Reflections on the Relationship Between Cybernetic Pedagogy, Cognitive Science &amp; Language

Aberšek, Boris; Dolenc, Kosta; Aberšek, Metka Kordigel; Pisano, Raffaele

doi:10.15823/p.2014.028

Cited by 3 publications

(3 citation statements)

References 12 publications

(6 reference statements)

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“…In practice, this means that a wide range of didactic games protects the student’s cognitive processes from excessive formalization and dogmatization. The phenomenological method , which enables us to determine the ontological conditions of the mental constitution of the individual student as learning subject (Davidovitch et al, 2008; Saevi, 2017). The systems approach , which enables us to consider the pedagogical processes of learning and instruction in the hydraulics disciplines as a complex dynamic system with a wide variety of structural, functional, structural–functional, integral and dynamic parameters (Aberšek et al, 2014; Battersby et al, 1984; Dougherty, 2013; Jaber and Bonney, 1996; Mayer, 2017; Rahmandad et al, 2009). Social constructivism , which enables us to analyse the process of hydraulics teaching in the context of a combination of sociocultural codes and factors that influence the student’s consciousness and behaviour (Kitto, 2010; Marginson and Dang, 2016; Piaget, 1950; Vygotsky, 1986; Vodzinský, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…The systems approach , which enables us to consider the pedagogical processes of learning and instruction in the hydraulics disciplines as a complex dynamic system with a wide variety of structural, functional, structural–functional, integral and dynamic parameters (Aberšek et al, 2014; Battersby et al, 1984; Dougherty, 2013; Jaber and Bonney, 1996; Mayer, 2017; Rahmandad et al, 2009).…”

Section: Methodsmentioning

confidence: 99%

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Didactic games as student-friendly tools for learning hydraulics in a technical university’s undergraduate curriculum

Liuta

Perig

Afanasieva

et al. 2019

Industry and Higher Education

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This article reports research into the didactic processes of a creative gamified learning process for hydraulics in an undergraduate technical university curriculum, enhanced by industry collaboration. It is based on the use of educational theories of didactic transposition, competency building, learning gamification and emotional intelligence. It is shown that improvement in a student’s motivation with regard to the creative learning of hydraulics in an undergraduate curriculum can be achieved through the competitive writing of original stories, tales, poems and songs that illustrate the basic concepts of hydraulics, fluid mechanics and hydraulic drive machinery. This simple humanized and student-centred study, focused on creativity, is significant for the international community of educators in view of the increasing need to provide undergraduates in university communities with both strong creative and sustainable technical abilities.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Didactic games as student-friendly tools for learning hydraulics in a technical university’s undergraduate curriculum

Liuta

Perig

Afanasieva

et al. 2019

Industry and Higher Education

View full text Add to dashboard Cite

show abstract

“…New levels and novel stages of memory development are mainly associated with educational implementations of new socio-cultural tools and techniques as well as with new approaches to student educational activity and, in lesser degree, to the mental state of student's psychic functions (Kostikov et al, 2017;. (Aberšek et al, 2014), Barry et al (Barry et al, 2017), Bosch et al (Bosch, Gascón, 2006), Champagne et al (Champagne et al, 1980), Chen (Chen, 2017), Chevallard et al (Chevallard, 1985;Chevallard, Bosch, 2014), Coolen et al (Coolen et al, 2005), Davidovitch et al (Davidovitch et al, 2008), Doi et al (Doi et al, 2010), Donner (Donner, 2005), Enelund et al (Enelund et al, 2013), Finch et al (Finch et al, 2018), Foster et al (Foster et al, 2018), Fox et al (Fox et al, 2015), Gerstner et al (Gerstner et al, 2014), Gibbons et al (Gibbons, Langton, 2016), Heersmink et al (Heersmink, Carter, 2017;Heersmink, 2018), Jaber et al (Jaber, Bonney, 1996;Jaber, Bonney, 1997;Jaber et al, 2013), Kang et al (Kang, Kilpatrick, 1992), Kangas et al (Kangas et al, 2017), Klisinska (Klisinska, 2009), Kostikov et al (Kostikov et al, 2017), Mallot (Mallot, 2013), Mayer (Mayer, 2014;Mayer, 2015;Mayer, 2016;Mayer, 2017), Murre et al (Murre, Chessa, 2011), Nelson et al (Nelson et al, 2015), Nomura et al (Nomura, Asai, 2011), O'Connor (O'Connor, 2004), Omar (Omar, 2014), , Piaget (Piaget, 1950(Piaget, ...…”

Section: Concerning Memory Concepts In Didactic Transposition Theorymentioning

confidence: 99%

Hydraulic Analogy Method for Phenomenological Description of the Learning Processes of Technical University Students

2018

European Journal of Contemporary Education

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A physical process analogy of the learning process was studied using a hydraulic method. Detailed educational guidance describing applied pedagogical concepts for technical instructors of the civil, mechanical, chemical and materials engineering disciplines was formulated. A unified engineering-friendly formulation of learning processes using a direct analogy of civil, mechanical, chemical and materials engineering physical processes was developed. Generalized expressions were proposed for an approximate description of learning processes in the educational curriculum in the form of hydraulic processes in civil, mechanical, chemical and materials engineering practice. It was shown that it is possible to intensify students' attention to the studied technical material through a step-by-step building of a proposed analogy between hydraulic and learning processes, which is based on the similarity between corresponding mathematical models for both processes. Hard-working students have the prime educational problem of managing the growing overload and holding in their memory a cumbersome quantity of studied material in technical, social and human sciences. The author-proposed educational approach provides a better simultaneous understanding of both hydraulics and didactics by acquiring new inter-disciplinary practical knowledge, which helps learners plan an optimal scientific-based mode for effective study and selfstudy of educational material. This educational research helps students to remember that it is impossible to learn the studied material at the required level of understanding with a single onetime acquaintance without multiple reviews and repetitions.

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A Multi-Faceted Exploration Incorporating Question Difficulty in Knowledge Tracing for English Proficiency Assessment

Kim,

Koo,

Lim

2023

Electronics

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Knowledge tracing (KT) aims to trace a learner’s understanding or achievement of knowledge based on learning history. The surge in online learning systems has intensified the necessity for automated measurement of students’ knowledge states. In particular, in the case of learning in the English proficiency assessment field, such as TOEIC, it is required to model the knowledge states by reflecting on the difficulty of questions. However, previous KT approaches often overly complexify their model structures solely to accommodate difficulty or consider it only for a secondary purpose such as data augmentation, hindering the adaptability of potent and general-purpose models such as Transformers to other cognitive components. Addressing this, we investigate the integration of question difficulty within KT with a potent general-purpose model for application in English proficiency assessment. We conducted empirical studies with three approaches to embed difficulty effectively: (i) reconstructing input features by incorporating difficulty, (ii) predicting difficulty with a multi-task learning objective, and (iii) enhancing the model’s output representations from (i) and (ii). Experiments validate that direct inclusion of difficulty in input features, paired with enriched output representations, consistently amplifies KT performance, underscoring the significance of holistic consideration of difficulty in the KT domain.

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Reflections on the Relationship Between Cybernetic Pedagogy, Cognitive Science & Language

Cited by 3 publications

References 12 publications

Didactic games as student-friendly tools for learning hydraulics in a technical university’s undergraduate curriculum

Didactic games as student-friendly tools for learning hydraulics in a technical university’s undergraduate curriculum

Hydraulic Analogy Method for Phenomenological Description of the Learning Processes of Technical University Students

A Multi-Faceted Exploration Incorporating Question Difficulty in Knowledge Tracing for English Proficiency Assessment

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