Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | 2024 IEEE 3rd German Education Conference |
| Untertitel | GECon |
| Herausgeber (Verlag) | Institute of Electrical and Electronics Engineers Inc. |
| Seitenumfang | 6 |
| ISBN (elektronisch) | 9798350355758 |
| ISBN (Print) | 979-8-3503-5576-5 |
| Publikationsstatus | Veröffentlicht - 5 Aug. 2024 |
| Veranstaltung | 3rd IEEE German Education Conference, GECon 2024 - Munich, Deutschland Dauer: 5 Aug. 2024 → 7 Aug. 2024 |
Abstract
The concept of action orientation is based on the constructivist approach and encourages learner activation. This allows learners to construct their own cognitive structures and utilize educators as a resource in the learning process. Consequently, the role of the educator shifts, becoming more of an advisor and moderator than a provider of knowledge. This shift is not explicitly considered in the conventional action-oriented model. Therefore, there is a gap in the modeling of the concept. This paper introduces the concept of action orientation and adds a layer of support and layer of reflection to address the aforementioned gap. Furthermore, the paper demonstrates through an illustrative example the feasibility of implementing the extended model in academic courses.
ASJC Scopus Sachgebiete
- Informatik (insg.)
- Informatik (sonstige)
- Informatik (insg.)
- Artificial intelligence
- Informatik (insg.)
- Angewandte Informatik
- Ingenieurwesen (insg.)
- Ingenieurwesen (sonstige)
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
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- BibTex
- RIS
2024 IEEE 3rd German Education Conference: GECon . Institute of Electrical and Electronics Engineers Inc., 2024.
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
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TY - GEN
T1 - Extended Model of Action Orientation in Academic and Non-Academic Education
AU - Jambor, Thomas N.
N1 - Publisher Copyright: © 2024 IEEE.
PY - 2024/8/5
Y1 - 2024/8/5
N2 - The concept of action orientation is based on the constructivist approach and encourages learner activation. This allows learners to construct their own cognitive structures and utilize educators as a resource in the learning process. Consequently, the role of the educator shifts, becoming more of an advisor and moderator than a provider of knowledge. This shift is not explicitly considered in the conventional action-oriented model. Therefore, there is a gap in the modeling of the concept. This paper introduces the concept of action orientation and adds a layer of support and layer of reflection to address the aforementioned gap. Furthermore, the paper demonstrates through an illustrative example the feasibility of implementing the extended model in academic courses.
AB - The concept of action orientation is based on the constructivist approach and encourages learner activation. This allows learners to construct their own cognitive structures and utilize educators as a resource in the learning process. Consequently, the role of the educator shifts, becoming more of an advisor and moderator than a provider of knowledge. This shift is not explicitly considered in the conventional action-oriented model. Therefore, there is a gap in the modeling of the concept. This paper introduces the concept of action orientation and adds a layer of support and layer of reflection to address the aforementioned gap. Furthermore, the paper demonstrates through an illustrative example the feasibility of implementing the extended model in academic courses.
KW - action orientation
KW - fundamentals of electrical engineering
KW - introductory study phase
UR - http://www.scopus.com/inward/record.url?scp=85210583347&partnerID=8YFLogxK
U2 - 10.1109/GECon62014.2024.10734034
DO - 10.1109/GECon62014.2024.10734034
M3 - Conference contribution
AN - SCOPUS:85210583347
SN - 979-8-3503-5576-5
BT - 2024 IEEE 3rd German Education Conference
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 3rd IEEE German Education Conference, GECon 2024
Y2 - 5 August 2024 through 7 August 2024
ER -