AugmentedWorld: Facilitating the creation of location-based questions

Barak, Miri; Asakle, Shadi

doi:10.1016/j.compedu.2018.02.014

Cited by 17 publications

(14 citation statements)

References 29 publications

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“…In the Afalo study, 60% joined the course website. Students who had no practice generating questions were surprised to realize how difficult they found this activity (Aflalo, 2018;Barak & Asakle, 2018). In the Barak & Asakle study, most of the questions generated were classified as having a moderate level of difficulty.…”

Section: Generating Questionsmentioning

confidence: 99%

Integration of good practices of active methodologies with the reuse of student-generated content

Arruabarrena

Sánchez

Arbe

et al. 2019

Int J Educ Technol High Educ

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In this article, we present an integrated instructive methodological approach. We begin with a set of proposals for educational innovation oriented towards active learning that have been tested separately and implemented for various subjects in courses of different levels. The approach integrates the following elements: (1) the dynamic generation of digital content by students and their integration into shared knowledge bases of the subjects involved; (2) the systematic use of quality content, mainly in video format, distributed through online platforms as support for flipped classrooms; (3) peer evaluation to support the development of reflective and selfcritical capacities; and (4) systematic collaboration with students and professors from other universities to develop the enumerated activities. The methodology has been tested in a variety of subjects, thanks to its flexibility. In all experienced cases, it has been shown that it is feasible for students to generate enough valuable and reusable content. In addition, students have expressed high levels of satisfaction with the implementation of the proposal.

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Section: Generating Questionsmentioning

confidence: 99%

Integration of good practices of active methodologies with the reuse of student-generated content

Arruabarrena

Sánchez

Arbe

et al. 2019

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…new learning environments that support the generation of high-level questions (Barak & Asakle, 2018;Barak & Ziv, 2013). These environments allow users to add multimedia components such as pictures, animations, videos, and interactive simulations to text-based questions.…”

Section: Shadi Asakle and Miri Barakmentioning

confidence: 99%

“…However, they still lack location-based features that allow the connection to authentic locations and events. In addition, location-based platforms, based on global positioning systems (GPS), facilitate authentic and collaborative learning (Barak & Asakle, 2018;Barak & Ziv, 2013); yet, they have not reached their full potential in the science classroom.…”

Section: Shadi Asakle and Miri Barakmentioning

confidence: 99%

“…And how can science learning in rich and complex environments be measured? These important questions are at the center of several recent studies on web-based learning and assessment (Barak & Asakle, 2018;Crippen et al, 2016).…”

Section: Web-based Technologies In Science Educationmentioning

confidence: 99%

“…In order to change the nature of assessment in the science classroom, teachers and students must have as many opportunities as possible to practice web-based assessment. In response to this idea, AugmentedWorld was designed as an open and adaptive system to enable teachers and students to generate their own multimedia and inquiry questions, and answer and assess questions generated by others (Barak & Asakle, 2018). The importance of generating questions has been recognized by educators in the past three decades (e.g., Brown & Walter, 2005;Dori & Herscovitz, 1999).…”

Section: Web-based Technologies In Science Educationmentioning

confidence: 99%

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Deeper Learning, Dialogic Learning, and Critical Thinking

Manalo¹

2019

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Professional development for STEM educators: A bibliometric analysis of the recent progress

Ahmed

Zhang

et al. 2023

Review of Education

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STEM teacher professional development (STEM‐TPD) has become a hot topic of educational research. To evaluate the main characteristics, status and trends of this educational field and to provide new insights for future studies, this review applies a bibliometric analysis of relevant publications. The Web of Science (WoS) core collection database was used as the source of bibliographic data for the period 2011–2021; specifically, 776 articles published in 232 journals were selected for this review. The bibliometric analysis was then carried out using Bibliometrix and VOSviewer to explore trends and patterns in the STEM‐TDP literature. It is essential to note that the analysis does not account for the quality of the selected studies. However, it presents the results using various perspectives such as citation, co‐citation, spatial and lexical networks based on frequencies, network analysis and descriptive patterns. The findings show that the number of relevant publications has grown significantly in recent years, in particular from 2015 to 2021. The findings, based on citation metrics, highlight the most influential authors, institutions and journals in the area. Authors from different countries have contributed to this research area, but there is a low volume of international collaboration among them. The analysis also reveals the dynamic changes in trends, keywords and themes in this research area. The review concludes with some recommendations for future research, and the suggested implications may also benefit other stakeholders in STEM education.

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AugmentedWorld: Facilitating the creation of location-based questions

Cited by 17 publications

References 29 publications

Integration of good practices of active methodologies with the reuse of student-generated content

Integration of good practices of active methodologies with the reuse of student-generated content

Deeper Learning, Dialogic Learning, and Critical Thinking

Professional development for STEM educators: A bibliometric analysis of the recent progress

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