Pre-schoolers' agency through learning for well-being in inner-city early childhood centres : the role of the practitioners

This study explored the diverse ways in which practitioners' roles manifest to develop pre-schoolers’ agency through learning for well-being in inner-city early childhood centres (ICECCs). Findings served as the foundation for a training programme for practitioners to develop pre-schoolers’ agency in South Africa. Various factors that have an impact on the development of pre-schoolers’ agency and ways in which preschoolers express agency were further explored through using the tool of pedagogical documentation. A conceptual framework was based on the Framework of Learning for Well-being, the Framework of Indigenous Well-being and the Reggio educational approach, which supports the notion that pre-schoolers can express themselves and influence their lifeworlds. Myself, three practitioners and nine pre-schoolers participated in the study. I made use of participatory action research (PAR) to generate qualitative data. The various data collection tools used were: Conversations with pre-schoolers; semi-structured interviews with practitioners; focus group interviews between myself and the practitioners; observations of circle time discussions; practitioners' open-ended questionnaires and self-reflective notes on fake Facebook pages; notes in my selfreflective journal; and documentation of pre-schoolers' four art projects. A manual thematic analysis of the data was done and feedback obtained during final interviews. Practitioners indicated the following insights into their practice during and upon completion of the research process: Discoveries of the capabilities of pre-schoolers to express agency; the need to ask more probing and open-ended questions; the importance of listening to pre-schoolers; an awareness of the diverse capabilities of preschoolers; and knowledge and understanding of the value of the tool of pedagogical documentation to make pre-schoolers' agency visible. Aspects that posed challenges were highlighted, such as lack of technology, time constraints, work load and concerns of parents over the academic performance of their children. Upon conclusion of the study the following recommendations were made: a new theme in the Curriculum and Assessment Policy Statements (CAPS); a module in Foundation Phase education on children's agency; a one-day workshop for practitioners to develop pre-schoolers'Psychology of EducationPh.D. (Psychology

Adults with intellectual disabilities’ lived experiences of wellbeing and the Internet : a descriptive phenomenological study

Internet usage continues to increase among adults with intellectual disabilities (IDs), but many are scared to use the internet or are denied access by those who care for them. The internet offers many opportunities, such as the ability to increase social networks and independence, and gain access to health information and support, all of which could contribute to the wellbeing of those with IDs. Due to the lack of qualitative research into the everyday lived online experiences of adults with IDs living in the United Kingdom (UK), decisions around adults with IDs’ internet access and use are often based on reported stories in the media, those without IDs’ experiences, and child-related internet information. This has resulted in an overly paternal and negative approach and a lack of understanding into how best to support adults with IDs’ enjoyable, safe and independent internet use.Taking a descriptive-empirical phenomenological approach, 8 participants with IDs aged between 19-62 from the Yorkshire and Humber region, were interviewed multiple times using semi-structured and adapted methods about their experiences of wellbeing and the internet. The qualitative data was analysed in two phases: data relating to the individual participant’s context was analysed using inductive thematic analysis (TA), informed by methods set out by Braun and Clarke (2006, 2013), whilst data relating to the concrete lived experiences of the phenomenon was analysed using descriptive-empirical phenomenological methods set out by Giorgi (2009). The essential structure of the phenomenon: internet and wellbeing, was composed of seven constituents:• The internet as a mirror.• The internet enables visibility and invisibility.• The internet as liberating.• The internet meets unmet needs.• The internet creates a decision maker and expert.• The internet as friend and foe.• The body connects to, and disconnects from, the internet.The participants’ sense of wellbeing, as well as suffering, was often integral to the internet experience and entwined with their offline context and ID related identities

Stepping Stones: Adventure-Based Learning as Transformative Teacher Development

Thesis advisor: Audrey A. FriedmanThrough adventure-based learning (ABL), individuals analyze unique experiences in order to generalize and apply critical skills and dispositions to their homes, schools, workplaces, and communities (Dillon, Tannehill, & O’Sullivan, 2010).  However, there is a lack of research documenting the transferability of ABL to other contexts (Kraft, 1999; Furman & Sibthorp, 2012). In educator preparation programs, coursework in ABL has been found inadequate for its incorporation into practice (Sutherland & Legge, 2016; Dillon, Tannehill, & O’Sullivan, 2010). Expanding this research base is critical in justifying “adventure programming [as] more than just fun and games, and to support it as the powerful form of change that practitioners tacitly know it to be” (Priest & Gass, 1999, p. 478), and understanding how that change can impact teachers. This research is informed by the overall question: In what ways can experience as an adventure-based learning (ABL) leader impact the subsequent epistemologies and practices of professional educators? Utilizing qualitative, collective case study methodology (Yin, 2018; Hancock & Algozzine, 2017) and grounded in Mezirow’s (2000) transformative learning theory, this research studies ten professional educators who, as college students, had served as ABL facilitators. Findings indicate that participants’ experience in facilitating ABL aligned with Mezirow’s criteria for transformative learning both personally and professionally. While participants rarely incorporated the physical challenges and fantastical premises typically associated with ABL, they reported their pre-professional experiences deeply influenced their pedagogical practice.  This research posits a new framework for these connections, adventure-informed pedagogy, to explore how ABL philosophies and processes, but not practices, impacted former facilitators and their classrooms.  Thesis (PhD) — Boston College, 2021.Submitted to: Boston College. Lynch School of Education.Discipline: Teacher Education, Special Education, Curriculum and Instruction

Extending the Design Space of E-textile Assistive Smart Environment Applications

The thriving field of Smart Environments has allowed computing devices to gain new capabilities and develop new interfaces, thus becoming more and more part of our lives. In many of these areas it is unthinkable to renounce to the assisting functionality such as e.g. comfort and safety functions during driving, safety functionality while working in an industrial plant, or self-optimization of daily activities with a Smartwatch. Adults spend a lot of time on flexible surfaces such as in the office chair, in bed or in the car seat. These are crucial parts of our environments. Even though environments have become smarter with integrated computing gaining new capabilities and new interfaces, mostly rigid surfaces and objects have become smarter. In this thesis, I build on the advantages flexible and bendable surfaces have to offer and look into the creation process of assistive Smart Environment applications leveraging these surfaces. I have done this with three main contributions. First, since most Smart Environment applications are built-in into rigid surfaces, I extend the body of knowledge by designing new assistive applications integrated in flexible surfaces such as comfortable chairs, beds, or any type of soft, flexible objects. These developed applications offer assistance e.g. through preventive functionality such as decubitus ulcer prevention while lying in bed, back pain prevention while sitting on a chair or emotion detection while detecting movements on a couch. Second, I propose a new framework for the design process of flexible surface prototypes and its challenges of creating hardware prototypes in multiple iterations, using resources such as work time and material costs. I address this research challenge by creating a simulation framework which can be used to design applications with changing surface shape. In a first step I validate the simulation framework by building a real prototype and a simulated prototype and compare the results in terms of sensor amount and sensor placement. Furthermore, I use this developed simulation framework to analyse the influence it has on an application design if the developer is experienced or not. Finally, since sensor capabilities play a major role during the design process, and humans come often in contact with surfaces made of fabric, I combine the integration advantages of fabric and those of capacitive proximity sensing electrodes. By conducting a multitude of capacitive proximity sensing measurements, I determine the performance of electrodes made by varying properties such as material, shape, size, pattern density, stitching type, or supporting fabric. I discuss the results from this performance evaluation and condense them into e-textile capacitive sensing electrode guidelines, applied exemplary on the use case of creating a bed sheet for breathing rate detection

Bowdoin Orient v.135, no.1-25 (2005-2006)

https://digitalcommons.bowdoin.edu/bowdoinorient-2000s/1006/thumbnail.jp

A professional agenda: An initial step toward enhancing the quality of teaching in University Malaysia Sarawak.

This paper was originally written as a proposal to the management of the Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak (UNIMAS) in the bid to enhance the quality of teaching on a university-wide basis. The recent quality assurance movement on teaching in UNIMAS is an important step to foster excellence in teaching and to eventually meet one of Malaysia’s visions of being a center for quality education by year 2020. Although teaching is one of the core businesses in institutions of higher learning, it is ironic that academics in many universities are not required to possess preparatory training in teaching, unlike schoolteachers. As a forwardlooking university, one of the initial mechanisms suggested in this paper is to conduct a workshop series to all UNIMAS academics. The workshop series comprise topics such as Introduction to University Teaching, How Humans Learn? Assessment, Instructional Design, Instructional Technology, and Learning from the Teaching Practice. The aims of the workshop series are to train the UNIMAS academics in teaching on a short-term basis, to initiate a long-term commitment toward excellence in teaching, and to develop a collaborative academic community that places special commitment to excellence in teaching. The required institutional commitment, the success factors, and the long-term plans for enhancing teaching at UNIMAS are also discussed in this paper

7th International Conference on Higher Education Advances (HEAd'21)

Information and communication technologies together with new teaching paradigms are reshaping the learning environment.The International Conference on Higher Education Advances (HEAd) aims to become a forum for researchers and practitioners to exchange ideas, experiences,opinions and research results relating to the preparation of students and the organization of educational systems.Doménech I De Soria, J.; Merello Giménez, P.; Poza Plaza, EDL. (2021). 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD21.2021.13621EDITORIA