Lessons learned: structuring knowledge codification and abstraction to provide meaningful information for learning

Purpose – To increase the spread and reuse of lessons learned (LLs), the purpose of this paper is to develop a standardised information structure to facilitate concise capture of the critical elements needed to engage secondary learners and help them apply lessons to their contexts. Design/methodology/approach – Three workshops with industry practitioners, an analysis of over 60 actual lessons from private and public sector organisations and seven practitioner interviews provided evidence of actual practice. Design science was used to develop a repeatable/consistent information model of LL content/structure. Workshop analysis and theory provided the coding template. Situation theory and normative analysis were used to define the knowledge and rule logic to standardise fields. Findings – Comparing evidence from practice against theoretical prescriptions in the literature highlighted important enhancements to the standard LL model. These were a consistent/concise rule and context structure, appropriate emotional language, reuse and control criteria to ensure lessons were transferrable and reusable in new situations. Research limitations/implications – Findings are based on a limited sample. Long-term benefits of standardisation and use need further research. A larger sample/longitudinal usage study is planned. Practical implications – The implementation of the LL structure was well-received in one government user site and other industry user sites are pending. Practitioners validated the design logic for improving capture and reuse of lessons to render themeasily translatable to a new learner’s context. Originality/value – The new LL structure is uniquely grounded in user needs, developed from existing best practice and is an original application of normative and situation theory to provide consistent rule logic for context/content structure

The N-Word: Lessons Taught and Lessons Learned

In the fall of 2008, I dared to teach a fifteen-week course that focused on a single word, a word arguably like no other, a word adorned with these emotionally colorful descriptors: “the most explosive of racial epithets,” “our cruelest word,” “the most toxic in the English language,” “the most troubling word in our language,” “almost magical in its negative power,” “six simple letters that convey centuries of pain, evil and contempt,” “an almost universally known word of contempt,” “occupies a place in the soul where logic and reason never go,” and “the filthiest, dirtiest, nastiest word in the English language.” I have since taught the course three more times. Because of the overwhelming success of my multimedia and multi-genre undergraduate course, “The N-word: Lessons Taught and Lessons Learned,” both for my students and for me, and because of the peculiar and alleged post-racial American historical moment in which we now are living with the first African American U.S. President, this reflective pedagogical piece, “The N-Word: Lessons taught and Lessons Learned,” is particularly relevant and timely. Indeed, although the use and history of the “nigger” with its various interracial, intraracial, and intracultural associations have garnered public attention in American classrooms, in the American media, and in American popular culture, deeper implications surrounding this word, the word “nigger” has not had the kind of sustained classroom exploration my semester -long course afforded. Putting this single word under a critical microscope underscored for me and my students the fact that ideas about language and identity, about language and public performance, and about language and American race relations inextricably connect youths and elders, blacks and whites, males and females, children and adults, the international and the domestic, past and present, public and private, and the personal and the political. Specifically, this pedagogical reflection offers a social and political context for the course, an intellectual rationale for the course, specific and detailed course content, students’ responses to the course, students\u27 and teacher\u27s overarching lessons gleaned from the course, and bibliographic suggestions for classroom practitioners and critically curious others navigating the ocean of materials on the word that journalist Farai Chideya has called “the all-American trump card, the nuclear bomb of racial epithets.”

Designing Sustainable Organizations: Possible Clues from our Oldest Organizations

This paper develops some observations for designing sustainable organizations developed from lessons learned from some of our oldest organizations. This has implications for both the form and content of organizational design. Organizations need to remain oriented, flexible and innovative. The use of story is a valuable tool in organizational design, as the challenge of turbulence and change confront the organizational agent. Organizational fit includes not only ecological fit with the environment but our effect on that environment. To accomplish this over the years, we need to remain properly oriented. Consciousness becomes important, knowing who we are and how we contribute to the environment. The patience of the long-term perspective is important. There is much we can learn from ancient ways, however our power and knowledge have created entirely new challenges of how to manage our environment

Clemson University’s Teacher Learning Progression Program: Personalized Advanced Credentials for Teachers

This chapter provides an overview of Clemson University\u27s Teacher Learning Progression program, which offers participating middle school science, technology, engineering, and/or mathematics (STEM) teachers with personalized advanced credentials. In contrast to typical professional development (PD) approaches, this program identifies individualized pathways for PD based on teachers\u27 unique interests and needs and offers PD options through the use of a “recommender system”—a system providing context-specific recommendations to guide teachers toward the identification of preferred PD pathways and content. In this chapter, the authors introduce the program and highlight (1) the data collection and instrumentation needed to make personalized PD recommendations, (2) the recommender system, and (3) the personalized advanced credential options. The authors also discuss lessons learned through initial stages of project implementation and consider future directions for the use of recommender systems to support teacher PD, considering both research and applied implications and settings

Bringing Social Computing to Secondary School Classrooms

Social computing is the study of how technology shapes human social interactions. This topic has become increasingly relevant to secondary school students (ages 11--18) as more of young people's everyday social experiences take place online, particularly with the continuing effects of the COVID-19 pandemic. However, social computing topics are rarely touched upon in existing middle and high school curricula. We seek to introduce concepts from social computing to secondary school students so they can understand how computing has wide-ranging social implications that touch upon their everyday lives, as well as think critically about both the positive and negative sides of different social technology designs. In this report, we present a series of six lessons combining presentations and hands-on activities covering topics within social computing and detail our experience teaching these lessons to approximately 1,405 students across 13 middle and high schools in our local school district. We developed lessons covering how social computing relates to the topics of Data Management, Encrypted Messaging, Human-Computer Interaction Careers, Machine Learning and Bias, Misinformation, and Online Behavior. We found that 81.13% of students expressed greater interest in the content of our lessons compared to their interest in STEM overall. We also found from pre- and post-lesson comprehension questions that 63.65% learned new concepts from the main activity. We release all lesson materials on a website for public use. From our experience, we observed that students were engaged in these topics and found enjoyment in finding connections between computing and their own lives

Meeting the Needs of Mainstreamed English Language Learners in the Elementary Classroom

This study examines the impact of a series of workshops intended to assist elementary interns in meeting the needs of mainstreamed students whose first language is not English. Throughout this dissertation, students whose first language is not English and who are in the process of learning English at school will be referred to as English learners or ELs. (Diaz-Rico, 2008). Selected elementary certification candidates enrolled in the University of Pittsburgh's internship program participated in the workshop series. The workshops were designed to be collaborative following a sociocultural perspective on learning. The workshops focused on two major issues. First, the workshops addressed English learners' socio-affective issues. Secondly, the workshops addressed teaching strategies designed for teachers with mainstreamed English learners. Interns were asked to participate in a series of eight workshops and to incorporate instructional strategies presented in the workshops into their lesson plans. During the workshop series, qualitative data were collected and analyzed. The primary tools of data collection in this study were surveys, a questionnaire, videotaped classroom observations and workshop sessions, interns' lesson reflections and workshop reflections, interns' lesson plans, and writing samples from the English learners. The data were analyzed for evidence of change in the interns' understanding of their English learners and change in interns' lesson planning and instruction. The results of this study show that the interns learned to identify their English learners, learned about their English learners' cultural background and developed a deeper sense of empathy for the socio-affective issues encountered by English learners. The interns also learned to identify content vocabulary relevant to their lessons and use visuals to teach vocabulary; however, the interns did not learn to modify their teaching practices in ways that specifically meet the needs of English learners, such as teaching linguistic structures. Various implications on the field of teacher preparation can be made as a result of this study including the importance of training teachers to think linguistically and training teachers to have a positive view of culturally and linguistically diverse students

Struggling Middle School Readers Learning To Make Intertextual Connections With Texts

When people read, they often make connections to their lives, the world, and other texts. Often, these connections are not overt, but are a thinking process invisible to observers. The purpose of this study was to explore the intertextual connections struggling middle school students made as they read multiple topically-related texts to build knowledge, through observation of discussions, surveys, and interviews with students. The students received 30 lessons based on the constructivist model of comprehension. Data sources included observations during the delivery of these interactive lessons and surveys regarding their connections, their use of the connection strategies in content area classes, and their knowledge of the topic. The observations and surveys were analyzed using the constant comparative method. Information rich cases were developed from these data, as well as from interviews with selected students. Although the students were considered struggling readers, they did not respond to the instruction as stereotypical struggling readers. They were engaged, and they led discussions and shared connections with the class. The students demonstrated they learned to make connections and more text-to-text or intertextual connections overall. The students made connections when interested in the topic and had opportunities to discuss the texts. Finally, the students sometimes made connections in content area classes with opportunity in those classes. The study has implications for theory, future research, and practice of teachers and library media specialists

Using Hybrid Effectively in Christian Higher Education

Hybrid is just one of a number of terms used for the convergence of face-to-face and online learning, At the University of Central Florida (UCF) they are called mixed mode courses, In the corporate world the most common language used for hybrid is blended learning, Blended learning, says Bob Mosher, is about using multiple learning modalities, which include, but are not limited to, the Web.7 The blended learning term is also being used more frequently within academic circles,8 Because of the inconsistency in how blended learning is employed, though, and because our goal is not to describe learning in general but to focus on individual courses, this article will use the term hybrid and will apply it more narrowly to mean a course in which face-to-face and online learning are integrated in such a way that the seat time of the course is reduced

A Review of Best Practices for Monitoring and Improving Inpatient Pediatric Patient Experiences.

ContextAchieving high-quality patient-centered care requires assessing patient and family experiences to identify opportunities for improvement. With the Child Hospital Consumer Assessment of Healthcare Providers and Systems Survey, hospitals can assess performance and make national comparisons of inpatient pediatric experiences. However, using patient and family experience data to improve care remains a challenge.ObjectiveWe reviewed the literature on best practices for monitoring performance and undertaking activities aimed at improving pediatric patient and family experiences of inpatient care.Data sourcesWe searched PubMed, Cumulative Index to Nursing and Allied Health Literature, and PsychINFO.Study selectionWe included (1) English-language peer-reviewed articles published from January 2000 to April 2019; (2) articles based in the United States, United Kingdom, or Canada; (3) articles focused on pediatric inpatient care; (4) articles describing pediatric patient and family experiences; and (5) articles including content on activities aimed at improving patient and family experiences. Our review included 25 articles.Data extractionTwo researchers reviewed the full article and abstracted specific information: country, study aims, setting, design, methods, results, Quality Improvement (QI) initiatives performed, internal reporting description, best practices, lessons learned, barriers, facilitators and study implications for clinical practice, patient-experience data collection, and QI activities. We noted themes across samples and care settings.ResultsWe identified 10 themes of best practice. The 4 most common were (1) use evidence-based approaches, (2) maintain an internal system that communicates information and performance on patient and family experiences to staff and hospital leadership, (3) use experience survey data to initiate and/or evaluate QI interventions, and (4) identify optimal times (eg, discharge) and modes (eg, print) for obtaining patient and family feedback. These correspond to adult inpatient best practices.ConclusionsBoth pediatric and adult inpatient best practices rely on common principles of culture change (such as evidence-based clinical practice), collaborative learning, multidisciplinary teamwork, and building and/or supporting a QI infrastructure that requires time, money, collaboration, data tracking, and monitoring. QI best practices in both pediatric and adult inpatient settings commonly rely on identifying drivers of overall ratings of care, rewarding staff for successful implementation, and creating easy-to-use and easy-to-access planning and QI tools for staff

The Integration of the English Language Skills to Teach Physical Education to 6th Graders from a public school

En este proyecto de aula se busca integrar las cuatro habilidades del inglés para enseñar Educación Física a estudiantes de sexto grado de un colegio público. Con el proyecto, promovemos el uso de las habilidades orales en inglés a través de la práctica en Educación Física, teniendo como enfoque la instrucción basada en contenido. Implementamos estrategias a través de las cuales los estudiantes reciben, entienden y realizan comandos orales relacionados con Educación Física. Este proyecto tiene como escenario una clase de sexto grado en un colegio público local en un periodo de tiempo de ocho horas a razón de una hora semanal durante dos meses. Se recogieron datos haciendo uso del método cualitativo a través de diarios de campo, observaciones y artefactos producidos por los estudiantes. Una vez contrastados los objetivos del proyecto con los resultados obtenidos, se puede decir que estos fueron alcanzados