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Developing a curriculum for teaching artificial intelligence literacy to educators
No full textThis paper addresses the burgeoning need for artificial intelligence (AI) literacy in the educational sector. We propose a novel curriculum designed to foster AI understanding among teachers. The curriculum is developed in collaboration with experts, drawing from a renowned competency model for AI literacy. It will first be implemented in a professional development course at the St. Gallen University of Teacher Education. The curriculum's effectiveness will be evaluated using a validated AI literacy test, also based on the same competency model. Additionally, a validated self-assessment scale for AI literacy will be employed for further evaluation. The presented study adopts a design-based research methodology, allowing for iterative development and evaluation of the curriculum. This approach ensures that the curriculum evolves through successive training cycles, integrating feedback and findings to enhance its relevance and impact. Moreover, the design-based research study aims to make significant contributions to practice and theory of AI literacy in education, addressing a critical gap in teacher professional development.Publishe
Natural processes and natureculture – A relational understanding of nature amongst local stakeholders in Swiss parks
No full textDiese Publikation erschien im Rahmen des PHSG-externen Projekts ValPar.CH .Various scholars have criticized that formal Western thinking was dichotomous and substantialist, leading to an alienation from nature and to its exploitation in industrialized societies. Critics argue that a relational turn towards a more holistic, process-based and relational approach to address the world would be an important step to overcome these problems. Such a relational turn involves a shift towards more flexible and inclusive concepts. We analyse ‘nature’ concepts of local stakeholders in Swiss nature parks to examine whether they contain any relational elements. Indeed, we found that all stakeholders interviewed see themselves as part of nature. Many reported how they experience nature in active processes and see nature as a collaborator and partner. Moreover, they do not strictly separate between natural and cultural elements in their environment. We conclude that a relational turn in environmental policy in Western countries could build on these relational elements in nature concepts of the local populationPublishe
The Space for Lovemaking in the Song of Songs
No full textThis essay explores spatial concepts in the Song of Songs. It starts with a threefold division of space: perceived space, conceived space and lived space based on Lefebvre’s spatial theory, which is applied to the Song of Songs. First, the perceived space, the physical space of the protagonists, is discussed. Second, the essay focuses on the conceived space, culture and ideology as experienced by the woman and the man. Public and pri- vate space is explored in its various locations, and it is pointed out how this shapes the relationship between the protagonists. Third, the lived space as the embodied experience of the perceived and conceived spaces is addressed. Here, the liminal spaces, those that are between private and public, are of particular importance. Here, the lived space experienced by the woman and the man expresses a supra-temporal moment that gives these texts a lasting appeal. This happens when the man crosses the boundary into the woman’s private space and loses his freedom through the wom- an’s eroticism. Here, lovemaking is the climax. The culturally conditioned allocation of roles merges into a new perceived unity, which is accompa- nied by metaphors of loss of control, of happiness, of consummation, and of drunkenness.Metadaten basierend auf u:cris der Universität Wien (vgl. https://ucrisportal.univie.ac.at/de/persons/stefan-fischer/) - zur Verfügung gestellt durch das u:cris-Team.Publishe
Research trajectories on the interplay of L2 teachers’ language aptitude and their students’ L2 learning development.
No full textThe extent and pace at which an individual acquires an L2 in an instructional setting depends on multiple individual difference variables and environmental factors. Language aptitude (LA) is considered a key component of L2 learning success (Stansfield & Winke, 2008), correlating with general L2 proficiency at around .50 and explaining roughly 25% of the variance (Berthele & Udry, 2021; Li, 2016, 2019). While traditionally conceptualised as a stable ability (Carroll, 1993; Skehan, 1998), recent research has shown that LA may develop with increasing experience (Eisenstein, 1980; Grigorenko et al., 2000; McLaughlin, 1990; Sáfár & Kormos, 2008). Teachers’ dispositions are equally crucial for L2 learning (Hattie, 2023; Seidel, 2014). Good teachers can significantly impact their students’ learning progress (Rivkin et al., 2005), and meta-analytic results show that teachers are an important source of variance in their learners’ development (Hattie, 2009). In the L2 classroom, teachers’ language competences (TLC, cf. Rütti-Joy, 2022) are an important predictor for their students’ L2 attainment (Burke, 2015; Elder & Kim, 2014; Kuster et al., 2014; Rütti-Joy, 2022). Further critical elements include teachers’ professional knowledge (Shulman, 1986, 1987), pedagogical beliefs, values and thinking (Öztürk & Yıldırım, 2015; Richards, 2010), and teachers’ prior language learning experience (Borg, 2006). From the perspectives of socio-constructivist learning theory, lifelong learning (cf. Billett, 2018; Poquet & de Laat, 2021) and continuous professional development (Billett, 2018; Kuster et al., 2014), L2 teachers remain L2 learners who continuously develop their L2 abilities, learning capabilities, and teaching competences. Based on the premises that 1) prior L2 learning experience can influence 1a) LA scores, 1b) TLC, and 1c) L2 teaching effectiveness, and that 2) TLC can influence 2a) L2 teaching effectiveness, the question arises in what ways these variables interconnect, and whether teachers’ LA scores correlate with their learners’ L2 development. This poster presentation outlines a correlational study that seeks to investigate the following research questions:
RQ1: What correlations can be identified between L2 teachers’ LA scores, TLC, and their learners’ L2 development?
RQ2: To what extent is the LA construct measured on the sample malleable?
RQ3: To what extent does teaching quality mediate L2 teachers’ and their learners’ LA and L2 proficiency over the course of one academic year?
Adolescent upper secondary school students and their respective teachers (adult “learners”) constitute the sample for this study. Teachers’ and learners LA’ scores and L2 proficiency and TLC, respectively, are to be measured at the beginning (t1) and at the end of the school year (t2). In addition, a student questionnaire on teaching quality (Fauth et al., 2019) and a teacher questionnaire on applied teaching materials and methods are to be administered at t2 to control for some of the potential moderating variables. Correlational analyses are to be conducted post data collection. This poster outlines the state of the current research on the present research desideratum and deducts the rationale and study design of the envisaged study.Publishe
Dimensionality of instructional quality in physical education. Obtaining students’ perceptions using bifactor exploratory structural equation modeling and multilevel confirmatory factor analysis
No full textBackground: In research on instructional quality, the generic model of the three basic dimensions is an established framework, which postulates that the three dimensions of classroom management, student support and cognitive activation represent quality characteristics of instruction that can be generalized across subjects. However, there are hardly any studies that examine if the three basic dimensions model could represent a suitable approach to measure instructional quality in physical education. Based on an extended model of the basic dimensions, a measurement model of instructional quality for physical education is presented, which integrates different theoretical approaches from the fields of educational and psychological research as well as different subfields of sports science in order to test the factorial structure of the corresponding measurement model.
Methods: 1,047 students from 72 seventh to ninth grade classes from different German-speaking Swiss cantons participated in the study. The conceptualization of the instrument is based on a hybrid approach that integrates generic and subject-specific characteristics. The simultaneous analysis at the individual and class level using MCFA was supplemented by more complex methodological techniques within the relatively new B-ESEM framework at the individual level.
Results: The postulated five-factor structure was initially tested using ICM-CFA and showed a good model fit (e.g., χ2/df = 2.32, RMSEA = 0.03, CFI = 0.97, TLI = 0.97, SRMR = 0.04). MCFA revealed a differential factorial structure at both levels of analysis with five factors at the individual level and four factors at the class level (e.g., χ2/df = 2.23, RMSEA = 0.03, CFI = 0.96, TLI = 0.96, SRMR within = 0.04, SRMR between = 0.10). ESEM and B-ESEM outperformed the ICM-CFA and showed an excellent model fit (B-ESEM: χ2/df = 1.19, RMSEA = 0.01, CFI = 1.00, TLI = 1.00, SRMR = 0.01). Inter-factor correlations and factor loadings are largely in line with expectations, indicating arguments for construct validity.
Discussion: The study represents a substantial contribution in linking physical education and the generic research on instructional quality. Overall, strong arguments for the factorial structure of the measurement model were demonstrated. The study can be interpreted as a first step in a multi-step procedure in terms of further validity arguments.Schweizerischer NationalfondsAccepte
Virtual Reality im allgemeinbildenden Unterricht: Auf der Suche nach Wohnungsmängeln
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From Studying the Timing of Policy Adoption to Examining the Lifespan of SAWA Policies: A multilevel Analysis.
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Professionalisation of foreign language teachers
No full textEuropean Centre for Modern Languages of the Council of EuropePublishe