3,684 research outputs found

    Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.

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    This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices

    Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research

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    The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level

    Digital Transformation of Education for Quality Sustainability-Reference Based

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    Digital transformation (DX) is the adoption of digital technology by an organization to digitize non-digital products, services or operations. The goal for its implementation is to increase value through innovation, invention, customer experience or efficiency. Digitization is the process of converting analog information into digital form using an analog-to-digital converter, such as in an image scanner or for digital audio recordings. As usage of the internet has increased since the 1990s, the usage of digitization has also increased. Digital transformation, however, is broader than just the digitization of existing processes. Digital transformation entails considering how products, processes and organizations can be changed through the use of new, digital technologies. A 2019 review proposes a definition of digital transformation as "a process that aims to improve an entity by triggering significant changes to its properties through combinations of information, computing, communication, and connectivity technologies." Digital transformation can be seen as a socio-technical programme

    Exploring parenting self-efficacy among parents of children In residential treatment: evaluating a combined online psychoeducational intervention

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    When children return home from residential treatment for behavioral challenges, continuity of care is clinically advised and empirically supported. If parents lack the skills to support this transition, a child’s treatment gains may be at risk. Parenting difficulties can initiate oppositional and avoidant behaviors in children, and if sustained, damage the parent-child relationship, leading to poor child outcomes. Offering parent training during a child’s residential treatment may increase parent self-efficacy and use of the training in support of a child’s transition home. A Northeastern US Residential Treatment Program (RTP) annually provides short-term residential treatment for children (ages 6-18), and therapeutic supports to the parents of these children during their milieu care. RTP’s new online parenting program was evaluated across three separate but related studies, exploring in Phase 1) perceived barriers to online program usability, Phase 2) how video dosage was associated with changes in parenting self-efficacy and parenting stress, and Phase 3) through the lens of family routines, what were the longer-term effects of the online program. Results from Phase 1 suggested that parents with lower technology familiarity may need ongoing support to successfully complete online training; adding digital prompts helped parents to autonomously navigate the online program. Phase 2 results indicated that parenting self-efficacy increased minimally while children were away, and decreased when children returned home; an inverse effect was found for parenting stress. Phase 3 revealed limited application of the online parent training in post-residential family routines; parent training was shared internationally within parenting social networks, though virtually no videos were watched once children had transitioned home. Similar parenting programs using the Fogg Behavior Model may consider nudging parents during natural surges in parent motivation to prolong recently initiated therapeutic benefits during post-residential home aftercare

    MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices

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    This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers

    Evaluation of a Computer-Based Observer-Effect Training on Mothers\u27 Vocal Imitation of Their Infant

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    Infants begin to learn important skills, such as contingency learning, social referencing, and joint attention through everyday interactions with their environment. When infants learn that their behavior produces a change in the environment (e.g., attention from others), infants engage in behavior that produces that effect (e.g., increases in smiling sustained engagement. When mothers and other caregivers respond immediately to infant behavior, they help their infant learn that the infant’s own behavior is effective, producing a change in the environment. The current investigation evaluated the effect of a computer-based training that aimed at teaching mothers to play a vocal-imitation contingency-learning game. The training included observer-effect methodology, meaning the mothers engaged in observation and evaluation of other mothers engaging in vocal imitation but did not themselves receive any direct coaching or feedback. All mothers completed the training during one session and in less than 45 min. Results indicate that all mothers increased their use of vocal imitation post training and maintained their performance at a two-week follow-up. Results are discussed in terms of how computer training may facilitate dissemination of responsive caregiver training

    The faces of breastfeeding support : a netnographic analysis of how breastfeeding mothers find support online

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    Background: Breastfeeding is an important public health issue and is associated with reduced infant mortality and improved health outcomes for children and their mothers. Research indicates that although most women are aware of the importance of breastfeeding, they are often denied the opportunity to meet their breastfeeding goals due to a lack of consistent informational and emotional support. In recent times, there have been substantial changes to the way breastfeeding mothers seek and receive support in their mothering role. Many are finding their mothering community in online spaces, such as social networking sites (SNSs) like Facebook. Aim: The aim of this study was to explore the experiences of women seeking, receiving and giving breastfeeding support online, and the nature of that support. This study had the following objectives: 1) To identify the types of social support engaged in closed Facebook groups attached to the Australian Breastfeeding Association (ABA); 2) To advance understanding of the experiences of mothers using closed Facebook groups attached to the ABA and how these mothers find and share breastfeeding support and information; 3) To investigate the specific breastfeeding topics that women are researching via SNSs such as Facebook, and how breastfeeding peer supporters respond with informational and emotional support to queries about breastfeeding concerns on a SNS. Methods: Employing a netnographic (online ethnographic) research approach, data collection comprised of three steps: 1) Observation of 15 ABA closed Facebook groups for four weeks in mid-2013. 2) Online in-depth interviews (using Facebook “Chat” function) with administrators of three of these ABA closed Facebook groups in late 2013 and early 2014. 3) Online focus groups (utilising Facebook “Events” function) of groups of six to eight active participants from each of these three groups in late 2014. Findings: This study explored the frequency of posts of the two types of support (informational and emotional) and what types of responses these posts elicit. It was found that 36 percent were informational queries and 64 percent were a combination of informational and emotional. When sharing information from the wall posts, 40 percent were informational shares and 60 percent were a combination of informational and emotional. Support providers offered comments that matched the query and featured precision, timeliness, credibility and depth. The results indicate that the types of support-giving comments were significantly associated with the types of support-seeking posts (queries). The findings also indicated that the support from support providers matched the requests from support seekers, providing congruency and also relationality. A thematic analysis of the in-depth interview and focus group data identified the overarching theme was ‘support’, with four sub-themes that describe the nature of online breastfeeding support within the Facebook environment. These sub-themes are: ‘community’, ‘complementary’, ‘immediate’ and ‘information’. It was found that the SNSs provided support from the trusted community. It is immediate, it complements existing support or services that the ABA provide, and also provides practical and valuable information for its users. This study also explored the specific breastfeeding topics that women are investigating via SNSs such as Facebook. Of the 72 queries that were specific breastfeeding questions, 55 (76 percent) were categorised into the three topic areas of ‘breastfeeding management’, ‘breastfeeding and health’, and ‘breastfeeding and work’ which are all themes universally recognised as some of the most common reasons for the cessation of breastfeeding, and important areas for future study. The research also found that these types of SNSs facilitated by trained peer breastfeeding counsellors are more likely to facilitate an authentic presence and facilitative style, both recognised as the most effective components of breastfeeding support. Conclusion: These study findings have significant implications for peer support organisations and health professionals charged with the care of breastfeeding mothers and their families, and policy makers and international agencies with an interest in maternal and child health and nutrition. It is evident that social media has become a significant method of communication and social connection for the current generation of mothers. By designing social media tools and integrating the use of SNSs into the support mechanisms available to breastfeeding mothers, these organisations can provide cost-effective and socially relevant methods of connecting with and supporting breastfeeding mothers – now and into the future. Also, by providing a two-way symmetric dialogue through social media, that does not primarily focus on promoting the ABA and breastfeeding but rather providing support to its stakeholders, the ABA is able to provide an additional form of support that serves several important purposes. This study provides a lesson in opportunities that can be applied to any organisation aimed at providing not only peer support to mothers but peer support in general. Indeed, closed Facebook groups like those engaged by the ABA have led to public relations practice that has become more global, strategic, two-way and interactive, symmetrical or dialogical, and socially responsible
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