Top

Journal of Computing in Higher Education

Published in:

01-12-2016

A study on the use of a metadata schema for characterizing school education STEM lessons plans by STEM teachers

Authors: Panagiotis Zervas, Eleftheria Tsourlidaki, Yiwei Cao, Sofoklis Sotiriou, Demetrios G. Sampson, Nils Faltin

Published in: Journal of Computing in Higher Education | Issue 3/2016

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Online labs (OLs) constitute digital educational tools which can have a significant role in supporting science, technology, engineering and mathematics (STEM) teachers in their daily teaching practice. Designing STEM lessons supported by specific OLs is a challenging task and thus, it is useful for STEM teachers to be able to share their lesson plans in a way that these can be effectively searched by others. The most common way to facilitate this process is (a) to characterize the lesson plans with appropriately selected educational metadata and (b) to build a web repository that collects the metadata records of the lesson plans (following a common metadata schema) and offers search and retrieval functionalities. In our previous work, a metadata schema that can be used for characterizing STEM lesson plans supported by OLs has been proposed. The scope of this paper is to complement the findings of our previous work and present the technical implementation of the proposed metadata schema via a web-based repository, namely the Go-Lab repository and a study on the real usage of the metadata schema’s elements through the analysis of the lesson plans’ metadata records that have been published to this repository by STEM teachers.

previous article Postgraduate students’ level of dependence on supervisors in coping with academic matters and using digital tools

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P.W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longma.

Balamuralithara, B., & Woods, P. C. (2009). Virtual laboratories in engineering education: The simulation lab and remote lab. Computer Applications in Engineering Education, 17(1), 108–118.CrossRef

Battigelli, S., & Sugliano, A. M. (2009). Lesson plan archiviation: Metadata and Web 2.0 applications. Journal of e-Learning and Knowledge Society, 5(3), 59–67.

Cao, Y., Govaerts, S., Dikke, D., Faltin, N., & Gillet, D. (2014). Helping each other teach: Design and realisation of a social tutoring platform. In Journal of Immersive Education (JiED)—proceedings of 4th European immersive education summit, immersive education initiative, Austria.

Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.

Dagienė, V., & Kubilinskienė, S. (2010). Technology-based lesson plans: Preparation and description. Informatics in Education-An International Journal, 9(2), 217–228.

De Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305–308.CrossRef

De Jong, T., Sotiriou, S., & Gillet, D. (2014). Innovations in STEM education: The Go-Lab federation of online labs. Smart Learning Environments, 1(1), 1–16.CrossRef

Dikke, D., Tsourlidaki, E., Zervas, P., Cao, Y., Faltin, N., Sotiriou, S., & Sampson, D (2014). GoLabz: Towards a federation of online labs for inquiry-based science education at school. In Proceedings of the international conference on education and learning (EDULEARN14), pp. 3238–3248.

Dong, L., Marshall, J., & Wang, J. (2009). A web-based collaboration environment for k-12 math and science teachers. In Proceedings of the 39th IEEE conference on frontiers in education (FIE’09), pp. 1–6.

Geelan, D. R., & Fan, X. (2014). Teachers using interactive simulations to scaffold inquiry instruction in physical science education. In J. Gilbert & B. Eilam (Eds.), Science Teachers’ use of visual representations (pp. 249–270). Dordrecht: Springer.

Gomes, L., & Bogosyan, S. (2009). Current trends in remote laboratories. IEEE Transactions on Industrial Electronics, 56(12), 4744–4756.CrossRef

Govaerts, S., Cao, Y., Vozniuk, A., Holzer, A., Zutin, D. G., Ruiz, E. S. C., Bollen, L., Manske, S., Faltin, N., Salzmann, C., Tsourlidaki, E., & Gillet., D. (2013). Towards an online lab portal for inquiry-based stem learning at school. In Proceedings of the international conference on web-based learning – ICWL 2013, (pp. 244–253). Springer, Berlin.

Harlen, W. (Ed.). (2010). Principles and big ideas of science education. Herts: Association for Science Education.

Heintz, M., Law, E. L.-C., Govaerts, S., Holzer, A., & Gillet, D (2014). Pdot: Participatory design online tool. In CHI ‘14 extended abstracts on human factors in computing systems (CHI EA ‘14). ACM, New York, NY, pp. 2581–2586.

Heintz, M., Law, E. L. C., Manoli, C., Zacharia, Z., & van Riesen, S. A. (2015). A survey on the usage of online labs in science education: Challenges and implications.

IEEE Learning Technology Standards Committee (LTSC). (2005). Final standard for learning object metadata. IEEE Learning Technology Standards Committee. http://ltsc.ieee.org/wg12/. Accessed 21 December 2015.

Ochoa, X., & Duval, E. (2009). Automatic evaluation of metadata quality in digital repositories. International Journal on Digital Libraries, 10(2–3), 67–91.CrossRef

Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A., Kamp, E. T., et al. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47–61.CrossRef

Renear, A. H., Sacchi, S., & Wickett, K. M. (2010). Definitions of dataset in the scientific and technical literature. Proceedings of the American Society for Information Science and Technology, 47(1), 1–4.CrossRef

Sayary, A. M. A., Forawi, S. A., & Mansour, N. (2015). STEM education and problem-based learning. In R. Wegerif, L. Li, & J. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking (pp. 357–368). NY: Routledge.

Tsourlidaki, E., Zervas, P., Sotiriou S., & Sampson, D. (2015). An investigation with European school teachers on how to characterize virtual and remote labs. In Proceedings of the 6th IEEE international conference on engineering education towards excellence and innovation 2015 (EDUCON2015).

Van Es, R., & Koper, R. (2006). Testing the pedagogical expressiveness of IMS LD. Educational Technology & Society, 9(1), 229–249.

Wang, C.-Y., Wu, H.-K., Lee, S. W.-Y., Hwang, F.-K., Chang, H.-Y., Wu, Y.-T., et al. (2014). A review of research on technology-assisted school science laboratories. Educational Technology & Society, 17(2), 307–320.

Wiggins, G., & McTighe, J. (1999). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Zervas, P., Kalamatianos, A., Tsourlidaki, E., Sotiriou, S., & Sampson, D. (2014). A methodology for organizing virtual and remote laboratories. In D. G. Sampson, D. Ifenthaler, J. M. Spector, & P. Isaias (Eds.), Digital systems for open access to formal and informal learning (pp. 235–255). Berlin: Springer.

Zervas, P., Sergis, S., Sampson, D., & Fyskilis, S. (2015a). Towards competence-based learning design driven remote and virtual labs recommendations for science teachers. Technology, Knowledge and Learning, 20(2), 185–199.CrossRef

Zervas, P., Tsourlidaki, E., Sotiriou, S., & Sampson, D. (2015a). Towards a metadata schema for characterizing lesson plans supported by virtual and remote labs in school education. In Proceedings of the IADIS 12th international conference on cognition and exploratory learning in digital age (CELDA2015).

Title: A study on the use of a metadata schema for characterizing school education STEM lessons plans by STEM teachers
Authors: Panagiotis Zervas
Eleftheria Tsourlidaki
Yiwei Cao
Sofoklis Sotiriou
Demetrios G. Sampson
Nils Faltin
Publication date: 01-12-2016
Publisher: Springer US
Published in: Journal of Computing in Higher Education / Issue 3/2016
Print ISSN: 1042-1726
Electronic ISSN: 1867-1233
DOI: https://doi.org/10.1007/s12528-016-9113-1

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Other articles of this Issue 3/2016

Digital systems supporting cognition and exploratory learning in twenty-first century: guest editorial

Postgraduate students’ level of dependence on supervisors in coping with academic matters and using digital tools

Comparing learner community behavior in multiple presentations of a Massive Open Online Course

Collaboration, multi-tasking and problem solving performance in shared virtual spaces

How does self-regulated learning relate to active procrastination and other learning behaviors?

Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct

Premium Partner