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See detailFactors Affecting the Implementation of Computational Thinking in the Curriculum
Hennico, Jeff; Reuter, Robert UL; Weinberger, Armin

Scientific Conference (2021, November 24)

Computational thinking (CT) in fundamental education is an emerging topic in research about educational policies and practices around the globe. In Luxembourg, CT was introduced as a learning topic in ... [more ▼]

Computational thinking (CT) in fundamental education is an emerging topic in research about educational policies and practices around the globe. In Luxembourg, CT was introduced as a learning topic in fundamental schools in 2020. This situation offers a unique opportunity to investigate how various factors influence emerging CT teaching practices. Based on a revised version of the Technology Acceptance Model (Inan & Lowther, 2010), a research-based path model of CT teaching was developed, emphasising the influence of teachers’ beliefs and readiness on CT teaching practices. It investigated the effects of demographic factors, teaching approaches, ICT proficiency, previous CT experience, and overall support for technology integration on readiness, beliefs, and CT teaching practices. The current study reveals that teachers are interested in teaching CT. However, they hold a widespread misconception (Fessakis & Prantsoudi, 2019), confusing CT with programming or technology use. ICT proficiency is indeed associated with beliefs about CT and readiness for teaching CT. Readiness for teaching CT, beliefs about CT, and previous CT experience are the strongest predictors for CT teaching practices. In line with Cuny et al. (2010), the current study highlights the importance of training teachers to accurately define CT and to identify good practices. [less ▲]

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See detailFormation à la pratique d’enseignement en temps de crise sanitaire: Conception, production et diffusion de vidéos pédagogiques à distance
Reuter, Robert UL; Reeff, Alain; Busana, Gilbert UL

Scientific Conference (2020, November 13)

Le Bachelor en Sciences de l’Education (BScE) de l’Université du Luxembourg propose une formation approfondie et exigeante alliant savoir académique et pratique. Ils sont formés pour enseigner dans tous ... [more ▼]

Le Bachelor en Sciences de l’Education (BScE) de l’Université du Luxembourg propose une formation approfondie et exigeante alliant savoir académique et pratique. Ils sont formés pour enseigner dans tous les cycles de l’école fondamentale, dans les classes de la voie de préparation et dans le contexte d’élèves à besoins éducatifs spécifiques au Luxembourg. Comme dans de nombreuses autres formations initiales des enseignants, le temps de terrain (ou stage) représente un moment clé de chaque semestre dans le BScE. Face à la crise sanitaire du COVID-19, ce dispositif de formation à la pratique pédagogique n’a pas pu être conservé. En effet, les écoles étaient fermées, les élèves étaient scolarisés à distance par leur enseignant. Nous avons donc dû rapidement innover et mettre en place des activités d’apprentissage alternatives qui correspondaient au mieux aux objectifs visés par les temps de terrain. Nous avons ainsi demandé à nos étudiants de concevoir et produire, en dyades, des vidéos pédagogiques à destination des écoles du pays. Le but était de permettre à nos étudiants de développer les compétences nécessaires pour réaliser de telles ressources d’apprentissage et de de les mettre à disposition des écoles via Internet. Nous allons décrire, analyser et évaluer le dispositif mis en place, ainsi que les vidéos qui ont été produite. Nous allons également discuter des éventuelles leçons apprises qui conduiront à des adaptations dans notre formation. [less ▲]

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See detailCreate Digital Games for Education: Game Design as a Teaching Methodology
Wernbacher, Thomas; Reuter, Robert UL; Denk, Natalie et al

in Proceedings of ICERI 2020 (2020, November 09)

Besides the pure application of serious games as tools for knowledge transfer, a further trend has been observed in the last few years: The creation of games as an opportunity to gain practical experience ... [more ▼]

Besides the pure application of serious games as tools for knowledge transfer, a further trend has been observed in the last few years: The creation of games as an opportunity to gain practical experience and thereby also build up valuable knowledge. In this context several approaches are possible, such as using paper prototyping, applying Game-Maker tools like Scratch, RPG-Maker, Construct 3 or Game Maker Studio 2, next to the option to use actual game engines like Unity. This contribution aims to discuss the possibility of creating games in a very specific, predefined genre using Game Maker tools that have been especially developed for use in an educational context and therefore offer didactic guidance. The Game Creator tool which was developed as part of the Erasmus+ project Create Digital Games for Education (CDG4E) is presented in more depth. With this tool you can create decision card games inspired by the mobile game bestseller "Reigns". Within the project, the consortium created educational games in different areas such as fake news prevention and STEM education. In addition to these ready-made games, another focus was placed on using the tool itself as a teaching technique, for example to create games on a specific topic with school classes or within youth work, but also as an instrument for setting up dedicated "game jams". This contribution reports on the advantages and drawbacks of creating the tool itself by analyzing qualitative and quantitative data gathered during the iterative design process of the Game Creator. [less ▲]

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See detailReflections on our teaching activities in the initial teacher training during the COVID-19 crisis: From “onsite classes” to “schooling at home”
Kreis, Yves UL; Haas, Ben; Reuter, Robert UL et al

in Mein, Georg; Pause, Johannes (Eds.) Self and Society in the Corona Crisis: Perspectives from the Humanities and Social Sciences (2020)

The COVID-19 public health crisis and the subsequent confinement induced a series of profound changes to teaching and learning in education all over the world (Lancker and Parolin 2020). Mid-March 2020 ... [more ▼]

The COVID-19 public health crisis and the subsequent confinement induced a series of profound changes to teaching and learning in education all over the world (Lancker and Parolin 2020). Mid-March 2020, the University of Luxembourg also switched from on-campus classes to schooling at home for all courses. This transition was more or less smooth for the teaching staff and the students. In this paper, we present our reflections, as lecturers in the “Bachelor en Sciences de l’Éducation”, on how we adapted three courses and the internships, which could not happen as usual. We describe and discuss which aspects of our teaching approaches and the settings within which we have been working so far, might have contributed to a rather successful response to the current health crisis. The insights gained via these forced changes are discussed in terms of lessons learned for future instructional design decisions. [less ▲]

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See detailPIAF: Developing Computational and Algorithmic Thinking in Fundamental Education
Parmentier, Yannick; Reuter, Robert UL; Higuet, Sarah et al

in Proceedings of EdMedia + Innovate Learning (2020, June 23), 2020(1), 315-322

In this article, we present the objectives and first achievements of the PIAF project supported by the European Union and aiming at developing computational and algorithmic thinking in basic education ... [more ▼]

In this article, we present the objectives and first achievements of the PIAF project supported by the European Union and aiming at developing computational and algorithmic thinking in basic education. This project brings together researchers in educational sciences and computer science from four countries (Belgium, France, Germany and Luxembourg) around the theme of teacher training. More concretely, the aim is to define a framework (competency framework, pedagogical scenarios) enabling teachers to (i) appropriate the concept of computational and algorithmic thinking and (ii) implement learning activities that promote the development of this kind of thinking in children. [less ▲]

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See detailPIAF : développer la Pensée Informatique et Algorithmique dans l'enseignement Fondamental
Busana, Gilbert UL; Denis, Brigitte; Duflot-Kremer, Marie et al

Poster (2020, February 06)

Dans cet article, nous présentons les objectifs et premières réalisations du projet PIAF soutenu par l’Union Européenne et visant à développer l’apprentissage de la pensée informatique et algorithmique ... [more ▼]

Dans cet article, nous présentons les objectifs et premières réalisations du projet PIAF soutenu par l’Union Européenne et visant à développer l’apprentissage de la pensée informatique et algorithmique dans l’enseignement fondamental. Ce projet rassemble des chercheur·e·s en sciences de l’éducation et en informatique, provenant de quatre pays (Allemagne, Belgique, France et Luxembourg), autour du thème de la formation des enseignant·e·s. Plus concrètement, il s’agit de définir un cadre (référentiel de compétences, scénarios pédagogiques) permettant aux enseignant·e·s de (i) s’approprier le concept de pensée informatique et algorithmique et de (ii) mettre en œuvre des activités d’apprentissage favorisant le développement de cette pensée chez l’enfant. [less ▲]

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See detailScaffolding support through integration of learning material
Grevisse, Christian UL; Rothkugel, Steffen UL; Reuter, Robert UL

in Smart Learning Environments (2019), 6(28),

The ever-growing amount of learning material poses a challenge to both learners and teachers. In order to perform a learning task, students often need to search for additional information. Inquiry might ... [more ▼]

The ever-growing amount of learning material poses a challenge to both learners and teachers. In order to perform a learning task, students often need to search for additional information. Inquiry might be hampered if they do not know what exactly to search for, especially if they lack prior knowledge in a domain. Furthermore, they might need to recall meta-information, e.g., the implicit links between learning resources or the location of an explanation within a document. In addition, their performance in a learning task might suffer from the constant need for further information. As the authoring of learning material is a time-intensive task, reusability of resources in different contexts should be enabled. In this paper, we present the ALMA-Yactul ecosystem, a holistic approach for student-centered integration of learning material. Based on semantic annotations, learners are provided with scaffolding support for retrieving material related to their current study task. This integration of resources is showcased in a variety of applications and domains, such as a plugin for an IDE or an enhanced sketchnoting app. Moreover, we show how Yactul, a gamified student response platform, can benefit from semantic annotations and integration of learning material. Additionally, teachers are provided with semi-automatic annotation support in the popular Office 365 suite to foster the reusability of their content. Apart from presenting the results of its usage in university classes, we also show how high school students without prior knowledge benefitted from this scaffolding support. A significantly better performance in resolving programming-related tasks could be observed compared to a traditional search process. Finally, the ecosystem is evaluated against a state-of-the-art technology integration model. [less ▲]

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See detailIncidental Video-Based Foreign Language Learning in Young Children: A Pilot Study in Home Settings
Nosbusch, Charline; Reuter, Robert UL

Scientific Conference (2019, November 29)

In the present pilot study, we explore in how far a self-developed video-based app could lead to incidental foreign language learning in young children with a migration background. Four children (3-7 ... [more ▼]

In the present pilot study, we explore in how far a self-developed video-based app could lead to incidental foreign language learning in young children with a migration background. Four children (3-7 years old; 2 boys, 2 girls) participated in the study together with their parents. Pre- and post-intervention language skills tests were used to quantify their language proficiencies; interviews with the children and their parents were used to get a grasp of how engaging the learning app was for the children and in how far the children transferred what they heard in the videos to everyday life situations. Results suggest that the use of the app did lead to increases in language skills and that it was engaging and extended beyond the concrete exposure phase. Incidental foreign language learning using mobile video apps should be further explored as a promising tool to prepare minority children for formal language learning. [less ▲]

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See detailDreaming of Constructivist Technology Integration Strategies in Future Teacher Students
Reuter, Robert UL; Busana, Gilbert UL

Scientific Conference (2019, November 27)

Based on previous experiences in preparing future teachers for technology integration (Reuter & Busana, 2017), and based on the recommendations from Kolb’s (2017) Triple E framework about effective uses ... [more ▼]

Based on previous experiences in preparing future teachers for technology integration (Reuter & Busana, 2017), and based on the recommendations from Kolb’s (2017) Triple E framework about effective uses of ICT in education, we have adapted the Educational Technology course in our Initial Teacher Training. Over the years, we have indeed observed that, when given the choice of the type of technology integration strategies, many students designed ICT-based learning and teaching scenarios that implemented a rather teacher-centred teaching model (Roblyer & Doering, 2013). These scenarios were often far from innovative nor did they implement the disruptive potential of ICT in education (Christensen, Horn & Johnson, 2008). In the winter semester 2018-2019 we thus decided to ask our students to design and develop constructivist technology integration scenarios. We assessed the success of this adaptation with the help of our own observations, the semester reports produced by our students and their answers to an end-of-semester course evaluation. In general, we saw that students were able to design rather attractive constructivist learning activities. We also observed that our students were quite surprised that such activities do not require complicated and expensive tools, but that they can be implemented with standard productivity tools. [less ▲]

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See detailAu-delà du cours magistral: Vers des apprentissages autonomes et collaboratifs basés sur de « grandes questions »
Busana, Gilbert UL; Reuter, Robert UL

Scientific Conference (2019, November 22)

Nous enseignions depuis quelques années un cours de première année sur "l'éducation à l'ère numérique", dans la formation initiale des futur-e-s enseignant-e-s du fondamental, sous forme d’un cours ... [more ▼]

Nous enseignions depuis quelques années un cours de première année sur "l'éducation à l'ère numérique", dans la formation initiale des futur-e-s enseignant-e-s du fondamental, sous forme d’un cours magistral afin de véhiculer certaines connaissances théoriques et pratiques dans ce domaine. Cependant, nous avons observé au cours des dernières années que (1) de nombreux étudiants échouaient à l'examen et que (2) beaucoup d'entre eux, lorsqu'ils étaient en 4e année, avaient oublié la plupart des fondements. Ces considérations nous ont amenés à repenser et à remanier nos méthodes d'enseignement et notre façon d'évaluer les résultats d'apprentissage des étudiant-e-s. Après une première implémentation de notre nouvelle approche pédagogique combinant diverses méthodes actives d'apprentissage au semestre d’hiver 2018 (décrite et réfléchie dans Reuter & Busana, 2018), nous avons effectué quelques modifications basées (a) sur nos propres observations et réflexions ainsi que (b) sur les commentaires des étudiant-e-s tirées de l’évaluation du cours (organisée par notre université). Dès à présent, plutôt que de les faire travailler sur de « grandes questions » (c.-à-d. des questions pour lesquelles il n'y a pas de réponses simples et faciles à consulter) au cours des séances en présentiel, nous demandons maintenant à nos étudiant-e-s (1) de construire individuellement des connaissances en amont du séminaire sur base de ressources fournies ou tirés de recherches bibliographiques autonomes ; (2) de les présenter, discuter et développer de manière collaborative en petits groupes pendant les séminaires ; puis (3) de les partager et discuter avec nous et leurs pairs et finalement (4) de les conserver dans un portfolio numérique personnel. L’évaluation des apprentissages des étudiant-e-s est effectuée à l’aide de ce portfolio numérique en fin de semestre. [less ▲]

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See detailTell Your Town – Sprache lernen, Integration fördern, Städte erkunden und entdecken
Reuter, Robert UL; Haberkorn, Marcus; Kemp, Valérie UL

in Busch, Matthias; Frisch, Julia; Wegner, Anke (Eds.) Europa leben lernen. Apprendre à vivre l’Europe. Tagungsband zur 1. „Edu.GR“-Tagung an der Universität Trier (2019, November 21)

Wie können ansässige und neu zugezogene Schülerinnen und Schülern in Rheinland-Pfalz und Luxemburg besser in ihren Regionen integriert werden, dabei ihre sprachlichen Fähigkeiten entwickeln und die ... [more ▼]

Wie können ansässige und neu zugezogene Schülerinnen und Schülern in Rheinland-Pfalz und Luxemburg besser in ihren Regionen integriert werden, dabei ihre sprachlichen Fähigkeiten entwickeln und die erforderliche Medienkompetenz erlernen? Diesen Fragen hat sich ein grenzüberschreitendes bilaterales Entwicklungs- und Forschungsprojekt gewidmet, wobei ein „Partizipativer Design“ Ansatz (Danielsson & Wiberg, 2006) angewandt wurde. Unter der Leitung eines Teams der Hochschule Trier wurde in Zusammenarbeit mit SchülerInnen und LehrerInnen der Escher Brill Schule und der Trierer Kurfürst-Balduin-Realschule sowie einem Team der Universität Luxemburg, während des Schuljahres 2016/2017, die mobile App „Tell Your Town" entwickelt. Ziel war es erfundene Geschichten an echten Schauplätzen in Trier und Esch auf Deutsch, Französisch, Englisch und Luxemburgisch in spielerischer Form zu erzählen. Die Geschichten, Schauplätze und Routen wurden in Design Workshops partizipativ erarbeitet. Ein Team an der Hochschule Trier setzte die App anschließend um und ein Team der Universität Luxemburg dokumentierte, analysierte und evaluierte die Benutzung der App durch die SchülerInnen in Feldversuchen in Trier und in Esch, mit Hilfe teilnehmender Beobachtungen, Videographie und Befragungen von SchülerInnen und LehrerInnen, um technische und pädagogische Rückmeldungen an die EntwicklerInnen und LehrerInnen zu geben. Bei diesem Projekt ist eine frei verfügbare App entstanden, welche die Benutzer dazu einlädt eine der beiden Städte „per pedes“ zu entdecken und dabei noch so einiges über die Geschichte der Stadt zu erfahren, was ihnen durch einen fiktionalen Reiseführer in interaktiven Dialogen vermittelt wird. Dabei wird die Geolokalisierungsfunktion des Smartphones genutzt um den Benutzer zu bedeutsamen Sehenswürdigkeiten zu führen, wo dann interaktive Minispiele oder Dialoge mit dem fiktionalen Reiseführer erfolgen. In der Route Esch steht die Geschichte des Luxemburgischen Bergbaus und den dortigen Minenarbeitern im Mittelpunkt. Die Route Trier handelt von einem Wettlauf zwischen Karl Marx und Nero. In diesem wird der Spieler von Karl Marx begleitet und lernt so bekannte Orte aus Trier kennen. Mit Hilfe der Feldversuche wurde sichtbar, dass die App großes Potential hat, um eine relativ autonome Erkundung der Städte zu initiieren und es auch den einheimischen SchülerInnen erlaubt, ihre Stadt mit neuen Augen bewusster wahrzunehmen. [less ▲]

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See detailFamily Violence Curricula in Europe (FAVICUE): a cross-sectional descriptive study protocol
Gomez Bravo, Raquel UL; Lygidakis, Charilaos UL; Feder, Gene et al

in BMJ Open (2019), 9

Introduction. Family violence (FV) is a widespread public health problem of epidemic proportions and serious consequences. Doctors may be the first or only point of contact for victims who may be hesitant ... [more ▼]

Introduction. Family violence (FV) is a widespread public health problem of epidemic proportions and serious consequences. Doctors may be the first or only point of contact for victims who may be hesitant or unable to seek other sources of assistance, and they tend not to disclose abuse to doctors if not specifically asked. A comprehensive healthcare response is key to a coordinated community-wide approach to FV, but most of the practising physicians have received either no or insufficient education or training in any aspect of FV. Training of medical students concerning FV is often delivered in an inconsistent or ad hoc manner. The main aim of this project, Family Violence Curricula in Europe (FAVICUE), is to (1) describe current FV education delivery in European medical universities (undergraduate period) and during the specialist training in general practice (GP)/family medicine (FM) (postgraduate residency programme), and (2) compare it with WHO recommendations for FV curriculum. Methods and analysis. This is the protocol of a cross-sectional descriptive study consisting of two self-report online surveys (for undergraduate and postgraduate training, respectively) with 40 questions each. For both surveys, general practitioners, residents, medical students and professionals involved in their education from countries of the European region will be identified through the European Regional Branch of the World Organization of National Colleges, Academies and Academic Associations of General Practitioners/Family Physicians (WONCA Europe) and will be invited to provide information regarding the training on FV. Descriptive tests will be carried out and a thematic analysis will be conducted on the open-ended questions. Ethics and dissemination Ethics approval has been obtained by the University of Luxembourg (ERP 17–015 FAVICUE). The results will provide important information concerning current curricula on FV, and can be used for mapping the educational needs and planning the implementation of future training interventions. They will be published and disseminated through WONCA Europe and its networks. [less ▲]

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See detailPréparer les futurs enseignants à l’utilisation stratégique des TICE: Une approche par projet
Busana, Gilbert UL; Reuter, Robert UL

Scientific Conference (2018, November 23)

Étant donné (1) le besoin d'enseignants désireux et capables de concevoir et de mettre en œuvre de façon fondée et réfléchie des pratiques techno-pédagogiques dans les écoles et (2) la rareté actuelle des ... [more ▼]

Étant donné (1) le besoin d'enseignants désireux et capables de concevoir et de mettre en œuvre de façon fondée et réfléchie des pratiques techno-pédagogiques dans les écoles et (2) la rareté actuelle des utilisations stratégiques des TIC dans les écoles au Luxembourg, le manque de compétences déclarées et la faible confiance des enseignants lorsqu'il s'agit d'enseigner avec les TIC (Reuter, Busana & Linckels, 2016), nous avons conçu, mis en œuvre et testé, dans la formation initiale des futurs enseignants de l’enseignement fondamental, une approche par projet pour le développement de compétences TICE. Nous demandons aux étudiants (1) d'explorer activement des problèmes pédagogiques réels, (2) de passer en revue les solutions pédagogiques existantes et les technologies potentiellement utiles, (3) de développer un scénario pédagogique original enrichi par les TIC et ayant une valeur ajoutée projetée selon le modèle SAMR (Puentedura, 2013), (4) de le mettre en œuvre dans un contexte scolaire réel, (5) de documenter, analyser et évaluer les activités d'apprentissage et d'enseignement mises en pratique, (6) de réfléchir sur base de connaissances scientifiques et de sagesses pédagogiques existantes et (7) de rapporter, par écrit et oralement, leurs expériences à un public authentique de pairs et de membres de la communauté scolaire. L'ensemble du processus a pour but d'engager les étudiants, de les faire travailler sur un projet dont ils sont les auteurs, de favoriser la collaboration, de mettre en place des apprentissages authentiques et orientés vers la pratique professionnelle et de leur permettre d'appliquer concrètement des concepts théoriques, comme la taxonomie des objectifs d'apprentissage de Bloom (Anderson & Krathwohl, 2001), la taxonomie des événements d'apprentissage et d'enseignement (Verpoorten, Poumay & Leclercq, 2008) et les stratégies d'intégration technologique (Roblyer & Doering, 2012). [less ▲]

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See detailMoving beyond the Lecture: Towards Collaborative Inquiry-Based Learning with Big Questions
Reuter, Robert UL; Busana, Gilbert UL

Scientific Conference (2018, November 13)

We had been teaching a first-year course on “education in the digital age” as a lecture for a few years. However, we have observed, over the last years, that (1) many students failed to pass the exam and ... [more ▼]

We had been teaching a first-year course on “education in the digital age” as a lecture for a few years. However, we have observed, over the last years, that (1) many students failed to pass the exam and (2) that a lot of them, when in their 4th year, had forgotten most of these theoretical foundations. These considerations have driven us to rethink & redesign our teaching methods and how we assess students learning outcomes. Our pedagogical approach combines various learning & teaching methods that require students to actively and collaboratively construct meaningful knowledge and share it in a community of learners using an online digital portfolio. Overall, we are quite satisfied with our teaching approach but will have to improve our formative assessment practices and will have to set up a digital portfolio solution that is more reliable and leads to greater user satisfaction. [less ▲]

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See detailTell Your Town – Sprache lernen, Integration fördern, Städte erkunden und entdecken
Reuter, Robert UL; Haberkorn, Marcus; Kemp, Valérie UL

Scientific Conference (2018, September 20)

Wie können ansässige und neu zugezogene Schülerinnen und Schülern in Rheinland-Pfalz und Luxemburg besser in ihren Regionen integriert werden, dabei ihre sprachlichen Fähigkeiten entwickeln und die ... [more ▼]

Wie können ansässige und neu zugezogene Schülerinnen und Schülern in Rheinland-Pfalz und Luxemburg besser in ihren Regionen integriert werden, dabei ihre sprachlichen Fähigkeiten entwickeln und die erforderliche Medienkompetenz erlernen? Diesen Fragen hat sich ein grenzüberschreitendes bilaterales Entwicklungs- und Forschungsprojekt gewidmet, wobei ein „Partizipativer Design“ Ansatz (Danielsson & Wiberg, 2006) angewandt wurde. Unter der Leitung eines Teams der Hochschule Trier wurde in Zusammenarbeit mit SchülerInnen und LehrerInnen der Escher Brill Schule und der Trierer Kurfürst-Balduin-Realschule sowie einem Team der Universität Luxemburg, während des Schuljahres 2016/2017, die mobile App „Tell Your Town" entwickelt. Ziel war es erfundene Geschichten an echten Schauplätzen in Trier und Esch auf Deutsch, Französisch, Englisch und Luxemburgisch in spielerischer Form zu erzählen. Die Geschichten, Schauplätze und Routen wurden in Design Workshops partizipativ erarbeitet. Ein Team an der Hochschule Trier setzte die App anschließend um und ein Team der Universität Luxemburg dokumentierte, analysierte und evaluierte die Benutzung der App durch die SchülerInnen in Feldversuchen in Trier und in Esch, mit Hilfe teilnehmender Beobachtungen, Videographie und Befragungen von SchülerInnen und LehrerInnen, um technische und pädagogische Rückmeldungen an die EntwicklerInnen und LehrerInnen zu geben. Bei diesem Projekt ist eine frei verfügbare App entstanden, welche die Benutzer dazu einlädt eine der beiden Städte „per pedes“ zu entdecken und dabei noch so einiges über die Geschichte der Stadt zu erfahren, was ihnen durch einen fiktionalen Reiseführer in interaktiven Dialogen vermittelt wird. Dabei wird die Geolokalisierungsfunktion des Smartphones genutzt um den Benutzer zu bedeutsamen Sehenswürdigkeiten zu führen, wo dann interaktive Minispiele oder Dialoge mit dem fiktionalen Reiseführer erfolgen. In der Route Esch steht die Geschichte des Luxemburgischen Bergbaus und den dortigen Minenarbeitern im Mittelpunkt. Die Route Trier handelt von einem Wettlauf zwischen Karl Marx und Nero. In diesem wird der Spieler von Karl Marx begleitet und lernt so bekannte Orte aus Trier kennen. Mit Hilfe der Feldversuche wurde sichtbar, dass die App großes Potential hat, um eine relativ autonome Erkundung der Städte zu initiieren und es auch den einheimischen SchülerInnen erlaubt, ihre Stadt mit neuen Augen bewusster wahrzunehmen. [less ▲]

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See detailMobile, Playful and Collaborative Learning with TellYourTown: Empirical Results from Field Studies in Trier and Esch
Reuter, Robert UL

Conference given outside the academic context (2018)

In the context of the transnational development and research project "Language Learning - Promoting Integration", a mobile app (TellYourTown) was developed together with school classes of the Kurfürst ... [more ▼]

In the context of the transnational development and research project "Language Learning - Promoting Integration", a mobile app (TellYourTown) was developed together with school classes of the Kurfürst-Balduin-Realschule (Trier, Germany) and the Brill Schule (Esch-sur-Alzette, Luxembourg), which tells fictional stories at real locations in Trier and Esch. The stories were developed during the 2016/2017 school year in collaboration with the students and their teachers. These stories were then used as a basis for the development of the routes. The Esch route focuses on the history of Luxembourg's mining industry and its miners. The route Trier is about a race between Karl-Marx and Nero through Trier. In this game, the player is accompanied by Karl-Marx and thus gets to know well-known places from Trier. The users should discover the city "per pedes" and at the same time learn a lot about the history of the city, which is conveyed to them by the fictional travel guide in the interactive dialogues. The geolocation function of the smartphone is used to guide the users to places of interest, where interactive mini-games or dialogues with the fictional travel guide take place. To thoroughly test the app in practice, two field trials were organised, one in Trier and one in Esch. These field trials were documented by researchers from the University of Luxembourg and were scientifically analysed with regard to the social interactions and learning processes that took place. Based on this analysis, suggestions for improvement were made to the developers and possible scenarios for a meaningful use of the app in pedagogical contexts were developed. During the first field trial certain technical issues were identified. Observational data showed that the app has great potential to initiate a relatively autonomous exploration of both cities and also allowed the local students to perceive their city more consciously with new eyes. But there were also certain limitations as to the learning, social and motivational effects that the use of the app had. We will try to address these in future iterations of the app. [less ▲]

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See detailEvaluation à l’ère du numérique: continuité ou rupture?
Reuter, Robert UL; Meyers, Christian UL; Busana, Gilbert UL

Scientific Conference (2018, January 10)

Face aux nouveaux défis qui se posent à la société-monde du 21e siècle, les « techno-prophètes » présagent que la numérisation nous aidera à améliorer l’éducation des futures générations (Dräger & Müller ... [more ▼]

Face aux nouveaux défis qui se posent à la société-monde du 21e siècle, les « techno-prophètes » présagent que la numérisation nous aidera à améliorer l’éducation des futures générations (Dräger & Müller-Eiselt, 2015 ; Khan, 2013 ; Cuban, 2003). L’évaluation des apprentissages assistée par ordinateur deviendrait notamment plus efficiente, plus pratique, plus flexible, plus rapide, plus objective, plus accessible, plus sécurisée, plus juste et plus économe. Par contre celle-ci reste souvent dans la continuité de pratiques existantes (Substitution ou Augmentation dans le modèle SAMR de Ruben Puentedura, 2006), donc limitée à la reproduction de connaissances déclaratives et de procédures fixes. Les ordinateurs sont en effet mieux aptes à rapidement corriger les réponses des apprenants à des tests standardisés et fermés. De plus, pour nous la révolution numérique incarne plus un grand défi qu’une solution miracle pour l’évaluation des apprentissages (scolaires ou autres). En effet, dans un monde où la numérisation mène à une croissance exponentielle et à une diffusion ultra-rapide des informations et à leur accès de plus en plus libre et facile, il ne suffit plus d’accumuler des connaissances, ni de simplement les reproduire. Mais il faut être capable de savoir où aller chercher des informations, comment juger leur crédibilité et utilité et comment les utiliser pour résoudre des problèmes. L’évaluation des apprentissages ne pourra donc plus se limiter à mesurer la capacité des élèves à mémoriser et à reproduire des informations mais devra s’aligner sur les nouveaux objectifs d’une éducation préparant les futures générations à affronter les défis d’un monde globalisé et connecté (cf. modèle des 21st century skills; Trilling & Fadel, 2009). La question fondamentale qui se posera pour l’évaluation des apprentissages sera celle de savoir comment évaluer des compétences (savoir, savoir-faire et savoir-être) complexes, dynamiques et changeantes. La question de l’utilisation des technologies numériques à des fins d’évaluation nous semble donc secondaire par rapport à la question de la transformation de l’évaluation afin qu’elle nous permette de répondre aux défis de la révolution civilisationnelle provoquée par la présence des technologies numériques et leur expansion irrémédiable dans nos pratiques culturelles, sociales, économiques, politiques et pédagogiques quotidiennes. Dans cette communication nous ne viserons pas nécessairement à fournir des réponses toutes faites, mais à stimuler le débat sur les relations mutuelles entre révolution numérique et évaluation en milieu scolaire, en termes d’innovations évolutives ou disruptives (Christensen, Johnson & Horn, 2008). [less ▲]

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See detailPreparing Future Teachers for Strategic Uses of Educational Technology: A Project-Based Approach
Reuter, Robert UL; Busana, Gilbert UL

Scientific Conference (2017, December 01)

Given (1) the need for teachers who are willing and able to design, implement and reflect meaningful and successful educational technology practices in schools and (2) the current rarity of strategic uses ... [more ▼]

Given (1) the need for teachers who are willing and able to design, implement and reflect meaningful and successful educational technology practices in schools and (2) the current rarity of strategic uses of ICT in education in Luxembourgish schools, the self-declared lack of competencies and the low confidence of teachers when it comes to teaching with ICT (Reuter, Busana & Linckels, 2016), we have designed, implemented and tested a project-based approach to the development of practice- oriented TPACK in pre-service teachers. Future teacher students are instructed to define an educational problem they want to solve, to explore existing pedagogical and technological solutions and to design an original solution that involves the strategic use of ICT (theoretically grounded and practically meaningful). They then have to implement the designed learning & teaching scenario in a classroom, to document the teaching & learning processes, to analyse, evaluate and to critically reflect them. Finally, they are required to write a structured report about their project and to present it to their peers and to interested teachers from schools. Overall, we observe that while most students become able to design and implement relatively meaningful educational technology practices, they still tend to feel that they are not ready to teach with technology in a more general sense, because their work was focused on one or two tools and does not give them access to a broader range of meaningful ICT-enriched teaching scenarios for their later professional career. [less ▲]

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See detailLived Histories of Science Education in Modern Luxembourg: Interactions between Global Policies, National Curriculum and Local Practices.
Reuter, Robert UL; Schreiber, Catherina

Scientific Conference (2017, August 23)

The current paper is part of a larger research project, that seeks to gain insights into the policy and curricular reform of science education in Luxembourg’s primary schools through a state of the art ... [more ▼]

The current paper is part of a larger research project, that seeks to gain insights into the policy and curricular reform of science education in Luxembourg’s primary schools through a state of the art approach that integrates research in educational sciences (interviews and classroom observations) with research in the history of education (interviews and document analyses). Beginning with the premise that “science education” as a school discipline is the product of culturally shaped expectations, we examine the interface of international and national educational policy with local educational practice through the lens of primary school science education in Luxembourg (from 1920 through the present). This papers focuses on the historical analysis of science education and policy changes in modern Luxembourg using (1) a document-based historical analysis of curricula, textbooks and public discourses and (2) interviews with curriculum developers from the 1980s and 1990s and with key participants in science education in Luxembourg to examine the lived practices in a local context. In the synergy of the different approaches, local analysis of historically shaped notions of science education can be integrated with a transnational global perspective. Our analysis shows, among other findings, that the science education curriculum was conceived as a response to a variety of specific national educational needs (e.g. environmental protection, love of nature, scientific rational thinking, economy development, technological progress, social progress, demographic changes and challenges). But at the same time, it was covertly in line with international “scientization” policies (e.g. Drori & Meyer, 2009) building on transnational ideas such as the “spiral curriculum”. The analysed educational reform is thus a relevant example to understand culturally and historically embedded perspectives of what “science” is, and how this shapes ideals of “science education” as a discipline in school. [less ▲]

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See detailExploring the uses of ICT in education: A national survey study
Reuter, Robert UL; Busana, Gilbert UL; Linckels, Serge

Scientific Conference (2016, November 23)

This study aims at documenting current educational technology practices in Luxembourgish public schools and to better understand them in terms of various internal/proximal and external/distal enabling ... [more ▼]

This study aims at documenting current educational technology practices in Luxembourgish public schools and to better understand them in terms of various internal/proximal and external/distal enabling factors and barriers. It is supposed to serve as a guide for current digital education policies, strategies and actions and to assess their effects in the near and mid-term future. Therefore, an online survey was designed and deployed to all primary and secondary school teachers asking (mostly multiple choice) questions about a variety of proximal and distal influence factors and about ICT-supported pedagogical practices of teachers. Results show that teachers are willing to integrate ICT in education, that they are aware of its importance, that they feel comfortable to use ICT in everyday, but not prepared to use them for educational purposes. ICT-supported teaching remains rather teacher-centered. This has important implications for teacher training and on digital education strategies to be implemented. [less ▲]

Detailed reference viewed: 270 (20 UL)