3,787 research outputs found

    Learners Thrive Using Multifaceted Open Social Learner Modeling

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    Learners Thrive When Using Multifaceted Open Social Learner Models

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    This article explores open social learner modeling (OSLM)-a social extension of open learner modeling (OLM). A specific implementation of this approach is presented by which learners' self-direction and self-determination in a social e-learning context could be potentially promoted. Unlike previous work, the proposed approach, multifaceted OSLM, lets the system seamlessly and adaptively embed visualization of both a learner's own model and other learning peers' models into different parts of the learning content, for multiple axes of context, at any time during the learning process. It also demonstrates the advantages of visualizing both learners' performance and their contribution to a learning community. An experimental study shows that, contrary to previous research, the richness and complexity of this new approach positively affected the learning experience in terms of perceived effectiveness, efficiency, and satisfaction. This article is part of special issue on social media for learning

    In This Spirit: Helping Preservice Teachers Thrive During the Pandemic Through Adaptation and Change

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    “New times demand new methods”, William Joseph Chaminade. These words reflect the lived experiences of two faculty women of color, identified as Afro Caribbean and African American scholar practitioners in education at a Marianist university. We share our different narratives of the experience from the dual lens of social emotional learning and culturally responsive pedagogy with our classes and students as they thrived during a pandemic. Included in these narratives will be a discussion of the continued community building process, exploration of efforts to learn more about the teaching profession, social justice and advocacy as we learn about others, and challenges encountered in creating virtual learning environments, as spaces to express themselves and dig deeply into their experiences as preservice teachers. This essay gives voice to the work of two faculty of color who found their work more valuable and accessible to students during these tough times

    In This Spirit: Helping Preservice Teachers Thrive During the Pandemic Through Adaptation and Change

    Get PDF
    “New times demand new methods”, William Joseph Chaminade. These words reflect the lived experiences of two faculty women of color, identified as Afro Caribbean and African American scholar practitioners in education at a Marianist university. We share our different narratives of the experience from the dual lens of social emotional learning and culturally responsive pedagogy with our classes and students as they thrived during a pandemic. Included in these narratives will be a discussion of the continued community building process, exploration of efforts to learn more about the teaching profession, social justice and advocacy as we learn about others, and challenges encountered in creating virtual learning environments, as spaces to express themselves and dig deeply into their experiences as preservice teachers. This essay gives voice to the work of two faculty of color who found their work more valuable and accessible to students during these tough times

    Servant Leadership: Making a Difference in University TESL Programs

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    Teaching English as a Second Language is a broad field with programs designed to teach students from all languages and cultures around the world. Currently, the field is facing an urgent need for qualified teachers and leaders due to increasingly high numbers of immigrants and refugees. To meet this challenge, universities must have a plan for adequately preparing teachers to work with the growing population of non-native English learners. Creating these programs require an understanding of ways to support English learners academically, linguistically, and culturally as they transition into English speaking schools. Based on the need for support, this article provides a model for university program leaders in meeting the need for future teachers by applying the principles, values, and practices of servant leadership

    Revealing the hidden patterns : a comparative study on profiling subpopulations of MOOC students.

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    Massive Open Online Courses (MOOCs) exhibit a remarkable heterogeneity of students. The advent of complex “big data” from MOOC platforms is a challenging yet rewarding opportunity to deeply understand how students are engaged in MOOCs. Past research, looking mainly into overall behavior, may have missed patterns related to student diversity. Using a large dataset from a MOOC offered by FutureLearn, we delve into a new way of investigating hidden patterns through both machine learning and statistical modelling. In this paper, we report on clustering analysis of student activities and comparative analysis on both behavioral patterns and demographical patterns between student subpopulations in the MOOC. Our approach allows for a deeper understanding of how MOOC students behave and achieve. Our findings may be used to design adaptive strategies towards an enhanced MOOC experience

    Significance of Innovative Learning Skills in the Era of Education 4.0

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    Considering the rapidly evolving technological landscape, innovative learning skills have become indispensable for Education 4.0. Therefore, this paper presents a study aimed at assessing the level of importance and prioritization of innovative learning skills in the context of Education 4.0 among high school students in the UAE. The study utilized a questionnaire survey, distributing 150 questionnaire sets to selected high school students in Abu Dhabi, UAE. Subsequently, the collected data was subjected to statistical analysis using SPSS software. The analysis of data importance revealed noteworthy findings. Specifically, the skills TS1 ("I am familiar with online learning tools used in my school"), OCL1 ("I learn online collaboratively with my classmates"), and TSE1 ("I have confidence in my skills using technology") were identified as of very high importance for the requirements of Education 4.0 among UAE high school students. Regarding the ranking of innovative learning skill groups, the study unveiled that the Self-regulated learning (SRL) group attained the highest rank, boasting a mean score of 4.272. Following closely, the Technology Self-Efficacy (TSE) group secured a mean score of 4.248. In contrast, the Critical thinking skills (CTS) group ranked the lowest, garnering a mean score of 4.128. These rankings indicate that respondents perceive Self-regulated learning skills as the most proficient among the listed domains, while Critical thinking skills are perceived as the least proficient. The findings of this study have the potential to provide valuable insights to the educational community, aiding them in enhancing the skills necessary for Education 4.0

    Adobe Youth Voices Literature Review

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    Education Development Center, Inc. (EDC) received a grant from Adobe to conduct an evaluation of the Adobe Youth Voices (AYV) program. As part of the evaluation, EDC conducted a review of relevant literature to situate AYV in a broader context, provide stakeholders with a framework for understanding goals and outcomes, and frame and inform the evaluation questions. EDC reviewed scholarly articles, program reports and evaluations, and research studies that addressed youth media programs, youth development, teacher professional development, and other areas related to AYV's goals.Among the findings, the literature review includes 6 key points that speak to the AYV program:1. The goals of youth media programs most commonly cited can be grouped into several categories: Youth voice -- the capacity for self-expression Youth development -- the process of developing the skills and personal attributes that enable young people to become successful adults Media literacy -- the ability to analyze, evaluate and produce information in a variety of media forms Skill development -- such as communication, critical thinking, technology, and media production skills Social action or civic engagement 2. Outcomes and impacts on participants of youth media programs commonly found in the literature include: Improved skills Improved community perception of youth Positive youth development Increased social action and civic engagement 3. Outcomes and impacts on participants of youth development programs frequently cited include:Improved communication, critical thinking, and related skills Increased self-esteem More positive attitudes towards school and their futures 4. There is broad agreement that traditional educational approaches do not adequately address 21st century skills. Education must adapt to be more compatible with the ways in which young people think and learn, as well as the tools and media that are part of their environment.5. Student engagement in education has been associated with positive youth development and 21st century skills. Engaging instruction often includes inquiry- or project-based, multidisciplinary, and authentic learning activities.6. Educator professional development is believed to be a key step toward improving student outcomes. While there is little research that can demonstrate this connection, there is new focus on evaluating the effectiveness of professional development activities. Elements of effective professional development include learning communities and collaboration, ongoing support and assistance, and active or applied learning
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