3,882 research outputs found

    Infrastructuring educational genomics:Associations, architectures and apparatuses

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    Technoscientific transformations in molecular genomics have begun to influence knowledge production in education. Interdisciplinary scientific consortia are seeking to identify ‘genetic influences’ on ‘educationally relevant’ traits, behaviors, and outcomes. This article examines the emerging ‘knowledge infrastructure’ of educational genomics, attending to the assembly and choreography of organizational associations, epistemic architecture, and technoscientific apparatuses implicated in the generation of genomic understandings from masses of bioinformation. As an infrastructure of datafied knowledge production, educational genomics is embedded in data-centered epistemologies and practices which recast educational problems in terms of molecular genetic associations—insights about which are deemed discoverable from digital bioinformation and potentially open to genetically informed interventions in policy and practice. While scientists claim to be ‘opening the black box of the genome’ and its association with educational outcomes, we open the black box of educational genomics itself as a source of emerging scientific authority. Data-intensive educational genomics does not straightforwardly ‘discover’ the biological bases of educationally relevant behaviors and outcomes. Rather, this knowledge infrastructure is also an experimental ‘ontological infrastructure’ supporting particular ways of knowing, understanding, explaining, and intervening in education, and recasting the human subjects of education as being surveyable and predictable through the algorithmic processing of bioinformation

    The experience of using role-play and simulated practice as an adjunct to paramedic placement learning

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    This study examines the current experiences of paramedic students regarding the perceptions, understanding and utilisation of role-play plus simulation in a paramedic degree programme. This area is underexplored, so it is situated in the context of paramedic practice, training and education landscape in UK, Australia, Canada and the USA, and cognate professions.The skills training in its original format remains, as does the on-the job clinical training (hospital placement and ambulance internship) as these are set regulatory requirements. Role-play and task focused simulation is used as part of syndicate learning for skills development. A mixed methodology, comprising both qualitative and quantitative approaches, including an exploratory sequential design, was used in this research. This was done in order to evaluate the student perceptions of their current placement experience and to explore the perception of combining simulation and role-playing.The study results show that the current educational model of clinical placement is flawed. After a brief exposure to an exemplar event, students preferred the combination of simulation and role-playing over the use of either technique independently. Adoption of this technique firstly requires a set definition of terminology and consistent interpretation within the discipline.A consolidation of the students’ experience is required by enhancing the mentorship supports. Further research is needed to design and develop the combination of role-playing and simulation to enhance student learning in the simulation laboratory. This study promotes positive social change by providing data to the educators and key decision makers of the paramedic programme on students’ perceptions of the benefits of a technique that is able to support instruction and augment the students’ clinical placement experience

    DAMPAK BERBAGI PENGETAHUAN DAN KEPEMIMPINAN WIRAUSAHA TERHADAP KREATIVITAS KARYAWAN MELALUI TEKNOLOGI INFORMASI

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    Penelitian ini berusaha menguji pengaruh kemampuan berbagi pengetahuan dan gaya kepemimpinan kewirausahaan terhadap kreativitas karyawan dengan menambahkan mediasi yaitu teknologi informasi. Dalam memecahkan hipotesis diatas, kami menggunakan metode penelitian kuantitatif. Untuk data kami menggunakan data primer yang peroleh dari kuesioner yang didistribusikan secara langsung kepada pelaku usaha mikro kecil dan menengah bidang kuliner di kabupaten kendal. Penentuan jumlah sampel menggunakan metode purposive sampling sehingga ditemukan sejumlah 78 responden. Hasil penelitian ini dapat membuktikan bahwa untuk meningkatkan kreativitas karyawan, perusahaan atau organisasi dapat memaksimalkan peran entrepreneurial leadership, dan knowledge sharing. Karena kedua variable tersebut secara perhitungan statistika terbukti memiliki hubungan yang positif dan signifikan terhadap variable employee creativity. Namun pada penelitian ini, tidak ditemukan hubungan antara variabel information technology terhadap variabel employee creativity. Selain itu, information technology juga tidak mampu memediasi hubungan variabel entrepreneurial leadership terhadap variabel employee creativity

    Conversations on Empathy

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    In the aftermath of a global pandemic, amidst new and ongoing wars, genocide, inequality, and staggering ecological collapse, some in the public and political arena have argued that we are in desperate need of greater empathy — be this with our neighbours, refugees, war victims, the vulnerable or disappearing animal and plant species. This interdisciplinary volume asks the crucial questions: How does a better understanding of empathy contribute, if at all, to our understanding of others? How is it implicated in the ways we perceive, understand and constitute others as subjects? Conversations on Empathy examines how empathy might be enacted and experienced either as a way to highlight forms of otherness or, instead, to overcome what might otherwise appear to be irreducible differences. It explores the ways in which empathy enables us to understand, imagine and create sameness and otherness in our everyday intersubjective encounters focusing on a varied range of "radical others" – others who are perceived as being dramatically different from oneself. With a focus on the importance of empathy to understand difference, the book contends that the role of empathy is critical, now more than ever, for thinking about local and global challenges of interconnectedness, care and justice

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    A Phenomenological Study on the Lived Experience of Diverse Learners in the Middle School Classrooms Who Failed the Final Exam in Reading and Comprehension at the End of the School Year

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    The purpose of this phenomenological study is to explore the lived experiences of 12-15 participants in grades 7-9 who failed the final exam in reading and comprehension at the end of the school year at a school in the Virgin Gorda school district. The central research question that guides this research is: What are the lived experiences of diverse learners in middle school classrooms who failed the final exam in reading and comprehension at the end of the school year? The theories guiding this study are Vygotsky\u27s sociocultural theory and Albert Bandura’s cognitive theory, as they connect to the experiences of diverse learners in the classroom and are related to diversity. A phenomenological approach was used to gather first-hand stories from individuals through face-to-face interaction. Also, a triangulation method was used to collect multiple sources of data. The data sources include classroom observations, interviews, and photographs. The data was coded through bracketing chunks and representations to create descriptions and analyze themes for the finding. Three themes and eight sub-themes emerged from the study. The themes emerged were instructional engagement, classroom management and social engagement. Based on the implications of finding teachers and stakeholders must be aware of the deficiencies that takes places in middles school classrooms and provide the necessary training and tools to help students succeed. Future research should be undertaken on all four public schools in the Virgin Islands school district to get a more comprehensive and accurate view of students lived experiences

    Understanding The Lived Experiences of Elementary Teachers Who Teach Students With Dyslexia How to Read: A Transcendental Phenomenology

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    This transcendental phenomenology sought to understand the lived experiences of elementary teachers who teach students with dyslexia how to read. The central question guiding this study was: “What are the lived experiences of elementary teachers who teach students with dyslexia how to read?” Three sub-questions looked more deeply into the phenomenon. The first sub-question asked: “What internal influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” The second sub-question asked: “What external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Finally, the third sub-question asked: “How do internal and external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Bandura’s social cognitive theory (SCT) guided this study, as its model of triadic reciprocal causation provided a framework for understanding the internal and external influences that shaped elementary teachers’ experiences when teaching reading to students with dyslexia. A total of 14 teachers were purposefully selected either from public and private elementary teacher Facebook groups across the United States or snowball sampling. Participants were K-4 classroom teachers, special education teachers, and reading specialists. Data were collected from individual interviews, document analysis, and participant journaling. Moustakas’ (1994) data analysis procedures were used to reveal the essence of participants’ lived experiences of the phenomenon. Thus, the science of reading, barriers to teaching students with dyslexia, and the pandemic and dyslexia strongly shaped elementary teachers’ instruction when teaching students with dyslexia how to read

    Mapping the Focal Points of WordPress: A Software and Critical Code Analysis

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    Programming languages or code can be examined through numerous analytical lenses. This project is a critical analysis of WordPress, a prevalent web content management system, applying four modes of inquiry. The project draws on theoretical perspectives and areas of study in media, software, platforms, code, language, and power structures. The applied research is based on Critical Code Studies, an interdisciplinary field of study that holds the potential as a theoretical lens and methodological toolkit to understand computational code beyond its function. The project begins with a critical code analysis of WordPress, examining its origins and source code and mapping selected vulnerabilities. An examination of the influence of digital and computational thinking follows this. The work also explores the intersection of code patching and vulnerability management and how code shapes our sense of control, trust, and empathy, ultimately arguing that a rhetorical-cultural lens can be used to better understand code\u27s controlling influence. Recurring themes throughout these analyses and observations are the connections to power and vulnerability in WordPress\u27 code and how cultural, processual, rhetorical, and ethical implications can be expressed through its code, creating a particular worldview. Code\u27s emergent properties help illustrate how human values and practices (e.g., empathy, aesthetics, language, and trust) become encoded in software design and how people perceive the software through its worldview. These connected analyses reveal cultural, processual, and vulnerability focal points and the influence these entanglements have concerning WordPress as code, software, and platform. WordPress is a complex sociotechnical platform worthy of further study, as is the interdisciplinary merging of theoretical perspectives and disciplines to critically examine code. Ultimately, this project helps further enrich the field by introducing focal points in code, examining sociocultural phenomena within the code, and offering techniques to apply critical code methods

    AI: Limits and Prospects of Artificial Intelligence

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    The emergence of artificial intelligence has triggered enthusiasm and promise of boundless opportunities as much as uncertainty about its limits. The contributions to this volume explore the limits of AI, describe the necessary conditions for its functionality, reveal its attendant technical and social problems, and present some existing and potential solutions. At the same time, the contributors highlight the societal and attending economic hopes and fears, utopias and dystopias that are associated with the current and future development of artificial intelligence

    If I Can\u27t Predict My Future, Why Can AI? Exploring Human Interaction with Predictive Analytics

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    This research study seeks to understand how AI-based chatbots can potentially be leveraged as a tool in a PSYOP. This study is methodologically driven as it employs validated scales concerning suggestibility and human-computer interaction to assess how participants interact with a specific AI chatbot, Replika. Recent studies demonstrate the capability of GPT-based analytics to influence user’s moral judgements, and this paper is interested in exploring why. Results will help draw conclusions regarding human interaction with predictive analytics (in this case a free GPT-based chatbot, Replika) to understand if suggestibility (how easily influenced someone generally is) impacts the overall usability of AI chatbots. This project will help assess how much of a concern predictive AI chatbots should be considered as virtual AI influencers and other bot-based propaganda modalities emerge in the contemporary media environment. This study uses the CASA paradigm, medium theory, and Boyd’s theory of conflict to explore how factors that often drive human computer interaction— like anthropomorphic autonomy and suspension of disbelief— potentially relate to suggestibility or chatbot usability. Overall, this study is interested in specifically exploring if suggestion can predict usability in AI chatbots
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