References of "Busana, Gilbert 50001131"
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See detailDie Online-Testplattform OASYS
Keller, Ulrich UL; François, Eric UL; Fischbach, Antoine UL et al

Presentation (2014, January)

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See detailEnhancing University Students’ Learning, Engagement and Satisfaction in a Blended Learning Environment: An Action Research Study
Reuter, Robert UL; Busana, Gilbert UL

Scientific Conference (2013, September 27)

With the study reported here, two lecturers in Educational Technology tried to find out how they could improve their university students’ learning, their course engagement and their overall course ... [more ▼]

With the study reported here, two lecturers in Educational Technology tried to find out how they could improve their university students’ learning, their course engagement and their overall course satisfaction by systematically planning, observing and reflecting their teaching practices. For institutional reasons, they had been forced to switch from small-group seminars to large-group lectures in 2010-2011 and had since observed (1) relatively important declines in students’ knowledge and understanding (Bloom, 195 ), (2) low levels of student engagement during the lectures and (3) mixed levels of course satisfaction. During the winter semester 2012-2013 they thus wanted to explore various blended learning and interactive lecturing activities and to assess their effects. The aims of this research study are thus (1) to design and implement a meaningful and reasonable blended learning environment for students and (2) to roughly appraise its effects. Therefore an action-research process was established according emmis Mc aggart’s (1990) cyclical action-research model, where each cycle contains 4 steps: plan, action, observe and reflect. In addition, an intervention research process was also put in place to collect quantitative data about student learning, engagement and satisfaction. Planning, acting, observing and reflecting were done by the two lecturers. Oral presentations were prepared collaboratively; while one of the two lecturers delivered the presentation, the other one acted as the researcher, observing classroom activities, and implementing interactive learning activities; reflecting was done collaboratively after each lecture by writing down impressions. Several presentations were recorded (using a lecture recording software) and made available online for revision. Quantitative data were collected (1) from students’ actions in an online learning environment (moodle), comprising their viewing of various resources and their posting to assignments, and (2) from students’ scores at the final exam. Student satisfaction with the course had to be very generally assessed with the help of an optional anonymous course satisfaction survey set up by the university and could thus not be crossed with other types of data collected. Collected data are currently being analysed and will be presented at the conference. This research should help to better understand how university lecturing, often described as boring by students and leading to rather poor student performances, can be (1) enriched with the help of interactive and multimedia activities, as well as (2) extended by online learning activities. The objective is thus to contribute to the design of blended learning environments which (1) foster more sustainable learning in students, i.e. improving retention of knowledge and deepening understanding, and (2) lead to more responsible teaching, i.e. helping teachers to care about their students’ learning, engagement and satisfaction. [less ▲]

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See detailHuman scoring in CBA
Doublet, Sophie UL; Koenig, Vincent UL; Busana, Gilbert UL et al

Scientific Conference (2012)

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See detailVers une architecture de testing assisté par ordinateur pour l'évaluation des acquis scolaires dans les systèmes éducatifs orientés sur les résultats
Martin, Romain UL; Busana, Gilbert UL; Latour, Thibaud

in Blais, Jean-Guy (Ed.) Évaluation des apprentissages et technologies de l’information et de la communication: Enjeux, applications et modèles de mesure (2009)

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See detailIntegrating ICT in Pre-service Teacher Training
Höppner, Kristina D. C. UL; Busana, Gilbert UL; Max, Charles UL et al

in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (2009)

The Bachelor in Educational Sciences at the University of Luxembourg is a four-year study program for students training to become nursery and elementary school teachers in Luxembourg. The program has ... [more ▼]

The Bachelor in Educational Sciences at the University of Luxembourg is a four-year study program for students training to become nursery and elementary school teachers in Luxembourg. The program has subscribed to an ICT-enriched study approach, meaning that students and teachers use a variety of (social) media tools for learning as well as for organizational planning. This best practice presentation will show how the tools used are intertwined. Furthermore, the presenters discuss the program's strategy of acquainting students with media tools, the support measures that are in place as well as the students' use and acceptance of ICT. The winter semester 2008/09 was important as the switch was made to a new ePortfolio system and increased inclusion of social media tools, especially with first-year students. The presentation will provide insight into first impressions of this change, touch upon pitfalls, and look at the plans for the coming semesters. [less ▲]

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See detailNegative Zahlen in der Grundschule
Kreis, Yves UL; Busana, Gilbert UL; Meyers, Christian UL

in Vásárhelyi, Éva (Ed.) Beiträge zum Mathematikunterricht 2008 (2008)

Für Grundschüler gehören negative Zahlen intuitiv zum Allgemeinwissen: im Winter bringt der Wetterbericht Angaben über negative Temperaturen, Stockwerke in Tiefgaragen werden mit negativen Zahlen ... [more ▼]

Für Grundschüler gehören negative Zahlen intuitiv zum Allgemeinwissen: im Winter bringt der Wetterbericht Angaben über negative Temperaturen, Stockwerke in Tiefgaragen werden mit negativen Zahlen gekennzeichnet, usw. In diesem Vortrag wird die Idee einer systematischen Einführung in den Zahlenraum der negativen Zahlen erläutert, eine Vorgehensweise die bereits in der ersten Klasse begonnen werden kann. Nach einem ersten intuitiven Kontakt führt die Ordnungsrelation zu einer Schreibweise der negativen Zahlen und anschließend zur Beziehung zwischen der Subtraktion in N und der Addition in Z. Abschließend werden die Vorteile der Anwendung der positiven und negativen Zahlen mit Hilfe von einigen konkreten Beispielen diskutiert. [less ▲]

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See detailTAO: Paving the Way New Assessment Instruments using an open and versatile Computer-Based Platform
Latour, Thibaud; Martin, Romain UL; Plichart, P. et al

in International Journal of Psychology (2008), 43

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See detailA web-based system for mathematical problem understanding and solving
Busana, Gilbert UL; Martin, Romain UL; Langers, Christian UL

in International Journal of Psychology (2008), 43

In the domain of educational multimedia for primary school a lot of research has been done in the field of computer assisted calculation frameworks. However, much less work has been done in the area of ... [more ▼]

In the domain of educational multimedia for primary school a lot of research has been done in the field of computer assisted calculation frameworks. However, much less work has been done in the area of problem solving and especially in the area of problem understanding. The present project aims at the development and the scientific assessment of a computer assisted framework for mathematical problem understanding and solving (CAMPUS) based on analogical representations in form of number lines (Klein, Beishuizen, & Treffers, 1998; Petitto, 1990) and graphs. This tool will be deployed by our formerly developed computer assisted testing platform (http://www.tao.lu) [see our proposal on TAO] and will be the first learning tool on that system. The CAMPUS framework will help teachers to more efficiently analyze the different steps of the problem solving strategies of their students and thereby allow them to give more adapted feedback in order to guide the learner’s process. The main characteristic of this platform is the use of the computer as a framework for the development of problem solving strategies in mathematics. The tool imposes no restrictions in the resolution processes of the learner, but avoids him to get lost in those steps of solving that are obviously wrong (for example: addition of objects of different classes). In this way, the CAMPUS architecture is a sort of a cognitive tool that helps the student in structuring his thinking by telling him which calculations are mathematically or logically not permitted, but it does not suggest him a precise way towards the solution. In contrary, each logically correct action will be accepted by the system. Consequently, the CAMPUS tool is not a drill-and-practice tool, but it proposes a framework for the student in which he can develop problem solving strategies in complex situations. CAMPUS is based on a (socio-)cognitive approach, which means that the tool permits to solve the problems in an individual or a group situation, even if the teamwork is explicitly desirable in such a pedagogical approach (Webb, 1994; Yadrick, Regian, Connolly Gomez, & Robertson Schule, 1997). The tool is intended to be integrated into daily classroom teaching as a tool for triggering the learning process and therefore has not to be considered as a separate or additional exercising tool. The students learning process should be supported by the tool on one hand and by additional teacher support on the other hand. The learner and his learning process are at the centre of the learning activity (Tardif, 1998) and the teacher plays a supervision and support role in this sort of learning environment (Hudson, 1997; Tardif, 1998). Moreover, the use of analogical representations (of the operations to be taken) and graphs (representing the resolution steps adopted by the learner) should favour, on the learner’s side, the establishment of mental models including analogical representations and supporting the resolution process of this type of problems, even beyond the use of this computerized platform. We could expect that the learner will develop, through his experiences with the platform (which prevents experimentation with arbitrary meaningless calculations), thorough knowledge concerning the solving of mathematical problems based, at least partially, on non-explicit learning processes as described, for example, in the connectionist models of learning theories (Spitzer, 2000). These connectionist models show in fact that significant learning can be achieved in a non-explicit manner if the learner is placed in an environment which structures his behavior along certain regularities (even if these regularities are not taught in an explicit manner). The CAMPUS framework is based on a conceptual idea that emerged from previous research (Busana, 1999) where a prototype using a similar architecture has been developed in an alpha-version using Quest. This alpha-version was developed in only one language (German) and ran only under Windows. The new CAMPUS-tool will be published under the open-source licence, will be platform independent (plays in Macromedia’s Flash Player) and will be delivered over the Internet. [less ▲]

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See detailComputer-Based School System Monitoring with Feedback to Teachers
Plichart, P.; Busana, Gilbert UL; Martin, Romain UL et al

in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (2008)

Educational multimedia focuses traditionally on the design of computer aided learning environments. Evaluation has to be viewed as an essential part of the learning environment. Beyond opportunities ... [more ▼]

Educational multimedia focuses traditionally on the design of computer aided learning environments. Evaluation has to be viewed as an essential part of the learning environment. Beyond opportunities provided by its computerization (behaviours tracking, richer interactions, etc.), Computer Based Assessment provides teachers a measurement instrument where their students are put together with larger groups of students on the same assessment scale, using a unique competency model. It provides feedback to teachers that enable them to early detect shortcomings of their courses, pedagogical approach. ICT provides in this case a flexible way for the results collection, feedback reporting raising strengths and weaknesses, assurance of anonymity, data privacy. Moreover, it would give decision makers of the educational system information on the educational system steering efficiency. This paper describes ongoing assessment based on the TAO platform with feedback to teachers done in Luxembourg. [less ▲]

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See detailA web-based quality control system for assessment processes
Busana, Gilbert UL; Koenig, Vincent UL; Martin, Romain UL et al

in International Journal of Psychology (2008), 43

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See detailA Nation-Wide Computer-based School Monitoring Program
Keller, Ulrich UL; Martin, Romain UL; Reichert, Monique UL et al

in International Journal of Psychology (2008), 43

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See detailL'école luxembourgeoise aux luxembourgeois ?
Meyers, Christian UL; Busana, Gilbert UL; Langers, Christian UL et al

in La place de l'école dans la société luxembourgeoise de demain (2008)

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See detailComputer Based School System Monitoring with Feedback to Teachers
Plichart, Patrick; Busana, Gilbert UL; Martin, Romain UL et al

in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (2008), 2008(1), 5065-5070

Educational multimedia focuses traditionally on the design of computer aided learning environments. Evaluation has to be viewed as an essential part of the learning environment. Beyond opportunities ... [more ▼]

Educational multimedia focuses traditionally on the design of computer aided learning environments. Evaluation has to be viewed as an essential part of the learning environment. Beyond opportunities provided by its computerization (behaviours tracking, richer interactions, etc.), Computer Based Assessment provides teachers a measurement instrument where their students are put together with larger groups of students on the same assessment scale, using a unique competency model. It provides feedback to teachers that enable them to early detect shortcomings of their courses, pedagogical approach. ICT provides in this case a flexible way for the results collection, feedback reporting raising strengths and weaknesses, assurance of anonymity, data privacy. Moreover, it would give decision makers of the educational system information on the educational system steering efficiency. This paper describes ongoing assessment based on the TAO platform (http://www.tao.lu) with feedback to teachers done in Luxembourg. [less ▲]

Detailed reference viewed: 86 (0 UL)
See detailLes TIC comme support au développement de stratégies de résolution de problèmes en mathématiques
Busana, Gilbert UL; Martin, Romain UL

in Les Cahiers de la Section des sciences de l'éducation. Pratiques et théorie. (2008), 27-28

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See detailICT enriched learning environments at the University of Luxembourg
Busana, Gilbert UL; Reuter, Robert UL; Schandeler, Ingo UL

Scientific Conference (2008)

Information and Communication Technologies have predominantly entered the realm of universities to support administrations and teachers in their everyday professional activities, but did not necessarily ... [more ▼]

Information and Communication Technologies have predominantly entered the realm of universities to support administrations and teachers in their everyday professional activities, but did not necessarily contribute to fundamental paradigmatic changes. For instance, many lecturers, instead of handing out printed course material, put their lecture notes on a website. But such online course material is still course material produced by a teacher. This does not necessarily imply a shift in pedagogical approach. However, if ICT is to be a tool for students to become active and productive learners, a groundbreaking pedagogical change in favor of a more learner-centered approach becomes crucial. In the current paper we will show how the ambition to change teaching practices (from knowledge transmission/acquisition to collaborative knowledge construction) progressively led to ICT enriched learning environments at the University of Luxembourg. We will provide a thorough description of the educational technology tools currently implemented across the university. Furthermore, we will show how they are used by students and teachers of a specific bachelor program to become members of a learning community. Finally, an overview of current issues as well as future developments will be given. [less ▲]

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See detailTAO: Several use cases of a collaborative, internet-based computer-assisted testing platform
Martin, Romain UL; Latour, T.; Burton, Réginald UL et al

in Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2006 (2006)

Detailed reference viewed: 59 (0 UL)