Pedagogy, Didactics and Educational Technologies: Research Experiences and Outcomes in Enhanced Learning and Teaching at Cadi Ayyad University (Lecture Notes in Educational Technology)

✍ Scribed by Khalid Berrada (editor), Daniel Burgos (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 190
• Category: Library

✦ Synopsis

This book presents an overview on ten years of rich experience and innovative development of scientific research around pedagogy, didactics and educative technologies at Cadi Ayyad University. From active learning in traditional teaching to technology enhanced learning, many efforts have been done so far by both researchers and PhD students making from Science Education an essential pillar that should bring innovative solutions and improve quality in teaching and learning in classes. 13 different topics have been selected and converted to chapters summarizing a decennia of active and open research works at the university. The selected chapters are a compilation of initiatives of research that Cadi Ayyad University team’s are developing and experimenting among students. This compilation is unique in the field and country, so that it provides a innovative view on how some key topics are addressed in Higher Education.

✦ Table of Contents

Contents
1 10 Years of Research at Cadi Ayyad University: Pedagogical Innovation to Cross Borders in Education
1 Introduction
2 How Has UCA Faced the Challenges?
3 Development of Research in Educational Innovation at UCA
4 Conclusion
References
2 Active Learning—A Pedagogy Towards Rational Thinking
1 Introduction
2 Active Learning: Towards a More Interactive Pedagogy
2.1 Traditional Teaching Versus Active Learning
2.2 Are We Ready for Active Learning?
3 Active Learning Laboratories and Interactive Lecture Demonstrations
3.1 New Form of Lecture-Based Learning
3.2 Interactive Lecture Demonstrations
4 UNESCO’S ALOP
4.1 PODS Learning Cycle
4.2 UNESCO Active Learning Projects
5 Conclusion
References
3 Promoting Experimental Education with Microcomputer-Based Laboratory: The Case of MicroLab ExAO
1 Teaching Science and Technology
2 Inquiry-Based Practical Work
3 Experimental Education
4 Microcomputer-Based Laboratory
5 Microlab ExAO Project
6 Measuring System of Microlab MBL
7 Designing Inquiry-Based Experiments
8 Conclusion
References
4 Open Educational Resources as a Global Solution for Wider Class Courses
1 Introduction
2 OER as a Solution for Wider Class Courses
3 OER in Morocco
4 Initiatives Launched by the Cadi Ayyad University to Support the Adoption of OER
4.1 UC@MOOC Initiative
4.2 OpenMed Project
4.3 FormaREL Project
4.4 Dirassati Project
4.5 EXPERES Project
4.6 UCA Digital Campus
5 Analysis
6 Discussion
7 Conclusion
References
5 Blended Learning as the Best Scenario for Institutions Affected by Massification
1 Introduction
2 Massification at UCA
2.1 Initiatives Launched by UCA to Face Massification
3 Blended Learning as the Best Solution to Deal with Massification in Universities
3.1 Definition of Blended Learning
3.2 UCA’s Course Hybridisation Strategy
4 Discussion
5 Conclusion
References
6 The University Strategic Plan to Face Disruptive Classes During the Covid-19 Pandemic
1 Introduction
2 E-Learning Initiatives at UCA
2.1 Video Conferencing and Audiovisual Broadcasting
2.2 LMS Platforms
3 E-TP Scientific Research Development and ICT in Science Educational Pedagogy
4 Cadi Ayyad’s Strategy to Face Disruptive Classes
4.1 UCA E-Campus
4.2 Example of a Physics Model (Geometrical Optics)
5 Conclusion
References
7 From MOOCs to OER: A Case Study of the “Maroc Université Numérique” Initiative
1 Introduction
2 Background
3 Mooc—Societal Implications of Neuroscience
3.1 Content and Structure
3.2 Delivery
4 MOOC Physical Optics (Optique Physique)
4.1 Content and Structure
4.2 Delivery
5 Mooc Open Educational Resources: Approaches and Fundamentals
5.1 Content and Structure
5.2 Delivery
6 Discussions
7 Conclusion
References
8 Motives to Attend Entrepreneurship MOOC: Lessons Drawn from the Experience of Ph.D. Students at University Cadi Ayyad
1 Introduction
2 Moocs and Entrepreneurship MOOCs at UCA
3 Methodology
4 Findings
4.1 Profile of Participants in “Désir Entreprendre” MOOC
4.2 Ph.D. Students’ Motivations to Enrol in “Désir D’entreprendre” MOOC
5 Discussion and Conclusion
References
9 Personalised Learning Paths for Smart Education: Case Studies from Cadi Ayyad University
1 Introduction
2 Literature Review
2.1 Smart Education
2.2 Artificial Intelligence
2.3 Learning Styles Models
3 The Proposed Smart Learning Framework
3.1 System Architecture
3.2 Personalised Online Learning Paths
4 Evaluations and Results
5 Conclusions and Perspectives
References
10 Towards Adaptive Teaching Through Continuous Monitoring of Students’ Learning Using Artificial Intelligence and the Internet of Things
1 Introduction
2 First-Gen Technology-Enabled SRS
2.1 Clickers
2.2 Smartphones
2.3 Social Media
3 Next-Gen Artificial Intelligence in Education
3.1 Ethical Considerations
3.2 Applications
3.3 Trends and Challenges
4 An Ambient Srs
4.1 System Overview
4.2 Learning Indicators
5 Conclusion
References
11 Impact of Using Smart Learning Platforms in E-learning on Student Achievement
1 Introduction
2 Proposed Work
2.1 Importance of the Study
2.2 Objectives of the Study
2.3 Study Terminology
2.4 The Importance of Multimedia
2.5 Obstacles to Using Tools and Smart Platforms in Education
3 Method and Procedures
3.1 Strategy
3.2 Dataset
3.3 Tools
3.4 Believe Tool
3.5 Device Stability
3.6 Design
4 Results of the Study
5 Discussion and Conclusion
References
12 Dynamic Collaborative Learning Based on Recommender Systems and Emergent Collective Intelligence in Online Learning Communities
1 Introduction
2 Recommender Systems in Education
2.1 Recommender System in Computer Environments for Human Learning
2.2 Graph-Based Recommender System
3 Online Learning Communities
4 Collective Intelligence
4.1 Collective Intelligence in Online Communities
5 Use-Case of Pedagogical Resources Recommendation to Improve Learning Within Online Communities
6 Conclusion and Perspectives
References
13 Impact of Choices Made at the Summative Evaluation on the Teacher’s Practice: Case of Teaching Mathematics at the Last Year of High School
1 Introduction and Presentation of Research Questions
2 Analysis of the Institutional Context of the Summative Evaluation
2.1 Abolition of Repeating Grades
2.2 Organisation of Summative Evaluation
2.3 Organisation of the Teacher’s Work
3 Analysis of the Operationalisation of the Summative Evaluation
3.1 TIMSS Methodology for the Assessment of Mathematical Learning
3.2 Methodology for the Assessment of Mathematical Skills at the Moroccan “Baccalaureat”
4 Analysis of the “Baccalauréat” Exams
5 Conclusions
References
14 The Impact of Ict on Teaching by Procedural Simulation
1 Introduction
2 Methodology
2.1 Study Types
2.2 Study Environment
2.3 Target Group and Study Sample
2.4 Data Collection
2.5 Data Analysis
2.6 Ethical Considerations
3 Results and Discussions
3.1 Session Progression
3.2 Student Perception
4 Conclusion
References