Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
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Article Citation - WoS: 2Citation - Scopus: 4Using Individualised HDI Measures for Predicting Educational Performance of Young Students-A Swedish Case Study(MDPI, 2021-05-28) Turk, Umut; Osth, John; Toger, Marina; Kourtit, KarimaHDI is a frequently used quantitative index of human potential and welfare, developed as a comprehensive measure for the cross-sectional and temporal comparison of socioeconomic performance. The HDI is a standardised quantitative estimation of welfare comprising indicators of health, knowledge and standard of living, enabling assessment over countries, regions or time periods, in case of limited data access. The index highlights critical conditions for equity and socioeconomic development outside the group of stakeholders and researchers. The HDI provides a learning potential that may be harnessed to enhance insights into the magnitude of human potential at super-local levels. In this paper we design, implement and test the validity of a super-local variant of HDI in the context of pedagogical performance of young pupils. We compare whether HDI is a good predictor for school grades among all ninth-grade students in Sweden during the year 2014. Our results show that a super-local HDI index is performing equal to or better than the one related to standard measures of human potential, while the index can be generated on individual levels using k-nearest neighbour approaches during the index creation process.Conference Object Citation - Scopus: 2Moodle: Practical Advices for University Teachers(Springer Verlag service@springer.de, 2017-09-28) Pedersen, Jens Myrup; Kuran, Mehmet ŞükrüMoodle is a widely used Learning Management System, with a market share of 20% in the US/Canada and 65% in Europe. However, it is our experience that the system is too often used just as a website or repository for classical teaching material such as literature references, slides and problems for students to solve after the lectures, and that the fully potential of the platform is not exploited. In this paper we demonstrate some of the functionalities that university teachers can make use of to increase the learning experience of the students. For each of the features we demonstrate, we both show how it can be used, and give some didactic considerations. We have tested all of the presented features ourself in a blended learning course carried out as part of an Erasmus+ Strategic Partnership. © 2017 Elsevier B.V., All rights reserved.Conference Object Citation - Scopus: 13Learning Management Systems on Blended Learning Courses: An Experience-Based Observation(Springer Verlag service@springer.de, 2017-09-28) Kuran, Mehmet Şükrü; Pedersen, Jens Myrup; Elsner, RaphaelThis paper gives an overview of Learning Management System (LMS) features based on observations on a blended learning course under the Erasmus+ project COLIBRI. We explain the main features of LMSes under two main categories: accessibility content-related and underline the capabilities of four LMSes, Moodle, Blackboard Learn, Canvas, and Stud.IP with respect to these. We explain how these features were utilized to increase the efficiency, tractability, and quality of experience of the course. We found that an LMS with advanced features such as progress tracking, modular course support, interactive content support, and content access restriction is of paramount importance for blended learning courses. © 2017 Elsevier B.V., All rights reserved.Article Citation - WoS: 7Citation - Scopus: 8Parenting and Education: Navigating Class, Religiosity and Secularity in Istanbul(Routledge Journals, Taylor & Francis Ltd, 2023) Kolluoglu, Biray; Dincer, Evren M.This article studies the educational choices that secular and religious professional and managerial middle-class parents in Istanbul make for their children. It explores the ways in which class intersects with religion in Turkey where, politics, culture, social, and even economic life are marked by a deep divide among the religious and the secular. Focusing on a particular segment of the middle classes, that with higher economic and social capital, the article brings to fore the ways in which religiosity and secularity structure the processes of transforming privileges into acquired rights in the form of educational qualifications and extracurricular skills. It explores the current sociological conjuncture that bereaves both groups, albeit in different ways, of their ability to fully mobilize their accumulated economic, social, and cultural capitals in reproducing their class position in their children. The article argues that exploring the parenting of education along the secular and the religious divide can unravel the foundational elements of the ongoing competition and conflict in Turkey and enables a deeper understanding of the current divide and the potential for a future reconciliation. The study relies on a qualitative study that entails interviews with thirty families and two focus groups.