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Holzer, Adrian
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Holzer, Adrian
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adrian.holzer@unine.ch
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Voici les éléments 1 - 10 sur 16
- PublicationRestriction temporairePromoting Computational Thinking Skills in Non-Computer-Science Students: Gamifying Computational Notebooks to Increase Student Engagement(2022)
; ; ; ; ; - PublicationAccès libreBringing Computational Thinking to non-STEM Undergraduates through an Integrated Notebook Application(2020-9-17)
; ; ; - PublicationMétadonnées seulementInstruction, Student Engagement and Learning Outcomes: A Case Study Using Anonymous Social Media in a Face-to-face Classroom(2020-5-18)
; Gillet, DenisWith the wide availability of mobile devices and the growing interest in social media, numerous applications have emerged to support student engagement in the classroom. There is conflicting evidence, however, on whether the engagement benefits of such applications outweigh their potential cost as a source of disaffection. To investigate these issues, this paper presents a case study on the usage of a social media app (SpeakUp) during a semester-long face-to-face university course, and its relations with the context and the learning outcomes. In this mixed-methods study, we gathered data from multiple sources (video recordings of the lessons, SpeakUp logs and messages, student questionnaires and course assessments) in order to extract self-reported and observable behavioral and emotional indicators. Our findings reveal that simple measures of behavioral engagement were insufficient to predict academic performance. Nevertheless, our models significantly improved using relatively simple and unobtrusive indicators of both behavioral and emotional engagement and disaffection. This study also points out that the mere introduction of social media in educational settings does not guarantee a positive impact on learning. To promote an effective use of social media in the classroom (raising engagement while avoiding disaffection), teachers need to design the learning activities aligning the use of social media with the learning goals. - PublicationAccès libreGamifying Knowledge Sharing in Humanitarian Organisations: A Design Science Journey(2020-2-2)
; ; - PublicationAccès libreICT Adoption in Executive Training for Development: Blending Digital and Physical Communication and Awareness ChannelsDigital capacity building is a key policy for states to meet the Sustainable Development Goals. This paper1 presents one of the actions carried out by the United Nations Conference on Trade and Development (UNCTAD) in collaboration with the Swiss Federal Institute of Technology in Lausanne (EPFL) to tackle the multifaceted digitization challenges in developing and transition economies by introducing blended learning in one of its flagship executive courses. The main outcome is the obvious but generally neglected importance of focusing on the added values, the competence de- velopment, and confidence building for all stakeholders to trigger adoption. These objectives are partially tackled by blending digital and physical communication and awareness channels in face-to-face executive training sessions.
- PublicationAccès libre
- PublicationAccès libreBlending Digital and Face-to-face Interaction using a Co-located Social Media App in the Classroom(2018-10-1)
; ; - PublicationAccès libreFostering 21st Century Skills through Interdisciplinary Learning Experiences(2018-9-17)
; - PublicationAccès libreDigitally Scaffolding Debate in the Classroom(2018-4-21)
; ; - PublicationMétadonnées seulement