Search

It has been broadly argued that, in the near future, the demand for skilled labor will increase whilst that for routine activities will decrease. In this regard, the need for making greater investments in education to re-skill workers and support continuous learning has been invoked as an essential requirement for preserving people’s employability.Digital technology is deemed increasingly necessary to sustain the educational endeavor, for the possibilities it offers to make more accessible and low-cost educational interventions. It allows for the creation of personalized learning paths and customized digital learning solutions, for courses to be available to a large attendance of learners, and for teaching-learning activities to be offered at significantly reduced cost.In this article, a learning unit structure designed to improve adaptive learning is proposed, and mechanisms for adaptive learning in a smart learning environment are discussed.The implemented teaching-learning solution is also illustrated. This is a preliminary application based on an approach that combines the teacher experience with learning analytics.

Digital technology development has been emerging in the last couple of years. Moreover, the pandemic period has accelerated the implementation of various video conferencing systems. Nowadays, virtual collaboration became imperial not only in the secondary, but in the higher education as well. Wide variety of digital platforms have become common practice in adult education regardless the age category of learners and educators. Furthermore, the digital disruption radically has changed how the educators and learners perceive the entire process of education. The digital technology considerably has affected the relationship between education providers and learners on the other side due to the different way of teaching and learning process in comparison to the pre-COVID era. Technological advancements have changed the relationship between learners and educators. Also, it helped the education to become more accessible. This is especially true after the disruption of COVID-19 and the global switch to online learning. Paper findings show that digital skills vary a lot among the selected EU and non-EU countries as the dynamics of digital skills and social inclusion are constantly changing with fast pace.

The publication contains the first report of the Adult Social Inclusion in a Digital Environment - Exchange of Good Practices, ERASMUS+ project number 2019-1-PL01-KA204- 065689. The first report presents a desk research about “PROFESSIONAL USE OF ICT- BASED SOLUTIONS FOR SOCIAL INTEGRATION” carried out by ASIDE consortium and contains: Introduction Professional use of ICT- based solutions for social integration: The Polish case Professional use of ICT- based solutions for social integration: The Czech Republic case Professional use of ICT- based solutions for social integration: The Spanish case Professional use of ICT- based solutions for social integration: The Turkish case Conclusion: How to use ICT for social integration The ASIDE project intends to support inclusive education and digital skills, improving the competences in digital social inclusion of social educators and social volunteers. Our project addresses social inclusion through the definition of a portfolio of Basic Digital Competences that are necessary for developing ICT-based social inclusion initiatives/services. More precisely, our project aims to: a) foster social inclusion improving the competences of social educators and social volunteers engaged in designing/implementing social inclusion initiative/projects (Priority: Social inclusion). b) enhance the support, participation, and learning activities of social educators and social volunteers engaged in inclusive education and digital social practices (Priority: Extending and developing educators' competences). c) improve social inclusions through digital innovation practices, innovative ICT-based methods and pedagogies, as well as online participatory models, where appropriate (Priority: Open education and innovative practices in a digital era)., ASIDE REPORT I (November 2019 - February 2020) | [Agreement Number: 2019-1-PL01-KA204- 065689]

Fen öğretimi bireylerin fen kavramlarını anlamalarını ve kendi hayatlarında bu fen kavramalarını karşılaştıkları problem durumlarında kullanmalarını öğretmeyi amaçlamaktadır. Yapılan çalışmalar öğrencilerin çoğunlukla soyut olan bu kavramaları anlamada ve günlük hayattaki olaylarla ilişkilendirmede zorluklar yaşadıklarını göstermektedir. Bu nedenle, fen kavramlarının anlaşılmasında, zor olarak algılanan konuların öğretilmesinde, öğrencilerin motivasyonlarını arttırıp derse aktif katılımlarını sağlayacak öğretim yöntem ve teknikleri ile öğretim materyallerine ihtiyaç duyulmaktadır. Bu araştırmada; fen bilimleri dersi 6.sınıf madde ve ısı ünitesinin öğretiminde eğitsel oyunları kullanmanın öğrencilerin akademik başarısı üzerine etkisinin araştırılması amaçlanmıştır. Araştırma Iğdır ili Tuzluca ilçesine bağlı bir köy ortaokulunda öğrenim gören 6. Sınıf öğrencileri ile 2015-2016 eğitim öğretim yılında yürütülmştür. Araştırmada, karma desen kullanılmıştır. Araştırmaya deney (N= 14) ve kontrol (N= 17) gruplarının başarı ön teste göre denk olduğu toplam 31 öğrenci katılmıştır. Çalışmada deney grubunda eğitsel oyun tekniğine dayalı öğretim yapılırken, kontrol grubunda ise mevcut programa uygun öğretim yapılmıştır. Çalışmada veri toplama aracı olarak İnal (2014) tarafından geliştirilen ve 30 sorudan oluşan 'Madde ve Isı Başarı Testi' uygulanmıştır. Ayrıca çalışmada nitel verilerin toplanmasında deney grubunda yer alan 8 öğrenci ile yarı yapılandırılmış görüşmeler yapılmıştır. Yapılan analizler sonucunda elde edilen bulgulara göre eğitsel oyun tekniği ile yapılan öğretimde öğrencilerin akademik başarılarında anlamlı fark tespit edilmiştir. Nitel bulgular sonucunda ise öğrencilerin daha önce derslerde eğitsel oyunlar oynamadıkları, derslerde eğitsel oyun oynamanın onlara keyifli, başarılı, yaratıcı gibi olumlu duygular hissettirdiği sonucuna ulaşılmıştır. The aim of science teaching is to help individuals understand the scientific concepts and use these concepts in daily life problems. Studies in the literature presented that students have difficulties in understanding these mostly abstract concepts and associating them with daily life events. Therefore, there is a need for teaching methods, techniques and materials that will enable students to understand scientific concepts that are perceived as difficult and enable them to participate actively to the courses by increasing students' motivation. The aim of the current study was to investigate the effect of using educational games while teaching substance and heat unit on academic achievement of 6th grade students. The study was conducted with 6th grade students studying in a village middle school in Tuzluca district of Iğdır province in 2015-2016 academic year. Mixed method design was used in the study. A total of 31 students participated in the study in which the experimental (N = 14) and control (N = 17) groups were equivalent in terms of achievement pre-test scores. In the study, teaching in the experimental group was based on educational games and in the control group it was made in accordance with the current program. In the study, 30 item `Matter and Heat Achievement Test` which was developed by İnal (2014) was applied. In addition, semi-structured interviews were conducted with 8 students in the experimental group to collect qualitative data. According to the findings, a significant difference was found in the academic achievement of the students in the experimental group where educational games were used. As a result of qualitative findings; it was concluded that the students did not play educational games in the lessons before, and playing educational games in the lessons made them feel positive, pleasant and successful. 112