Examinando por Autor "Dziabenko, Olga"

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    Experiencia española en el proyecto Go-Lab
    (Universidad Autónoma de Barcelona = Universitat Autònoma de Barcelona, Departament de Pedagogia i Didactica, Servicio de Publicaciones = Servei de Publicacions, 2020-07-20) Menchaca Sierra, Iratxe; Dziabenko, Olga; García-Zubía, Javier
    El proyecto Go-Lab está financiado dentro del Programa FP7 de la Unión Europea y su principal objetivo es fomentar el área STEM en alumnos jóvenes preuniversitarios. Cuenta con una veintena de socios de más de 15 países y se articula en tres grandes ejes: pedagogía, tecnología y despliegue en centros educativos. Pedagógicamente se basa en el aprendizaje por indagación (Inquiry Based Learning [IBL]), aspecto que desarrolla utilizando laboratorios en línea, ya sean virtuales o remotos, para obtener el mayor efecto en profesores y alumnos de secundaria y bachiller. La aportación española ha sido la más relevante en lo que se refiere al despliegue del ecosistema Go-Lab en colegios, puesto que supone cerca de un 25% del total de profesores que lo desarrollan y lo implementan en sus centros de enseñanza. Go-Lab se ha extendido a un total de 281 escuelas españolas. Se ha observado que las aplicaciones de dicho ecosistema facilitan la experiencia necesaria a los alumnos, de manera que estos puedan ser protagonistas de su aprendizaje desde un rol creador e investigador, lo que promueve el acercamiento juvenil a las disciplinas STEM.
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    The first year of the "open discovery of stem laboratories" (ODL) project
    (Institute of Physics Publishing, 2018-09) Persano Adorno, Dominique; Pizzolato, Nicola; Fazio, Claudio; Battaglia, Onofrio Rosario; Dziabenko, Olga; Tsourlidak, Eleftheria; Volungevičiėnė, Airina; Žvinienė, Vida; Lõssenko, Jüri
    The Open Discovery of STEM Laboratories (ODL) project, co-funded by the European Community Erasmus + KA2 program for 30 months, starting from November 2015, involves five countries: Spain, Italy, Greece, Estonia and Lithuania. It aims to implement teacher collaboration in creating and using μMOOCs (very short version of MOOCs-Massive Open Online Courses) for encouraging the use of STEM (Science, Technology, Engineering and Mathematics) remote/virtual laboratories into lessons. The challenge of the project is to impact on teaching process and inspire pedagogical innovation and modernization by means of open education resources, teaching/learning tools and best practices provided by European educators via the ODL platform. The ODL project consists of different phases: the setting up of the pedagogical scenarios for the design and creation of the μMOOCs, their embedding in school environments and their dissemination to a wide EU audience. The strong points of the project rely on the opportunity for teachers of improving both digital skills and pedagogical competences, experiencing international collaborative work and having the availability of attractive open education resources in national languages, helpful to design creative lessons on STEM topics. In this contribution we present the ODL project and the results obtained in the first year of its activity. In particular, we discuss the difficulty to identify the pedagogical scenarios to be adopted to create suitable μMOOCs for physics education, able to increase student ability to solve real-life problems. The benefits of adopting inquiry-based approaches, differentiated by the amount of information and teacher guidance provided to students (confirmation, structured/guided and elicited/open inquiry), will be discussed and compared.
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    Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
    (Springer, 2021-01-11) Jong, Ton de; Gillet, Denis; Rodríguez Triana, María Jesús; Hovardas, Tasos; Dikke, Diana; Doran, Rosa; Dziabenko, Olga ; Koslowsky, Jens; Korventausta, Miika; Law, Effie; Pedaste, Margus; Tasiopoulou, Evita; Vidal, Gérard; Zacharia, Zacharias
    Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.
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    WebLab-Deployer: exporting remote laboratories as SaaS through federation protocols
    (IEEE, 2013) Orduña Fernández, Pablo; Larrakoetxea, Xabier; Buján Carballal, David; Angulo Martínez, Ignacio; Dziabenko, Olga; Rodríguez Gil, Luis; López de Ipiña González de Artaza, Diego; García-Zubía, Javier
    During the last decade, remote laboratories have been extensively used as a primary learning tool in many universities around the world. However, today most of the remote laboratories are still only used by the same institution that provides or even develops them, or by direct partners in federated environments. There are two ways to support this type of federation: a) using a federated authentication system such as Shibboleth or b) installing a remote laboratory management system that supports federation natively. In both cases, the consumer institution must go through a process of deployment or complex configuration. This contribution explores providing access to laboratories using a Cloud Computing approach, considering the federated environments that do not have laboratories attached as a SaaS (Software as a Service) system. This approach not only makes adoption by other institutions easier, but also benefits from the existing features provided by Cloud Computing, such as elasticity to reuse the same resources for different institutions to balance the load