Student Perceptions of Flipped Learning in a High School Math Classroom

Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students\u27 lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the Midwest participated. Seven students participated in interviews, and nine students participated in two focus group discussions. Data analysis involved in vivo coding of transcribed interviews and focus groups. Key results included students\u27 perceptions of increased engagement and interactions, as well as more in-depth learning in flipped environments. Increased critical thinking was related to both instructional strategies employed and students\u27 ability to self-regulate learning. Concepts of peer collaboration shifted as students viewed learning environments and sources of expertise as more extensive in the flipped environment. This study contributes to positive social change by providing educators and researchers with a deeper understanding of the importance of ensuring students are competent in using social technology tools that encourage students to interact both socially and academically in order to help them become more self-directed learners

Team-Based Learning in Law

Used for over thirty years in a wide variety of fields, Team-Based Learning is a powerful teaching strategy that improves student learning. Used effectively, it enables students to actively engage in applying legal concepts in every class -- without sacrificing coverage. Because this teaching strategy has been used in classes with over 200 students, it also provides an efficient and affordable way to provide significant learning. Based on the principles of instructional design, Team-Based Learning has built-in student accountability, promotes independent student preparation, and fosters professional skills. This article provides an overview of Team-Based Learning, reasons to adopt this teaching strategy in light of Best Practices for Legal Education and the Carnegie and MacCrate reports, concrete methods to use Team-Based Learning in Law School, and ways to address challenges to this teaching strategy. Co-authors Sophie M. Sparrow and Margaret Sova McCabe provide examples from their years of teaching a variety of courses using Team-Based Learning

Differentiating Literacy Instruction for Digital Learners: The Effect of Multimedia Think-Aloud Worked Examples on Adolescent Analytical Reading Comprehension

Learning by example is nothing new to the education landscape. Research into think-aloud protocols, though often used as a form of assessment rather than instruction, provided practical, content-specific literacy strategies for crafting the instructional intervention in this study. Additionally, research into worked examples—from the earliest pen-and-paper studies of algebra and statistics, to more recent multimedia studies of legal reasoning and writing—shaped the conceptual framework for the present study by detailing a series of design principles for effective multimedia worked examples. This study aimed to reimagine the face-to-face, teacher-facilitated think-aloud as a multimedia worked example, which could be leveraged for differentiated, blended instruction to support adolescent readers. The purpose of this study was to investigate how multimedia worked examples that explicitly model the reading habits of successful readers through teacher think-alouds could facilitate effective differentiated analytical reading instruction for high school English language arts students who have access to 1:1 technology. The study tested the worked examples principle on the ill-defined problem of analytical reading comprehension in the naturalistic setting of a high school English language arts classroom using the practitioner model of the think-aloud as guidance. The study considered the effect of multimedia think-aloud worked examples on analytical reading comprehension and mental effort, as well as on the student experience of studying complex passages from literary texts. In this experiment, an explanatory sequential mixed-methodology study, 34 sophomore English students were randomly assigned to either the worked examples treatment condition or the traditional instruction comparison condition. Using a classic treatment-comparison repeat measures pretest-posttest design, students’ analytical reading comprehension and perceived mental effort was assessed. Later, in the qualitative phase of the study, the participant experience was described through interviews and annotations in order to more deeply understand the quantitative data collected. Quantitative data were analyzed using a series of t tests between treatment and comparison groups for each phase of the study, as well as for gain scores from the baseline assessment to each of the intervention phases and to the posttest. Statistically significant differences were found between the treatment and comparison conditions for the analytical reading comprehension dependent variable at the first phase of the intervention and at the delayed posttest. No statistically significant results were found for the mental effort dependent variable. Qualitative data were coded and analyzed for emerging themes and patterns. These data revealed that students in the treatment group included higher quantity and quality annotations on their passages than did students in the comparison condition. Moreover, interviews revealed that students perceived the think-aloud process as distinct from their own analytical reading process, and they expressed that the think-aloud worked example videos increased their attention to detail, depth of analysis, ease of study, level of focus, and willingness to persist in a challenging task

Developing a distributed electronic health-record store for India

The DIGHT project is addressing the problem of building a scalable and highly available information store for the Electronic Health Records (EHRs) of the over one billion citizens of India

CIRA annual report FY 2017/2018

Reporting period April 1, 2017-March 31, 2018

A Semester Long Classroom Course Mimicking a Software Company and a New Hire Experience for Computer Science Students Preparing to Enter the Software Industry

Students in a Computer Science degree programs must learn to code before they can be taught Software Engineering skills. This core skill set is how to program and consists of the constructs of various languages, how to create short programs or applications, independent assignments, and arrive at solutions that utilize the skills being covered in the language for that course (Chatley & Field, 2017). As an upperclassman, students will often be allowed to apply these skills in newer ways and have the opportunity to work on longer, more involved assignments although frequently still independent or in small groups of two to three students. Once these students graduate and enter the software industry they will find that most companies follow specific development methodologies from one of the many forms of Agile through Waterfall. All while working in large groups or teams where each developer is responsible for specific pieces of the functionality, participating in design meetings and code reviews, as well as using code versioning systems, such as git, a program management system, such as Jira, all in a very collaborative environment. This study will develop a course that will allow students to apply these skills in a more realistic setting while remaining on-campus and monitoring the students’ beliefs on their preparedness for the world outside of the computer science building

ERP implementation methodologies and frameworks: a literature review

Enterprise Resource Planning (ERP) implementation is a complex and vibrant process, one that involves a combination of technological and organizational interactions. Often an ERP implementation project is the single largest IT project that an organization has ever launched and requires a mutual fit of system and organization. Also the concept of an ERP implementation supporting business processes across many different departments is not a generic, rigid and uniform concept and depends on variety of factors. As a result, the issues addressing the ERP implementation process have been one of the major concerns in industry. Therefore ERP implementation receives attention from practitioners and scholars and both, business as well as academic literature is abundant and not always very conclusive or coherent. However, research on ERP systems so far has been mainly focused on diffusion, use and impact issues. Less attention has been given to the methods used during the configuration and the implementation of ERP systems, even though they are commonly used in practice, they still remain largely unexplored and undocumented in Information Systems research. So, the academic relevance of this research is the contribution to the existing body of scientific knowledge. An annotated brief literature review is done in order to evaluate the current state of the existing academic literature. The purpose is to present a systematic overview of relevant ERP implementation methodologies and frameworks as a desire for achieving a better taxonomy of ERP implementation methodologies. This paper is useful to researchers who are interested in ERP implementation methodologies and frameworks. Results will serve as an input for a classification of the existing ERP implementation methodologies and frameworks. Also, this paper aims also at the professional ERP community involved in the process of ERP implementation by promoting a better understanding of ERP implementation methodologies and frameworks, its variety and history