Patrícia Lupion Torres

Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student’s reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of “concept mapping”. An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

Laboratório on-line de aprendizagem: uma experiência de aprendizagem colaborativa por meio do ambiente virtual de aprendizagem Eurek@Kids

This paper presents the virtual learning environment known as Eurek@Kids, which allows children and adolescents in hospital to continue their studies. The Eurek@Kids virtual learning environment is the result of research by teachers and students at the Postgraduate Education Program at PUCPR. This project, which was financially supported by CNPq, received approval to be started in June 2005, with its first phase expected to be finished in 2007. The initiative has been built upon experience gained with the development and use of the PUCPR Eureka virtual learning environment, which allows collaborative learning approaches to be developed. This paper also describes a collaborative learning approach known as On-line Learning Laboratory.

Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation

ABSTRACT Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers’ views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers’ adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to “CARE” about global issues, “KNOW” science concepts and “DO” actions through an active open schooling network. The key drivers for educators’ adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner’s achievements and difficulties.

Formative and Summative Assessment of Concept Maps

Concept maps are an excellent assessment tool when they have been used for teaching and learning [1]. This chapter presents the development of a Formative and Summative Assessment (FSA) Table for Concept Maps. The suggested table was developed in a large university in the South of Brazil as part of a doctoral research attached to a research group that focuses on Innovative Methodologies, Concept Mapping and Information, Communication and Technologies (ICT). The research that generated the proposed FSA Table was carried out with 7 groups of ‘English as a Foreign Language’ (EFL) students. The FSA Table was tested, improved and applied along the semesters of each of the 7 courses. The data gathered as well as the researcher’s observation on students’ pieces of work and assessments allows us to conclude that the FSA Table suggested can be a very useful tool to assist in the teaching and learning process.