Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and Distraction

Resilient Pedagogy offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction

Opportunity-Rich Schools and Sustainable Communities: Seven Steps to Align High-Quality Education With Innovations in City and Metropolitan Planning and Development

Details challenges and steps for linking quality education and community and economic vitality, including establishing a shared vision and metrics, aligning investments for prosperity, and expanding access via transportation. Lists promising practices

ASQ: active learning with interactive web presentations and classroom analytics

Today it is commonly accepted that the effectiveness of instructional technology, measured as improvement over the learning outcomes of students, is highly correlated with the learning environment, the applied pedagogies and the goals of the participants of the learning process. The often applied passive lecture model and the undirected use of modern technology such as student laptops and smartphones has been associated with increased levels of inattention and poor student performance. To address this, our work is focused on creating instructional technology for orchestrating traditional post-secondary brick-and-mortar classrooms of computer science education where active learning is the pedagogy of choice. We promote active learning during interactive lectures featuring retrieval practice with open practice question types of all answer depth formats (recognition, cued/free recall) directly integrated with slides. These turn student devices from a source of distraction to a learning affordance. Moreover, we take advantage of modern real-time Web technologies and machine learning techniques to allow timely and effortless gathering, assessment and classification of all student responses and activity during lectures thus tackling issues of scale with extrinsic classroom activities. This dissertation introduces ASQ, a Web application for increasing teacher awareness by (i) turning student’s devices from distraction tools to learning affordances; (ii) facilitating the application of active learning with the use of question types of various formats and depth; and (iii) utilizing real-time data analytics to facilitate the collection of students submissions, accelerate feedback cycles and infer student behaviors dynamics. With ASQ lecture slides are transformed into an interactive social playground for knowledge construction where students experiment with the presented material (individually or collaboratively), answer questions and continuously give feedback about the lecture quality. We reinforce the role of teachers as the driver of classroom activity by providing them with information to follow the progress of the learning process, spot learning gaps or misconceptions early and provide feedback when needed. We begin by focusing on the engineering aspects of such an application and discusses in depth how to architect interactive presentations for the Web and design an extensible set of active learning question types for live audiences. Next, we move to the educational technology domain and combine several longitudinal case studies in real-world computer science courses involving hundreds of students, which showcase the potential of a data-driven approach to infer students dynamics and design more engaging lectures, with student and instructor evaluation studies of ASQ to confirm its the suitability as lecturing tool in the modern classroom

Testing a Process Model for Student Project Teams in Higher Education with the Relationships Among Shared Leadership, Psychological Safety, Team Processes, Team Performance, and Creativity

The use of face-to-face and virtual teams has become a popular method of instruction in higher education. The popularity of working in teams has increased because effective teams are associated with positive learning outcomes. However, as students have different values and backgrounds, communication issues or conflict among team members may occur. Therefore, team researchers have placed a growing emphasis on positive team contexts (psychologically safety and shared leadership) that enable team processes, team performance, and creativity. To enhance the team processes and performance in both virtual and face-to-face student project teams in higher education, it is necessary to examine the critical factors that led to better outcomes. Therefore, the purpose of this study is to test a holistic team process model in student project teams in higher education. First, the team process factors were examined in face-to-face team samples using exploratory factor analysis. Second, the team process measurement was verified with virtual team samples using confirmatory factor analysis. Then, the relationships among team process enablers, team processes, and team performance and creativity were examined using structural question modeling. It was concluded that the role of shared leadership positively influenced students’ teamwork processes, such as goal commitment, shared identity, and trust, which improved their performance and creativity. This team process model will provide a guide for further exploration of possible intervening variables that may increase team performance when shared leadership plays a role

Developing Learning System in Pesantren The Role of ICT

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance

Looking BK and Moving FD: Toward a Sociocultural Lens on Learning with Programmable Media

Part of the Volume on Digital Young, Innovation, and the Unexpected This chapter is a look back at ideas about programming as a form of digital media for learning in the mid-1990s to help realize more of the potential of these tools in the future. It presents a close examination of the work of children who became fluent in programming animations, games, and interactive stories using MicroWorlds Logo. A vignette from the creation of a movie remix by African American girls in a culturally relevant school is analyzed. Their work supports a constructionist perspective that children can learn both programming and other subject-matter ideas through creating personally meaningful projects with programmable media. Unexpected from this view is that the children brought practices from living culturally to define and produce their project and that these cultural practices were integral to their learning. Implications are outlined for educators, policy makers, and researchers to use views of culture in learning with programmable media to connect more children to the benefits of these media

Digital Youth with Disabilities

An examination of media and technology use by school-aged youth with disabilities, with an emphasis on media use at home.Most research on media use by young people with disabilities focuses on the therapeutic and rehabilitative uses of technology; less attention has been paid to their day-to-day encounters with media and technology—the mundane, sometimes pleasurable and sometimes frustrating experiences of “hanging out, messing around, and geeking out.” In this report, Meryl Alper attempts to repair this omission, examining how school-aged children with disabilities use media for social and recreational purposes, with a focus on media use at home. In doing so, she reframes common assumptions about the relationship between young people with disabilities and technology, and she points to areas for further study into the role of new media in the lives of these young people, their parents, and their caregivers.Alper considers the notion of “screen time” and its inapplicability in certain cases—when, for example, an iPad is a child's primary mode of communication. She looks at how young people with various disabilities use media to socialize with caregivers, siblings, and friends, looking more closely at the stereotype of the socially isolated young person with disabilities. And she examines issues encountered by parents in selecting, purchasing, and managing media for youth with such specific disabilities as ADHD and autism. She considers not only children's individual preferences and needs but also external factors, including the limits of existing platforms, content, and age standards

2020 Touro College & University System Faculty Publications

2020 edition of the Faculty Publications Book of the Touro College & University System. This bibliography contains the published works of TCUS affiliated authors during 2020, arranged by academic unit.https://touroscholar.touro.edu/facpubs/1010/thumbnail.jp