1,524 research outputs found
When Does Disengagement Correlate with Performance in Spoken Dialog Computer Tutoring?
In this paper we investigate how student disengagement relates to two performance metrics in a spoken dialog computer tutoring corpus, both when disengagement is measured through manual annotation by a trained human judge, and also when disengagement is measured through automatic annotation by the system based on a machine learning model. First, we investigate whether manually labeled overall disengagement and six different disengagement types are predictive of learning and user satisfaction in the corpus. Our results show that although studentsâ percentage of overall disengaged turns negatively correlates both with the amount they learn and their user satisfaction, the individual types of disengagement correlate differently: some negatively correlate with learning and user satisfaction, while others donât correlate with eithermetric at all. Moreover, these relationships change somewhat depending on student prerequisite knowledge level. Furthermore, using multiple disengagement types to predict learning improves predictive power. Overall, these manual label-based results suggest that although adapting to disengagement should improve both student learning and user satisfaction in computer tutoring, maximizing performance requires the system to detect and respond differently based on disengagement type. Next, we present an approach to automatically detecting and responding to user disengagement types based on their differing correlations with correctness. Investigation of ourmachine learningmodel of user disengagement shows that its automatic labels negatively correlate with both performance metrics in the same way as the manual labels. The similarity of the correlations across the manual and automatic labels suggests that the automatic labels are a reasonable substitute for the manual labels. Moreover, the significant negative correlations themselves suggest that redesigning ITSPOKE to automatically detect and respond to disengagement has the potential to remediate disengagement and thereby improve performance, even in the presence of noise introduced by the automatic detection process
Informal learning in the secondary school: behaviour remediation programs and the informal learning environment as a space for re-engagement
How is it that a group of young people, encountered in a program designed to remedy behaviour issues and disengagement from schooling, can be found to be engaged (and engaging) learners? What does it mean for these young people when the âregularâ classroom becomes a site within which they cannot effectively engage in learning? More intrinsically, what might it mean for these young people, and the communities within which they live, when the prospects for those who leave formal education early will likely include extended periods of unemployment, increased probability of reliance on government assistance and a greater likelihood of social exclusion (The Longitudinal Study of Australian Youth, 2000; Flint, 2011; Deloitte Access Economics, 2012)?
Informal Learning in the Secondary School: Behaviour Remediation Programs and the Informal Learning Environment as a Space for Re-engagement (hereon Informal Learning in the Secondary School), sought to respond to these questions. Drawn from empirical evidence gathered as part of a long-term ethnography of an alternative learning program delivered in a secondary school setting, this project outlined how informality functioned as a central component of a ârelational pedagogyâ within the alternative learning space.
As a defining feature of the alternative learning program investigated here, informality was expressed as an âirreverenceâ for the structures and modes of conduct otherwise enacted within the school. A âloosenessâ pervaded the interactions and practice of the program and it was with this that a range of inter-relationships different to those typically experienced elsewhere in the school emerged. The case site became a âdisorientingâ space because of this looseness and accordingly provoked new possibilities for learning.
The findings offered in this report suggest that informality, expressed as a core aspect of a ârelational pedagogyâ and witnessed variously within the modes of instruction, sites of learning and practices of interpersonal interaction that were foundational to the alternative learning space provided a powerful means for extending student learning, enhancing positive inter-relationality and furthering engagement. From this, the conceptual tripartite ârelationships-behaviour-pathwaysâ was used to position understandings of the ways students came to, and experienced, the alternative learning program. In particular, this report highlights that the informality of the program enabled different forms of relationality to prosper. By emphasising this connection between informality and the relationality between students and students and teachers, this report outlines how meaningful re-engagement in school might be made more fully possible through a relational pedagogy of informality
Three Sides to Success: Exploring How Inclusive Partnerships Can Nurture Robust Family and Community Engagement in the Classroom for African-American Students
The purpose of this study was to explore the ways in which conscious family and community partnerships with middle schools can play an integral part of academic achievement for Black children. Family and community engagement play a critical role in a studentâs success as support, and knowledge of their scholarâs strengths and interests can be an asset not only in the classroom, but to the scholarâs overall academic success, which can âlead to higher educational aspirations and increased student motivations\u27\u27 (Bartz, et al. 2017). However, presiding narratives of disengagement and disinterest from Black parents in their scholarâs academic life have been a historic detriment to many Black students. Despite extensive research exclaiming that Black families are indeed extremely supportive of their childrenâs academic careers, and that Black families express interest in partnering with their scholarâs school, Black families still remain on the outskirts of their childâs education because âschools imply that students are victims of parental apathy to the goals of educationâ (Latunde, et al., 2016, p. 3). This study used a qualitative approach. Participants associated with one middle school in Northern California filled out a survey with open-ended questions, and in-person interviews were conducted with parents, community members, and students. All data was coded to identify emerging themes and patterns. Findings show that: 1) historic doubts lead families and the community to want more transparency from the school district, 2) families want healthier teacherâstudent relationships and 3) families want engaged leadership from school administration and from teachers and staff, and 4) families want an inclusive and open partnership that is focused on improving the quality of education. These findings have important implications for school-community partnerships focused on supporting the achievement of Black children
Recognize, Repair, and Resolve: Understanding Ruptures within the Therapeutic Alliance
The therapeutic alliance, or the relationship between the therapist and patient, has been a popular research topic and is believed to play an important role in therapy, but what happens when the bond is broken and trust cannot be established? Unresolved ruptures are associated with deterioration in the alliance and may lead to poor outcome or patient dropout (Safran & Kraus, 2014). In order to recognize that a rupture has occurred, seven themed rupture markers are provided, six interventions are suggested to repair the rupture, and ten strategies are identified to assist clinicians resolve the rupture. To evaluate the understanding of mental health practitioners, an anonymous survey was distributed. Clinicians were asked to rate the frequency of observing when rupture markers have occurred within the relationship, the utilization of interventions to repair the rupture, and strategies to resolve the rupture. It was found that a relationship was determined between years of experience of the clinician and noticing compliance on the part of the client and with years of experience and linking the event to similar relational issues in a client\u27s life. Additionally, it was determined that the recognize stage of the rupture process was identified more frequently than the later stages of repairing and resolving the rupture according to matching responses of the quantitative and qualitative questions. Strengths of this study include a sample in which 44% of respondents indicated they had 16 years of experience or more in mental health and the use of a mixed-method design. Limitations include sample size, survey instrument, and lack of funding
Recognize, Repair, and Resolve: Understanding Ruptures within the Therapeutic Alliance
The therapeutic alliance, or the relationship between the therapist and patient, has been a popular research topic and is believed to play an important role in therapy, but what happens when the bond is broken and trust cannot be established? Unresolved ruptures are associated with deterioration in the alliance and may lead to poor outcome or patient dropout (Safran & Kraus, 2014). In order to recognize that a rupture has occurred, seven themed rupture markers are provided, six interventions are suggested to repair the rupture, and ten strategies are indentified to assist clinicians resolve the rupture. To evaluate the understanding of mental health practitioners, an anonymous survey was distributed. Clinicians were asked to rate the frequency of observing when rupture markers have occurred within the relationship, the utilization of interventions to repair the rupture, and strategies to resolve the rupture. It was found that a relationship was determined between years of experience of the clinician and noticing compliance on the part of the client and with years of experience and linking the event to similar relational issues in a clientâs life. Additionally, it was determined that the recognize stage of the rupture process was identified more frequently than the later stages of repairing and resolving the rupture according to matching responses of the quantitative and qualitative questions. Strengths of this study include a sample in which 44% of respondents indicated they had 16 years of experience or more in mental health and the use of a mixed-method design. Limitations include sample size, survey instrument, and lack of funding
The influence of visual feedback and gender dynamics on performance, perception and communication strategies in CSCW
The effects of gender in human communication and human-computer interaction are well-known, yet little is understood about how it influences performance in the complex, collaborative tasks in computer-mediated settings â referred to as Computer-Supported Collaborative Work (CSCW) â that are increasingly fundamental to the way in which people work. In such tasks, visual feedback about objects and events is particularly valuable because it facilitates joint reference and attention, and enables the monitoring of peopleâs actions and task progress. As such, software to support CSCW frequently provides shared visual workspace. While numerous studies describe and explain the impact of visual feedback in CSCW, research has not considered whether there are differences in how females and males use it, are aided by it, or are affected by its absence. To address these knowledge gaps, this study explores the effect of gender â and its interactions within pairs â in CSCW, with and without visual feedback. An experimental study is reported in which mixed-gender and same-gender pairs communicate to complete a collaborative navigation task, with one of the participants being under the impression that s/he is interacting with a robot (to avoid gender-related social preconceptions). The study analyses performance, perceptions and communication strategies. As predicted, there was a significant benefit associated with visual feedback in terms of language economy and efficiency. However, it was also found that visual feedback may be disruptive to task performance, because it relaxes the usersâ precision criteria and inflates their assumptions of shared perspective. While no actual performance difference was found between males and females in the navigation task, females rated their own performance less positively than did males. In terms of communication strategies, males had a strong tendency to introduce novel vocabulary when communication problems occurred, while females exhibited more conservative behaviour. When visual feedback was removed, females adapted their strategies drastically and effectively, increasing the quality and specificity of the verbal interaction, repeating and re-using vocabulary, while the behaviour of males remained consistent. These results are used to produce design recommendations for CSCW systems that will suit users of both genders and enable effective collaboration
Web 2.0 technologies for learning: the current landscape â opportunities, challenges and tensions
This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers
Integrating School Makerspaces into the English Language Arts Curriculum
School Makerspaces have shown great potential to foster powerful learning outcomes for students, including the enhancement of creative problem-solving abilities, the nurturing of âsoft skillsâ such as grit and leadership, as well as deep STEAM knowledge development. Within the school context, however, little attention has been given to how Makerspaces can promote social activism. Students hold passionate views on issues, such as homelessness, e-cigarette smoking, domestic violence, plastic pollution, and street harassment. How can Makerspaces provide an environment that promotes personal learning and self-expression so that these passions take form as social activism?
This practitioner perspective details the implementation of a Social Action-Themed Makerspace within a New York City middle school. The author, the schoolâs Makerspace coordinator, outlines the pedagogical practices used to promote personalized learning, namely the presentation and framing of social issues to students, the centrality of personal choice, the curation of resources to facilitate research, and the freedom of access to tools and materials for product creation. Student learning outcomes are presented, including student-produced documentaries, songs, craftwork, and art pieces. The article concludes with practical challenges for School Makerspace coordinators, as well as future directions that may increase the impact of such spaces
Deepening the Relational Ecology of Restorative Justice
It is our pleasure to introduce and frame this Special Issue of The International Journal of Restorative Justice. This Special Issue seeks to advance and expand thinking, research and practice of a restorative approach at the level of institutions and social systems, from families to workplaces. The articles and notes from the field included here were developed out of the 2016 International Conference in Halifax, Nova Scotia, that shared the title and focus of this issue. The conference was held to fulfil a commitment made by the parties involved in a restorative justice process at the Faculty of Dentistry, Dalhousie University, in 2015 (Llewellyn et al, 2015). As Mary McNally\u27s note from the field (this issue) explains, the process was undertaken to deal with harms related to a private Facebook group that contained sexist and other harmful comments from a group of male fourth-year students directed at their female classmates and more generally reflecting unprofessional behaviour.\u27 Many in the university, the professional and the general public assumed that the restorative justice process was focused at the level of the interpersonal relationships and harms involved in the incident. In fact, however, the process revealed and responded to the significant institutional climate and culture issues that were reflected in and structuring the interpersonal relationships involved. It also became clear through the process that examining and shifting interpersonal relationships was the key to bringing the institutional level changes required within the faculty, the university and the profession to address the issues and harms involved and to bring change for the future. This broader focus brought by a restorative approach was surprising to many outside and even some inside the field of restorative justice. It stretched the relational ecology of restorative justice from the use of tools and practices for conflict resolution and discipline to the level of institutions and systems by attending to their relational nature and impact expressed through climate and culture
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