33 research outputs found
Using Active Learning to Teach Critical and Contextual Studies: One Teaching Plan, Two Experiments, Three Videos.
Since the 1970s, art and design education at UK universities has existedas a divided practice; on the one hand applying active learning in thestudio and on the other hand enforcing passive learning in the lecturetheatre. As a result, art and design students are in their vast majorityreluctant about modules that may require them to think, read and writecritically during their academic studies. This article describes, evaluatesand analyses two individual active learning experiments designed todetermine if it is possible to teach CCS modules in a manner thatencourages student participation. The results reveal that opting foractive learning methods improved academic achievement, encouragedcooperation, and enforced an inclusive classroom. Furthermore, andcontrary to wider perception, the article demonstrates that activelearning methods can be equally beneficial for small-size as well aslarge-size groups
Practical approaches to delivering pandemic impacted laboratory teaching
#DryLabsRealScience is a community of practice established to support life science educators with the provision of laboratory-based classes in the face of the COVID-19 pandemic and restricted access to facilities. Four key
approaches have emerged from the innovative work shared with the network: videos, simulations, virtual/augmented reality, and datasets, with each having strengths and weaknesses. Each strategy was used pre-COVID and has a sound theoretical underpinning; here, we explore how the pandemic has forced
their adaptation and highlight novel utilisation to support student learning in the laboratory environment during the challenges faced by remote and blended teaching
Autonomous Exchanges: Human-Machine Autonomy in the Automated Media Economy
Contemporary discourses and representations of automation stress the impending “autonomy” of automated technologies. From pop culture depictions to corporate white papers, the notion of autonomous technologies tends to enliven dystopic fears about the threat to human autonomy or utopian potentials to help humans experience unrealized forms of autonomy. This project offers a more nuanced perspective, rejecting contemporary notions of automation as inevitably vanquishing or enhancing human autonomy. Through a discursive analysis of industrial “deep texts” that offer considerable insights into the material development of automated media technologies, I argue for contemporary automation to be understood as a field for the exchange of autonomy, a human-machine autonomy in which autonomy is exchanged as cultural and economic value. Human-machine autonomy is a shared condition among humans and intelligent machines shaped by economic, legal, and political paradigms with a stake in the cultural uses of automated media technologies. By understanding human-machine autonomy, this project illuminates complications of autonomy emerging from interactions with automated media technologies across a range of cultural contexts
The career pursuits of engineering students : inquiries into options, informedness, and intentions at the education-careers interface
Thesis: Ph. D. in the field of Engineering Workforce Dynamics, Massachusetts Institute of Technology, Department of Mechanical Engineering, 2018.Cataloged from PDF version of thesis.Includes bibliographical references.This thesis examines how the career plans of U.S. engineering students shape the composition of the engineering workforce. The health of this workforce - including its demographic diversity and inflow of candidates with key skills - attracts substantial attention from employers, policymakers, and educators. Prior literature has identified patterns of systemic variation in career intentions among students in the engineering educational pipeline, where certain student subsets have exhibited a lower likelihood of pursuing traditionally categorized engineering occupations after engineering school compared to others. Examining these patterns of occupational intentions remains critical, as some of such patterns continue to hinder workforce development goals, including demographic diversification and retention of those with certain skills profiles. We began our investigation by constructing a multivariate occupational sorting model for engineering students that incorporates factors shown in prior studies to be associated with students' occupational outcomes. We empirically validated this model using survey data from a sample of 1,061 senior year engineering students. We present results showing how different occupational outcomes are associated, on average, with different student-specific characteristics. Next, we describe findings from a randomized survey experiment conducted upon the same student sample. Here, we investigated how experimental manipulation of engineering job attributes influences students' preferences for jobs. The experiment allowed us to draw causal inferences about how jobs' attributes interact with students' characteristics to explain variance in job preferences. We discuss the experiment's implications for enhancing candidate-career matching and for mitigating undue attrition from the engineering pipeline. We also present results from a systematic literature review examining the changing careers landscape faced by engineering students. Here, we identified core elements of traditional engineering jobs that endure in contemporary positions, and we characterize a set of increasingly prevalent engineering-related jobs that has arisen. We present a typology of engineering work built upon the review. The typology facilitates categorization of the engineering-relatedness of engineering graduates' diverse careers. We conclude by discussing how increased job market complexity strains engineering schools' ability to prepare students to make well-informed career decisions, and draw upon findings from the survey experiment to suggest ways that educators can remove impediments to ideal student-career matching.by James N. Magarian.Ph. D. in the field of Engineering Workforce Dynamic
A Mixed Methods Study of Teacher Concerns Toward the Implementation of Blended Learning
This mixed-methods study examined the behaviors and concerns of K-12 teachers in Georgia undergoing the transformational change of implementing blended learning in the classroom. A sample of 106 full-time Georgia K-12 teachers’ concerns were examined through the lens of the Concerns-Based Adoption Model (CBAM). The data was collected in two phases for this explanatory sequential mixed-methods study: Phase I (quantitative) consisted of SEDL’s online SoCQ, while two data sets, one of the open-ended questions on the SoCQ and semi-structured interviews, provided the evidence for Phase II, the qualitative phase.
The results of this study indicate that teachers in Georgia are in the early concern stages regarding the implementation of blended learning. An analysis of the quantitative data indicated a significant relationship between the peak Stage of Concern and age and number of years implementing blended learning. Analysis of the qualitative data indicated teachers’ top three concerns centered around blended learning resources, school technology, and student home WIFI and technology access.
This study may prove valuable in enhancing our understanding of blended learning practices in school classrooms to assist with addressing teachers’ concerns with the implementation of blended learning. While several existing studies examined the SoCQ with a focus on the integration of technology into the classroom, limited research is available through the lens of blended learning. Implications from this study could expand the scope of research on blended learning in the K-12 setting.Chapter I INTRODUCTION 1 | Statement of the Problem 3 | Theoretical Framework 6 | Research Questions 9 | Methodology 10 | Significance of the Study 10 | Definitions of Terms 11 | Limitations 12 | Organization of the Study 13 | Chapter II REVIEW OF THE LITERATURE 14 | 21st Century Teaching and Learning 15 | Blended Learning in K-12 Schools 18 | Benefits of Blended Learning 21 | Barriers to Technology Implementation 25 | Professional Learning 27 | Professional Learning: Focus on Blended Learning 30 | Concerns Based Adoption Model (CBAM) 32 | Demographic Factors and the Stages of Concern 37 | Stages of Concern Interventions for Support 37 | Summary 38 | Chapter III METHODOLOGY 39 | Purpose of the Study 40 | Research Questions 40 | Methodology 41 | Population and Sample 42 | Selection of Participants 43 | Instrumentation 44 | Phase I: Quantitative Phase. 44 | Phase II: Qualitative Phase. 45 | Validity 47 | Reliability 48 | Data Collection 49 | Phase I: Quantitative Data Collection 50 | Phase II: Qualitative Data Collection 51 | Timeline for Data Collection 51 | Data Analysis 53 | Phase I Data Analysis 55 | Phase II Data Analysis 56 | Protection of Human Subjects 58 | Summary 58 | Chapter IV RESULTS 60 | Descriptive Statistics 62 | Presentation and Analysis of Data 63 | Phase 1: Quantitative Phase 64 | Research Question 1. 64 | Research Question 2. 73 | Phase II: Qualitative Phase 85 | Research Question 3. 85 | Summary 100 | Chapter V DISCUSSION 102 | Purpose of the Study 103 | Related Literature 104 | Methods 108 | Limitations 110 | Summary of the Findings 111 | Discussion 121 | Implications of the Results 124 | Recommendations for Future Research 126 | Summary 128 | REFERENCES 130 | APPENDIX A: Institutional Review Board Approval 161 | APPENDIX B: SEDL License Agreement 163 | APPENDIX C: Email to District Technology Leaders 166 | APPENDIX D: Email to Participants to Participate in Quantitative Phase (Survey) 168 | APPENDIX E: Questionnaire Used in the Study 170 | APPENDIX F: Email to Participants in Qualitative Phase (Interview) 177 | APPENDIX G: Email Script for Interview 179 | APPENDIX H: Interview Protocol 181 | APPENDIX I: Process of Data Analysis for Qualitative Data 184 | APPENDIX J: Themes for Research Question 3 186 | APPENDIX K: Actions to Support Change 189 | APPENDIX L: The 35 SoCQ Items Grouped by Stage 192 |Pate, James L.Kim, DaesangUnderwood, TaraBochenko, Michael J.Ed.D.Education in Leadershi