Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

When College Students Start Behind

Almost two thirds of students who enter community colleges every year are judged to be academically not ready to engage in college-level coursework. In order to enroll, these students typically must take one or more “remedial” or “developmental” math or English courses that will not count toward their college degree. The bulk of the evidence, however, suggests that the $4 billion annual investment in services to help underprepared students is having little positive impact on the success of those students in community colleges. This report for The Century Foundation's College Completion Series reviews that research, describes findings from studies on four types of reforms underway at various colleges, and concludes with the argument that a wholesale redesign of the student experience at community colleges is needed to make a real difference in the outcomes of underprepared students

Redesigning Nursing Education: Lessons Learned from the Oregon Experience

Offers evaluation findings, lessons learned, and guidance from a coalition of community colleges and university nursing programs that offer a standard competency-based curriculum to enable students to make a seamless transition and raise skill levels

When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning

Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities

An augmented reality learning toolkit for fostering spatial ability in mathematics lesson: Design and development

Previous research claimed that integration of augmented reality on educational settings helps to improve academic achievement of students in collaborative learning environments, as well as to improve their retention and ability to translate this within other environments. Since augmented reality is still considered relatively novel technology in educational fields, there is an inherent need for research-based guides to design effective and feasible augmented reality tools for school-based learning. The main aim of this study was therefore to design and develop an augmented reality learning toolkit to foster spatial ability in middle school students using mobile devices. The study was conducted in two parts, as preliminary research and a prototyping phase. The findings guided the characteristics for designing an augmented reality learning toolkit with a set of spatial tasks aimed at middle school students. In light of the results, it can be inferred that the students were able to use this designed toolkit to perform their spatial ability through given spatial tasks since the students encountered no technical difficulties with the final toolkit prototype, and that they were able to use the toolkit assuredly. In conclusion, the study showed that augmented reality seemed helpful in enhancing the usage of mobile devices, not just for the reading of books, communication or playing games, but also as a support mechanism for the learning of mathematics. Thus, the augmented reality toolkit developed in this study presents a new way for students and/or teachers to use mobile devices in the learning and teaching of mathematics

Solving problems through engineering design: An exploratory study with pre-service teachers

A possible pathway to achieve disciplinary integration is through the use of the Engineering Design (ED) process, starting with problems in a real context that enable the mobilization of concepts from various disciplinary areas. The study reported in this paper aims to analyze the performance underlying the use of the ED process in solving authentic problems in a STEAM perspective, with future teachers of elementary education. We adopted a qualitative and interpretative methodology, with an exploratory design, where data were collected through participant observation, documents, artefacts and photographic records. The results are discussed, taking into account previous research and the data collected throughout the classes, where future teachers solved a problem task and created an artefact and a poster. Preliminary results show that the participants valued the experience and were actively engaged, showing persistence and motivation in solving the problem in a collaborative way, through the different steps of the ED cycle. This approach constituted an opportunity to favor the establishment of connections between different areas, such as mathematics, sciences or arts, detecting the possibility of integrating previously learned concepts. Difficulties were evidenced in the identification of some underlying mathematical and physical sciences concepts, particularly in the mobilization of an adequate scientific language while arguing and making decisions, or in accurately justifying the need to improve the designed plan.0D1E-4824-1244 | Ana Cristina Coelho Barbosainfo:eu-repo/semantics/publishedVersio

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

Integrating Comprehension Strategy Instruction Into Literature Study For Primary Students

The research question addressed in this curriculum design project was: How can I redesign a current second grade literature unit by integrating explicit comprehension strategy instruction while maintaining a focus on meaningful interaction with text? It documents one teacher’s foray into the field of reading research, beginning with the historical and theoretical underpinnings of reading comprehension and then moving onto how research on proficient readers has impacted current views on effective reading comprehension instruction. The literature unit that was designed focuses on key strategies used by proficient readers including activating and building schema, making connections, visualizing, inferring, and summarizing. The most important insight gained through this capstone process is that explicit instruction in cognitive strategies is beneficial to all students, but that the focus of reading must remain on meaningful engagement and interaction with high-quality texts. Reading strategies are important, but they must not overshadow the true goal of reading – the creation of meaning

Re-Imagining Specialized STEM Academies: Igniting and Nurturing ‘Decidedly Different Minds,’ by Design

This article offers a personal vision and conceptual design for reimagining specialized science, technology, engineering, and mathematics (STEM) academies designed to nurture decidedly different STEM minds and ignite a new generation of global STEM talent, innovation, and entrepreneurial leadership. This design enables students to engage actively in the authentic work, modes of inquiry, and practices that distinguish four STEM learning cultures, environments, and communities: (a) Inquiry and Research Laboratory and Interdisciplinary Learning Center—develops disciplinary, interdisciplinary, and inquiry-based thinking; (b) Innovation Incubator and Design Studio—ignites innovative and design-based thinking; (c) Global Leadership and Social Entrepreneurship Institute—nurtures change leadership and systems-based thinking; and (d) Leadership, Innovation and Knowledge (LINNK) Commons—connects the knowledge, innovation, leadership resources, and networks of the global STEM commons to collaboratively solve complex problems that advance both the new STEM frontier and the human future

Integrating Technology and Engineering in a STEM Context

(First paragraph) Imagine students entering the classroom with an enthusiasm that cannot be contained. They come from all walks of life and with different experiences and backgrounds and are eager to engage in learning. Inspiration and innovation are on their mind. What they learned in their science and math classes is now being applied in another class they take called Technology and Engineering. Opportunity is what they see for their future. Something about connecting all the dots from all their classes propels them to change their outlook, to get involved, to get excited about school and to envision their future