2,559 research outputs found
Creating a performance-oriented e-learning environment: A design science approach
E-learning is now being used by many organizations as an approach for enhancing the skills of knowledge workers. However, most applications have performed poorly in motivating employee learning, being perceived as less effective due to a lack of alignment of learning with work performance. To help solve this problem, we developed a performance-oriented approach using design science research methods. It uses performance measurement to clarify organizational goals and individual learning needs and links them to e-learning applications. The key concept lies in a Key Performance Indicator model, where organizational mission and vision are translated into a set of targets that drive learning towards a goal of improving work performance. We explored the mechanisms needed to utilize our approach and examined the necessary conceptual framework and implementation details. To demonstrate the effectiveness of the approach, a prototype workplace e-learning system was developed and used to evaluate the effectiveness of our approach. © 2011 Elsevier B.V. All rights reserved.postprin
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Improving School Improvement
PREFACEIn opening this volume, you might be thinking:Is another book on school improvement really needed?Clearly our answer is yes. Our analyses of prevailing school improvement legislation, planning, and literature indicates fundamental deficiencies, especially with respect to enhancing equity of opportunity and closing the achievement gap.Here is what our work uniquely brings to policy and planning tables:(1) An expanded framework for school improvement – We highlight that moving from a two- to a three-component policy and practice framework is essential for closing the opportunity and achievement gaps. (That is, expanding from focusing primarily on instruction and management/government concerns by establishing a third primary component to improve how schools address barriers to learning and teaching.)(2) An emphasis on integrating a deep understanding of motivation – We underscore that concerns about engagement, management of behavior, school climate, equity of opportunity, and student outcomes require an up-to-date grasp of motivation and especially intrinsic motivation.(3) Clarification of the nature and scope of personalized teaching – We define personalization as the process of matching learner motivation and capabilities and stress that it is the learner's perception that determines whether the match is a good one.(4) A reframing of remediation and special education – We formulate these processes as personalized special assistance that is applied in and out of classrooms and practiced in a sequential and hierarchical manner.(5) A prototype for transforming student and learning supports – We provide a framework for a unified, comprehensive, and equitable system designed to address barriers to learning and teaching and re-engage disconnected students and families.(6) A reworking of the leadership structure for whole school improvement --We outline how the operational infrastructure can and must be realigned in keeping with a three component school improvement framework.(7) A systemic approach to enhancing school-community collaboration – We delineate a leadership role for schools in outreaching to communities in order to work on shared concerns through a formal collaborative operational infrastructure that enables weaving together resources to advance the work.(8) An expanded framework for school accountability – We reframe school accountability to ensure a balanced approach that accounts for a shift to a three component school improvement policy.(9) Guidance for substantive, scalable, and sustainable systemic changes –We frame mechanisms and discuss lessons learned related to facilitating fundamental systemic changes and replicating and sustaining them across a district.The frameworks and practices presented are based on our many years of work in schools and from efforts to enhance school-community collaboration. We incorporate insights from various theories and the large body of relevant research and from lessons learned and shared by many school leaders and staff who strive everyday to do their best for children.Our emphasis on new directions in no way is meant to demean current efforts. We know that the demands placed on those working in schools go well beyond what anyone should be asked to do. Given the current working conditions in many schools, our intent is to help make the hard work generate better results. To this end, we highlight new directions and systemic pathways for improving school outcomes.Some of what we propose is difficult to accomplish. Hopefully, the fact that there are schools, districts, and state agencies already trailblazing the way will engender a sense of hope and encouragement to those committed to innovation.It will be obvious that our work owes much to many. We are especially grateful to those who are pioneering major systemic changes across the country. These leaders and so many in the field have generously offered their insights and wisdom. And, of course, we are indebted to hundreds of scholars whose research and writing is a shared treasure. As always, we take this opportunity to thank Perry Nelson and the host of graduate and undergraduate students at UCLA who contribute so much to our work each day, and to the many young people and their families who continue to teach us all.Respectfully submitted for your consideration,Howard Adelman & Linda Taylo
ESTABLISHING THE ROADMAP FOR THE IMPLEMENTATION OF GENOMIC MEDICINE AND PHARMACOGENOMICS IN THE UNITED ARAB EMIRATES
The slow clinical application of genomic medicine and Pharmacogenomics (PGx) is attributed mainly to lack of knowledge of genomic medicine and PGx and confidence among healthcare professionals, scarcity of infrastructure, and absence of stakeholders’ interest. The objective of this study is to lay out a strategic plan for the implementation of genomic medicine and PGx in the United Arab Emirates (UAE) by exploring multiple areas: (1) the educational environment of genomic medicine and PGx in colleges and universities; (2) knowledge, and attitude of the medical and health sciences students, academics, and the healthcare providers; (3) the current infrastructure of genetic and genomic services; (4) the views and vision of the stakeholders. These areas were explored using a mixed-method approach of qualitative and quantitative research designs besides mapping the educational environment of genomics and PGx as well as genetic and genomic services. The assessment of university curricula resulted in “genetics” being included in the majority of universities\u27 syllabus. PGx was taught in six universities but only for pharmacy majors. The mean knowledge score of the surveyed healthcare providers was 5.2 (± 2.3) out of nine, which shows a fair level of knowledge. However, 92% showed a positive attitude regarding the availability of genetic testing. The top identified barrier for implementation for genomics and PGx was the cost of testing (62%), followed by lack of training or education of genomics and PGx (58%) and lack of health insurance coverage (57%). Moreover, the mean knowledge score for medical and health sciences students was 5.4 (± 2.7). Regarding genetic and genomic services, prenatal testing was the most offered genetic service among the laboratories included in the study, and blood samples were the main sample type for genetic testing followed by saliva. There was no standardization of the accreditation bodies, health insurance coverage. Most of the interviewed stakeholders emphasized the clinical demand for genomic medicine in UAE. However, many were less inclined to articulate the need for PGx at present. Most of the stakeholders were in favor of building infrastructure for better genetic services in the country. However, stakeholders from the health insurance sector had a contradicting stance about the cost-effectiveness of genomic medicine. The majority were concerned with the legal and ethical aspects of genomic medicine and had an opposing stance on direct-to-consumer kits. In addition, based on these findings, this thesis conceptualizes a pharmacogenomics literacy framework alongside a roadmap for the implementation of genomic medicine and PGx in UAE
Big Data and the Precision Medicine Revolution
The big data revolution is making vast amounts of information available in all sectors of the economy including health care. One important type of data that is particularly relevant to medicine is observational data from actual practice. In comparison to experimental data from clinical studies, observational data offers much larger sample sizes and much broader coverage of patient variables. Properly combining observational data with experimental data can facilitate precision medicine by enabling detection of heterogeneity in patient responses to treatments and tailoring of health care to the specific needs of individuals. However, because it is high-dimensional and uncontrolled, observational data presents unique methodological challenges. The modeling and analysis tools of the production and operations management field are well-suited to these challenges and hence POM scholars are critical to the realization of precision medicine with its many benefits to society.https://deepblue.lib.umich.edu/bitstream/2027.42/145441/1/1386_Hopp.pd
e-Business challenges and directions: important themes from the first ICE-B workshop
A three-day asynchronous, interactive workshop was held at ICE-B’10 in Piraeus, Greece in July of 2010. This event captured conference themes for e-Business challenges and directions across four subject areas: a) e-Business applications and models, b) enterprise engineering, c) mobility, d) business collaboration and e-Services, and e) technology platforms. Quality Function Deployment (QFD) methods were used to gather, organize and evaluate themes and their ratings. This paper summarizes the most important themes rated by participants: a) Since technology is becoming more economic and social in nature, more agile and context-based application develop methods are needed. b) Enterprise engineering approaches are needed to support the design of systems that can evolve with changing stakeholder needs. c) The digital native groundswell requires changes to business models, operations, and systems to support Prosumers. d) Intelligence and interoperability are needed to address Prosumer activity and their highly customized product purchases. e) Technology platforms must rapidly and correctly adapt, provide widespread offerings and scale appropriately, in the context of changing situational contexts
EVALUATION OF A LOCAL ADULT GENERAL EDUCATIONAL DEVELOPMENT (GED) PROGRAM
The General Educational Development (GED) is a high school equivalency credential sought after by millions of Americans who do not hold a traditional high school diploma. This program evaluation offers insight to a local adult GED program as it seeks to increase the retention and GED completion rates of the students in their program. The evaluation utilized a participatory approach and qualitative design, with document review and semi-structured interviews as the primary data sources. Thematic analysis was utilized to organize evaluation results into themes representing areas of effectiveness and improvement. The recommendations include addressing learner barriers through individualized education plans, focused skill development, peer support structures, highly engaged learning, learner pathways, team professional development, streamlining program processes, and fully leveraging program benefits
Bilingual Family Literacy Programming in West Michigan: Points of Alignment and Disconnect among Learners, Instructors, and Local Partners
This research explores the beliefs and experiences of stakeholders in a family literacy program through the Literacy Center of West Michigan and Head Start for Kent County. The program is currently developing a curriculum to improve outcomes for learner specific goals. Therefore, one motivation behind this research is to analyze the goals, needs, and understandings for the multiple stakeholders within the program. On a national scale, there exists a need to better define the goals of family literacy programming in general. Points of alignment and disconnect for the participants in this study reflect realities that extend beyond the program at the Literacy Center of West Michigan. Goals for stakeholders are, after all, partly inspired by the family literacy needs that are observed on a regular basis for each participant.
This study utilized semi-structured interviews with learners, tutors, and local partners that all participate in the program. The research questions included identifying the priorities for all stakeholders, how these priorities were aligned or disconnected with one another, and how stakeholders are communicating these priorities with each other. These questions inform program development by identifying the goals of these stakeholders in order to ensure coordinated efforts. Four learners and their tutors were interviewed, along with three representatives for Head Start for Kent County. The interviews were recorded and themes that emerged from the data were categorized. Results show that communication styles between stakeholders impacted alignment of goals (or lack thereof). Verbal communication and home to school connections were the most frequently identified goals for all stakeholders, but there were also unique goals for each group. These results indicate a need for open and direct dialogue about family literacy programming to align efforts and produce better outcomes for participants
Electronic Visit Verification: The Weight of Surveillance and the Fracturing of Care
In Electronic Visit Verification: The Weight of Surveillance and the Fracturing of Care, Data & Society Researcher Alexandra Mateescu finds that the surveillance of US home care workers through a state-funded mobile app called electronic visit verification ("EVV") erodes critical support for people with disabilities and older adults while offloading significant, unacknowledged burdens onto both workers and service recipients.Drawing on interviews with advocates, activists, and twenty workers and service recipients across the country, Mateescu describes how the rollout of EVV systems within Medicaid home- and community-based programs was built on a poor understanding of how services are actually provided
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