 Candy Vending Machine Appendix 2 Shields and Swords Appendix 3 Park Cleaning References Programming Concepts in Lower Primary Years and Their Cognitive Demands Abstract 1 Introduction 2 Programming Concepts at Primary Level and Their Difficulty 2.1 Computing with Emil: Project Background 3 Method 3.1 Designing the Assessment Tasks 3.2 Data Analysis 4 Results 4.1 Experts and Teachers’ Justifications of Their Rankings 5 Discussion Acknowledgments References “Literacy from Python” Abstract 1 Introduction 2 Method 3 Outcomes 4 Future Plans References Advocating for Educational Support to Develop Socially Disadvantaged Young People’s Digital Skills and Competencies: Can Support Encourage Their Human Development as Digital Citizens? Abstract 1 Introduction 2 Relevant Literature 3 Methodologies 4 Findings 4.1 Autonomous Participation in Learning Computing Skills and Knowledge 4.2 Computer Programming Leading to the Joy of Computational Thinking 4.3 Supporting the Youths as a Co-learner Rather Than a Teacher 4.4 Computing Capacities Augmenting the Expected Roles 5 Discussion 6 Conclusion and Limitations Acknowledgments References Developing Inclusive Digital Pedagogies: Reflections on the Past, the Present and Future Directions Abstract 1 Introduction 2 Disabled Children’s Childhood Studies and Digital Education 3 Reflecting on the Past: Developing Inclusive (Digital) Pedagogies 3.1 Children and Human Rights Legislation 3.2 Inclusive Education 3.3 Digital Education 3.4 Developing Inclusive (Digital) Pedagogies 4 Exploring the Current Context 4.1 Children’s and Human Rights Legislation 4.2 Inclusive Education 4.3 Digital Education 4.4 Developing Inclusive (Digital) Pedagogies and Future Directions 5 Developing Fully Inclusive Digital Pedagogies 6 Conclusions References Students’ Conceptions of Programming in the Context of Game Design Abstract 1 Introduction 2 Theoretical Background and Related Work 2.1 Educational Reconstruction 2.2 Students’ Conceptions of Programming and OOP 2.3 Game-Design in Computer Science Education 2.4 Research Questions 3 Study Design 3.1 Pilot Study 4 Evaluation 4.1 Associations of the Term Programming 4.2 Conceptions of Game Design 4.3 Conceptions of the Game Tetris® 5 Discussion 6 Conclusion and Further Work A Interview Guideline Part I - Game Design: Part II - Individual Background: References A Closer Look at and Confirmation of the General and Study Interests of Future Computer Science Students Abstract 1 Introduction 2 Related Work 3 Methodology 3.1 Research Objective 3.2 KAUA – Data Collection Framework 3.3 Pupil and Student Cohorts 4 Data Analysis 4.1 Differences Between Pupil Cohorts [Q1] 4.2 Differences Between Pupil Cohorts and AAU Students [Q2] 4.3 Correlations Between Interests [Q3] 5 Discussion 5.1 Differences Between Pupil Cohorts [Q1] 5.2 Differences Between Pupil Cohorts and AAU Students [Q2] 5.3 Correlations Between Interests [Q3] 6 Threats to Validity 7 Conclusion References Starter Projects in Python Programming Classes Abstract 1 Introduction 1.1 Starter Projects 1.2 Starter Projects and Tinkering 2 Starter Projects and Examples 2.1 Types of Starter Projects 2.2 Starter Projects and Worked Examples 3 Self-observations on Learning with Starter Projects 3.1 Processing Starter Projects 3.2 Initiated Learning Activities and Effects 3.3 Tinkering Versus Problem Solving 3.4 Motivation for Creative Development 4 Discussion 4.1 Active Writing 4.2 Desire for Challenge 4.3 Creativity 5 Conclusion References National Policies and Plans for Digital Competence Computer Education in Australia Fifty Years Ago Abstract 1 Introduction 2 Computer Education Pre-history 3 Research Methodology – Curriculum History 4 The Commonwealth Defence and PMG Computing Projects 4.1 The Programmer in Training Scheme 5 Information Technology Hardware in This Period 5.1 Non-computer Information Technology 5.2 Early Mini and Micro Computer Technology 5.3 Development of the Internet and Email 6 Tertiary Courses in Computing 7 Computer Education in Australian Schools 7.1 Educational Software 8 Educational Computers Specially Built for Schools 9 Computers in Secondary Schools 9.1 Computer Awareness Courses 9.2 Secondary School Computer Science Courses 9.3 Use of Computers in Other Subject Areas 10 Conclusion References Computational Thinking – Forces Shaping Curriculum and Policy in Finland, Sweden and the Baltic Countries Abstract 1 Introduction 2 Computational Thinking in Compulsory Education 2.1 Nordic Countries 2.2 The Baltic Countries 3 Discussion 4 Conclusions References Changing Computer Curricula in Australia Abstract 1 Introduction and Context 1.1 A Nationally Developed Curriculum 1.2 The Proposals of the Review 2 The Issue of Coding 2.1 The Current Place of Coding 2.2 Coding in Other Countries 3 Views of Pre-service Teachers 3.1 Granularity 3.2 Language 3.3 Year-On-Year Progression 4 Discussion 4.1 Responding to the Research Questions 4.2 Responding to the Symposium Focus Points 5 Conclusion References Development of IPSJ Data Science Curriculum Standard Abstract 1 Introduction 2 Related Works 2.1 EDISON Data Science Framework [7] 2.2 ACM Data Science Curriculum [6] 2.3 Data Scientist Skill Checklist [8] 3 Curriculum Development Policy 4 Integrating Classification Criteria 4.1 General Principle 4.2 Individual Considerations 5 Assigning Education Time 5.1 General Principle 5.2 Individual Considerations 6 Adjusting Educational Contents 7 Conclusion and Future Direction Acknowledgement References Proof of Concept Teaching for 21st Century Digital Literacy in Portugal: A Pedagogical Approach Towards a New Educational Model Abstract 1 Context 1.1 Literature 2 Research Plan and Methods 3 Learning Spaces: From a Classroom to a Digital Lab 4 Educational Structure 4.1 What to Teach and How to Teach It 4.2 The Equipment - Designed to Teach 5 Conclusions References Use of Vclass in Mathematics Education Delivery: The UEW Experience Abstract 1 Introduction 2 Related Literature 2.1 Conceptual Framework 3 Methodology 3.1 Participants 3.2 Data Collection and Analysis 4 Results 4.1 Mathematics Lecturers’ Experience in the Use of Vclass 4.2 Mathematics Students’ Experience in the Use of Vclass 4.3 Challenges Experienced by Lecturers and Students in Using Vclass 5 Conclusion 6 Recommendations References Needs and Challenges of Smart Agriculture and Entrepreneurship Education – A Case Study by the University of Agricultural Sciences, Dharwad, Karnataka, India Abstract 1 Introduction 2 Key Challenges and Policies for Higher Agricultural Education 3 Agriculture Education and Careers 4 Smart Agriculture Initiatives at UAS Dharwad 5 Entrepreneurship Development Initiatives at UAS Dharwad 5.1 Course on Entrepreneurship Development in Undergraduate (UG) 5.2 EDP and Ideation (Ideathon) Workshops 5.3 Incubation Centre 6 Conclusion References Learning with Digital Technologies Vocational Education During School Shutdown - A Danish Case on Emergency Remote Teaching Abstract 1 Introduction 2 Theoretical Framework 3 Methodology 4 Results 5 Discussion 6 Conclusion and Perspectives References Analysis of Practical Examples of a Real-Time Online Class on Agriculture in Space, Using the Collaborative Learning Tool “Digital Diamond Mandala Matrix” Abstract 1 Introduction 2 Structure of Online Class 3 Results of Analysis Applied to dDMMs 4 Summary and Future Work Acknowledgements References AsTRA – An Assessment Tool for Recognition and Adaptation of Prior Professional Experience and Vocational Training Abstract 1 Introduction 2 Foundations of the Project 2.1 Formal Recognition of Former Competencies in Higher Education 2.2 Research Questions 2.3 General Approach 3 AsTRA – Assessment Tool for Recognition and Adaptation 3.1 Development of AsTRA 3.2 How Can AsTRA Support Recognition? 4 Structure of the “Permeability Project” 5 Conclusion References Is It Real? – Learners’ Perceptions on Tele-Immersive 3D Video Technology and Its Further Use in K-12 Education Abstract 1 Introduction 2 Related Work 3 3D Tele-Immersive Platform Prototype 4 Study Methodology 4.1 Participants 4.2 Experimental Setup and Testing Sessions 4.3 Data Collection 5 Results and Analysis 5.1 Sense of Presence Perceptions 5.2 Technology Perceptions 5.3 Educational Application Perceptions 6 Discussion 7 Conclusions References DigiFit4All – Conceptualisation of a Platform to Generate Personalised Open Online Courses (POOCs) Abstract 1 Introduction 2 Related Work 3 Components for POOCs 3.1 Used Components in Existing Projects 3.2 Comparison of the Approaches 4 Components of the DigiFit4All Project 4.1 Overview of the Project 4.2 Competency Models and Learning Objects 4.3 Self-assessment for Personalisation 4.4 Support for Learning Management Systems 4.5 Technical Background 5 Roles and Workflows in the DigiFit4All Project 5.1 User Roles 5.2 Sample Workflows 6 Conclusion References Management Issues What Kind of E-assessment Feedback Is Important to Students? An Empirical Study Abstract 1 Introduction 2 Method 2.1 Sample 2.2 English Course 2.3 Design and Variables 2.4 Instrument and Procedure 2.5 Data Transformation and Statistical Analyses 3 Results 4 Discussion 5 Conclusion Acknowledgement References Shifting to a Technology-Driven Work Mode: Workplace Learning and Dynamic Capability in the Case of a Public-Sector Service Organisation Abstract 1 Introduction 2 Background and Theoretical Underpinnings 3 Case Description and Methodology 3.1 Data Collection 3.2 Data Analysis 4 Findings 4.1 Immediate Facilitators 4.2 Evolving Facilitators 4.3 Anticipating Long-Term Organisational Development 5 Discussion 6 Conclusions Acknowledgements References Digital Transformation of Education and Learning Through Information Technology in Educational Management Abstract 1 Introduction 2 Information Technology for Educational Management: Origins 3 Information Technology for Educational Management: Maturity 4 Information Technology for Educational Management: Future Trends 5 Conclusions Annex 1 Conferences and Publications Led by WG3.7 Annex 2 Number of Papers Classified by Research Subject Published by WG3.7 (1994–2004) Annex 3 Number of Papers Classified by Research Subject Published by WG3.7 (2006–2014) References Author Index