[justify][size=150][color=#0000ff][b]Developing the instructional sequence of silent video tasks[/b][/color][br][/size][size=100][size=150][/size][/size][size=150][size=100]Author: [b]Bjarnheiður Kristinsdóttir[/b][/size][b][/b][br][/size][size=150][size=100]Co-authors: Zsolt Lavicza and Freyja Hreinsdóttir[/size][/size][size=100][size=150][br][/size][/size][br]When designing and developing innovative tasks, close collaboration with teachers is important. I will describe how both teachers and theory helped shaping and advancing the instructional sequence for innovative tasks called silent video tasks.[/justify]

[justify][size=150][color=#0000ff][b]Supporting Children from Socio-Economic Disadvantaged Families with Free Tutoring[/b][/color][br][size=100]Author: [b]Clemens Jaeger[br][/b][/size][/size][br]In all countries and economies that participated in PISA 2015, socio-economic status has a large influence on students’ performance in science, reading and mathematics. The gap in science scores between socio-economic disadvantaged and advantaged 15-year-old students represents the equivalent of about three full years of schooling. One suggested approach to help mitigate the problem is that people in local communities provide after-school remedial support for students in need. Some of the recommendations of how this coaching should be conducted show similarities to the concept of "Deliberate Practise (DP)", which was drawn up by Anders K Ericsson. The insights of his studies of professional expertise range from the characteristics of ideal training environments with teachers and coaches, to the methods of fostering motivation by providing emotional support and attainable training tasks of a suitable difficulty level. The analysis of successful initiatives (for example the Canadian education initiative JUMP Math) and the scientific background of DP will be used to develop a training for voluntary tutors who are going to support children from disadvantaged homes.[/justify]

[size=150][color=#0000ff][b]Addressing teachers technology needs for new ways of teaching[/b][/color][br][size=100]Author: [b]Johanna Zöchbauer[br][/b][/size][/size][br]By addressing teachers’ technology needs in semi-structured expert interviews, I found out that teachers need new features for formative assessment to foster classroom discussions. They want features that allow them to monitor and collect students’ work in a quick and convenient way and to use students’ responses in varying follow-up activities in the classroom. They came up with various ideas how they might want to use specific new features aligned with their current teaching methods. The preliminary findings show that teachers request features that allow and support more interaction and communication between teachers and students and among students. Moreover, I will outline suggestions for a new prototype tool including a powerful mathematic software and a student response system, which offers additional ways of teaching.

[justify][size=150][color=#0000ff][b]Using smartphone detectors in chemical education[/b][/color][br][size=100]Author: [b]Martin Ertl[br][/b][/size][br][/size]Smartphones are devices with a lot of measurement tools that almost every student has excess to. To demonstrate possible applications the ideal reaction mixture of hydrogen and oxygen will be determed through loudness measurement and further possible experiments using colorimetrie will be shown.[/justify]

[justify][size=150][color=#0000ff][b]Constructing Geometrical Artworks and there connection with Mathematics, Physics and Architecture[/b][/color][br][size=100]Author: [b]Anna Kiladze[br][/b][/size][/size][br]In the presentation I introduce some new ideas about Geometry, there will be 2D and 3D handmade Mathematical Artworks. I will show connection between Physics, Geometry and Architecture through perspective projection. We will see how it's possible to make 4 Dimensional drawing using Architectural projection.[/justify]

[justify][size=150][color=#0000ff][b]Defining Microgames and Mobile Microgames in Education[/b][/color][br][size=100]Author: [b]Imam Fitri Rahmadi[br][/b][/size][/size][br]The educational values of microgames have not been explored massively while it is evident potential for learning and instruction. Meanwhile, there is little consensus in the education literature on how microgames are defined although the term is established in some papers nowadays. The aim of this paper is to propose a proper definition of “microgames” and “mobile microgames” by considering various contexts as well as related terms and theories in education. Microgames defined as remarkably simple games provide brief engagement and fun experience directed to a specific objective for supporting learning and instruction integrated with existing resources in various environments. Considering the paramount characteristic, form, and function of mobile and mobile learning, leading to the definition of mobile microgames as remarkably simple games provide ubiquitous brief engagement and fun experience accessible through mobile devices directed to a specific objective for supporting learning and instruction integrated with existing resources in various environments. The definitions are expected to be useful for learners, educators, trainers, practitioners, as well as researchers to play around the issue of microgames and mobile microgames in education.[/justify]