1,577 research outputs found

    Human-AI Collaboration for Smart Education: Reframing Applied Learning to Support Metacognition

    Get PDF
    This chapter investigates the profound influence of intelligent virtual assistants (IVAs) on the educational domain, specifically in the realm of individualized learning and the instruction of writing abilities and content creation. IVAs, incorporating generative AI technologies such as ChatGPT and Stable Diffusion, hold the potential to bring about a paradigm shift in educational programs, emphasizing the enhancement of advanced metacognitive capacities rather than the fundamentals of communication. The subsequent recommendations stress the need to cultivate enduring proficiencies and ascertain tailored learning approaches for each learner, which will be indispensable for success in the evolving job market. In this context, prompt engineering is emerging as a vital competency, while continuous reskilling and lifelong learning become professional requisites. The proposed innovative method for teaching writing skills and content generation advocates for a reconfiguration of curricula to concentrate on applied learning techniques that accentuate the value of contextual judgment as a central pedagogical tenet and the mastery of sophisticated metacognitive abilities, which will be pivotal in the future of work

    Renaissance or Retrenchment: Legal Education at a Crossroads

    Get PDF
    This Article begins to synthesize the literature criticizing the current state of legal education with the scholarship proposing solutions, and argues that whatever review is undertaken must be expansive, with a careful and critical look at how each piece supports the endeavor. None of the ideas discussed, taken alone, are novel, as scholarship abounds on all of the topics. Considered together, the analysis suggests that a comprehensive and holistic approach to reform is necessary. In essence, the goal is to catalyze a wholesale reconsideration of the very foundation of legal education. Many of the seemingly disparate themes comprise a Gordian Knot and cannot be rectified in isolation. Accordingly, the whole enterprise of legal education must be deconstructed, from how law schools recruit and admit law students to how lawyers are licensed, because the process supports a self-reinforcing and self-perpetuating system and culture that fails to serve law students and the society in which they will operate as professionals. The Author hopes this engenders a conversation that is unfreighted by and decoupled from history and compels legal educators and professionals to step back and critically assess how to restructure legal education by focusing on the best interests of law students instead of perpetuating the privilege and luxury of legal academia. Given the well-documented emotional and fiscal price that legal education is exacting from law students, it is unconscionable to maintain the status quo. After lamenting the current conditions that law students confront, one commentator noted that [a]t some point, law professors can no longer disclaim responsibility for the harmful consequences of this enterprise. This Article is comprised of three parts. Part I provides the historical backdrop for legal education, briefly critiques the current system, and discusses the impact of those shortcomings on law students. Part II considers a few of the solutions crafted in response to the current crisis facing legal educators. Part III suggests a wide array of reforms aimed at remediating these deficiencies and argues that any real reform must consider and integrate the seemingly disparate but interdependent factors

    Learning From the Unique and Common Challenges: Clinical Legal Education in Jordan

    Get PDF
    Legal education worldwide is undergoing scrutiny for its failure to graduate students who have the problem-solving abilities, skills, and professional values necessary for the legal profession.1 Additionally, law schools at universities in the Middle East have found themselves in an unsettled environment, where greater demands for practical education are exacerbated by several factors such as high levels of youth unemployment. More specifically, in Jordan there is a pressing need for universities to respond to this criticism and to accommodate new or different methods of legal education. Clinical legal education is one such method.3 We use the term clinical legal education broadly to include law school programs that teach professional skills and values through experiential learning.2 Clinical legal education not only refers to live-client clinics, but also to other types of experiential legal education that shares these common features.3 As calls for clinical legal education in Jordan rise, legal academics and lawyers have begun to debate whether it is feasible. In this article, we analyze and assess the challenges facing the implementation of clinical legal education in Jordan. While some contend that clinics are impossible, we offer suggestions and solutions to address their challenges and, perhaps, pave the way for a meaningful experiential education course that enhances the skills and capacities of students, works within the current legal and educational framework, and serves the needs of the community.

    Students and Faculty Indivisible: Crafting a Higher Education Culture of Flourishing

    Get PDF
    This dissertation is comprised of three separate articles addressing related issues central to the culture and future of higher education. The questions that animate the investigations are: In what ways is writing self-efficacy forged in the learning relationships between student and instructor? In what ways, if any, do traditional assessment practices impact student development? In what ways, if any, does institutional culture shape faculty identity, and what is gained or lost in the process? These queries stem from concerns about possible disconnects between visions of higher education\u27s potential and actual practices in the classroom. The dissertation uses grounded theory to explore the deep nature of student learning needs as articulated by the students themselves, seeks alignment between pedagogical and assessment protocols that foster writing expertise, and uses social reproduction theory and intersectionality to reveal the foundations of faculty identity development that can work across student development needs. Specific recommendations for meaningful reform are identified with an eye on cultivating a culture of collegiality and mutual trust where learning relationships can flourish

    On the Changing Nature of Learning Context: Anticipating the Virtual Extensions of the World

    Get PDF
    Contextual learning starts from the premise that learning cannot take place in a vacuum, but should somehow be connected with real world attributes to make sense to learners. This notion is of great importance for workplace learning, professional development, lifelong learning and meaningful learning at schools. Today, digital media tend to bring about new dimensions of context: internet connections and mobile devices enable learners to overcome restrictions of time and location, and neglect the physical boundaries and limitations of the learning environment. This calls for reconsidering contextual learning. This paper conceptualises the notion of learning context in the light of its virtualised extensions. It explains the historical and pedagogical backgrounds of contextual learning and reviews existing models that deal with context parameters. The paper identifies and discusses the constituting components of context for learning and it demonstrates how attributes of virtual representations affect the nature of context. The overall purpose of the paper is re-establishing the notion of contextual learning in the light of emerging digital media and making explicit the various dimensions involved

    Music Learning with Massive Open Online Courses

    Get PDF
    Steels, Luc et al.-- Editors: Luc SteelsMassive Open Online Courses, known as MOOCs, have arisen as the logical consequence of marrying long-distance education with the web and social media. MOOCs were confidently predicted by advanced thinkers decades ago. They are undoubtedly here to stay, and provide a valuable resource for learners and teachers alike. This book focuses on music as a domain of knowledge, and has three objectives: to introduce the phenomenon of MOOCs; to present ongoing research into making MOOCs more effective and better adapted to the needs of teachers and learners; and finally to present the first steps towards 'social MOOCs’, which support the creation of learning communities in which interactions between learners go beyond correcting each other's assignments. Social MOOCs try to mimic settings for humanistic learning, such as workshops, small choirs, or groups participating in a Hackathon, in which students aided by somebody acting as a tutor learn by solving problems and helping each other. The papers in this book all discuss steps towards social MOOCs; their foundational pedagogy, platforms to create learning communities, methods for assessment and social feedback and concrete experiments. These papers are organized into five sections: background; the role of feedback; platforms for learning communities; experiences with social MOOCs; and looking backwards and looking forward. Technology is not a panacea for the enormous challenges facing today's educators and learners, but this book will be of interest to all those striving to find more effective and humane learning opportunities for a larger group of students.Funded by the European Commission's OpenAIRE2020 project.Peer reviewe

    Alternative Justifications for Academic Support II: How “Academic Support Across the Curriculum” Helps Meet the Goals of the Carnegie Report and Best Practices

    Get PDF
    In the wake of two momentous critiques of legal education, popularly known as the “Carnegie Report” and “Best Practices,” law schools are reconsidering certain basic assumptions about how we educate future lawyers. Even the most forward-thinking reformers, however, struggle with the details of how to implement many of the recommendations of those reports. Providing more formative assessment, for instance, is a laudable objective but one that has serious ramifications in terms of resource expenditures. This article seeks to provide a remedy for many of these struggles: “Academic Support Across the Curriculum.” This piece argues that the reconceptualization of an under-leveraged asset in many law schools, Academic Support Programs (ASPs), can help provide crucial improvements in legal education. By examining the reforms urged by the Carnegie Report and Best Practices, and by detailing the methods of certain exemplary ASPs throughout the country, this piece analyzes how ASPs just might be the answer to many tough questions

    The Effects of Reading Apprenticeship on Junior College Students\u27 Metacognitive Awareness and Comprehension of Academic Texts

    Get PDF
    This descriptive quantitative research study explored if a focus on Reading Apprenticeship strategies and routines in a college level composition class would affect students\u27 metacognitive awareness and comprehension of academic text. Participants included 141 students from one junior college in a southeastern state. The 141 participants were enrolled by choice in six sections of composition taught by three instructors who had all received extensive training in implementing the Reading Apprenticeship framework in their classes. The participants were administered the Revised-Curriculum Embedded Reading Assessment (CERA) twice (pre and post intervention) during the fall semester of the 2008-2009 school year. Participants read and annotated an instructor selected piece of text which was characteristic of the kind of text assigned in a junior college level composition class. The students then responded to six open-ended prompts about the reading and how they made sense of the reading. The instuctors used the CERA rubric to score metacognitive awareness and comprehension of academic text at 1 (Beginning), 2 (Noticing), 3 (Developing) or 4 (Internalizing) levels based on the student\u27s responses. After analyzing the data collected, the results of this study indicated that implementing Reading Apprenticeship strategies in a first year composition course does significantly impact CERA metacognitive awareness and comprehension scores. No students received a score of four for the pre-metacognitive awareness assignment or precomprehension assignments, but eleven students received a score of four on the postmetacognitive awareness assignment and thirteen students received a score of four on the post-comprehension assignment. The results indicated that of the 141 subjects who participated in the this study, 71 experienced improved metacognitive awareness scores and 102 experienced improved comprehension scores after the Reading Apprenticeship strategies were employed during the semester. Fifty-four students scored the same on the pre and post metacognitive awareness assignments, and thirty three students scored the same on the pre and post comprehension assignments. Sixteen students experienced a decrease in their metacognitive awareness scores while six students experienced a decrease in their comprehension scores

    Foreword

    Get PDF
    • …
    corecore