4,546 research outputs found

    Reading with Social, Digital Annotation: Encouraging Engaged Critical Reading in a Challenging Age

    Get PDF
    This design-based research study examines the pedagogical role of social, digital annotation in teaching reading as rhetorical invention, particularly the kind of invention necessary for thoughtful democratic participation in the contemporary discursive era, often described as troubled. In this dissertation study, I deployed a classroom-based intervention meant to challenge how educators in rhetoric and composition/writing studies might directly address the acute and exigent discursive struggle in the first-year composition classroom. This study ultimately finds that social, digital annotation invites significant shifts in students’ reading habits, in that Hypothes.is-based annotations yielded a far more complex, multifaceted set of reading skills, behaviors, and dispositions than the pre-intervention private annotations. The social annotation experience proved far more performative and, therefore, highly rhetorical and inventive, encouraging an agentic approach to reading that many FYC teacher-scholars crave. In addition to the performative nature of SDA (Hypothes.is, specifically), the social engagement among readers afforded by this relatively new digital tool of reading were the biggest catalysts for change. As a result, SDA may have that capacity as a technology to arrange meaning-making interactions in ways that are visible to the students themselves, shifting their perspectives on agency within reading

    Using Online Video Observations and Real Time, Peer Reflective Analysis of Culturally Responsive Teaching Pedagogy in a University Teacher Preparatory Program for Preservice Teachers

    Full text link
    This research aimed to understand the impacts of using online video observations and real-time peer reflection to teach and address culturally responsive teaching in a Pacific Northwest university’s teacher preparatory program. Six active university students enrolled in a university’s new teacher preparatory program (i.e., preservice, new teacher candidates) actively participated in all areas of this study (i.e., nonrandom sampling) and provided both quantitative and qualitative data. Study participants completed self-evaluative pre- and post-surveys in a research group session. Surveys were built using the ready 4 rigor framework (Hammond & Jackson, 2015) and the four areas of culturally responsive teaching as a foundation for a psychometric response scale (i.e., Likert scale 1–5) and peer reflection prompts. In group settings, study participants watched videos of their peers and themselves engaging in classroom instruction. After video observations, they participated in real-time, peer reflective analysis of teaching performance. Using a quantitative and qualitative approach to analyze the pre- and post-survey responses and reflective discussions, data revealed participants gained a deeper understanding of their ability to deliver culturally responsive teaching pedagogy. Overall, these data points suggested a change in participant awareness of culturally responsive teaching performance levels before and after engaging in video observations and real-time, peer reflective analysis involving culturally responsive teaching pedagogy

    Effectiveness of an online curriculum for medical students on genetics, genetic testing and counseling

    Get PDF
    Background: It is increasingly important that physicians have a thorough understanding of the basic science of human genetics and the ethical, legal and social implications (ELSI) associated with genetic testing and counseling. Methods: The authors developed a series of web-based courses for medical students on these topics. The course modules are interactive, emphasize clinical case studies, and can easily be incorporated into existing medical school curricula. Results: Results of a ‘real world’ effectiveness trial indicate that the courses have a statistically significant effect on knowledge, attitude, intended behavior and self-efficacy related to genetic testing (p<0.001; N varies between 163 and 596 for each course). Conclusions: The results indicate that this curriculum is an effective tool for educating medical students on the ELSI associated with genetic testing and for promoting positive changes in students' confidence, counseling attitudes and behaviors

    Do Differences in Values Influence Disagreements in Online Discussions?

    Full text link
    Disagreements are common in online discussions. Disagreement may foster collaboration and improve the quality of a discussion under some conditions. Although there exist methods for recognizing disagreement, a deeper understanding of factors that influence disagreement is lacking in the literature. We investigate a hypothesis that differences in personal values are indicative of disagreement in online discussions. We show how state-of-the-art models can be used for estimating values in online discussions and how the estimated values can be aggregated into value profiles. We evaluate the estimated value profiles based on human-annotated agreement labels. We find that the dissimilarity of value profiles correlates with disagreement in specific cases. We also find that including value information in agreement prediction improves performance.Comment: Accepted as main paper at EMNLP 202

    Elementary Teachers\u27 Experiences of Student Engagement During Forced Virtual Learning: A Phenomenological Approach

    Get PDF
    The purpose of this transcendental phenomenological study was to understand and describe Virginia\u27s Shenandoah Valley Elementary School teachers\u27 experiences of student engagement during forced virtual learning. Teachers\u27 experiences were defined by their positive or negative perceptions of virtual learning experiences. Bandura\u27s social learning theory guided this study on the importance of student engagement in the classroom. This qualitative, transcendental phenomenological study included 12 elementary school teachers from the Madre school division. Data were collected through interviews, letter writing, and focus groups. The precoding and coding processes were used for data analysis to identify three final themes. The themes were online classroom management, digital tools for engagement, and collaboration. Each theme supported this study\u27s central and sub-research questions to gain insight into elementary school teachers\u27 experiences of student engagement during forced virtual learning

    Using impression data to improve models of online social influence

    Get PDF
    Influence, the ability to change the beliefs and behaviors of others, is the main currency on social media. Extant studies of influence on social media, however, are limited by publicly available data that record expressions (active engagement of users with content, such as likes and comments), but neglect impressions (exposure to content, such as views) and lack “ground truth” measures of influence. To overcome these limitations, we implemented a social media simulation using an original, web-based micro-blogging platform. We propose three influence models, leveraging expressions and impressions to create a more complete picture of social influence. We demonstrate that impressions are much more important drivers of influence than expressions, and our models accurately identify the most influential accounts in our simulation. Impressions data also allow us to better understand important social media dynamics, including the emergence of small numbers of influential accounts and the formation of opinion echo chambers

    Search engine effects on news consumption: Ranking and representativeness outweigh familiarity in news selection

    Get PDF
    While individuals' trust in search engine results is well-supported, little is known about their preferences when selecting news. We use web-tracked behavioral data across a 2-month period (280 participants) and we analyze three competing factors, two algorithmic (ranking and representativeness) and one psychological (familiarity), that could influence the selection of search results. We use news engagement as a proxy for familiarity and investigate news articles presented on Google search pages (n = 1221). We find a significant effect of algorithmic factors but not of familiarity. We find that ranking plays a lesser role for news compared to non-news, suggesting a more careful decision-making process. We confirm that Google Search drives individuals to unfamiliar sources, and find that it increases the diversity of the political audience of news sources. We tackle the challenge of measuring social science theories in contexts shaped by algorithms, demonstrating their leverage over the behaviors of individuals

    Factors Contributing to the Limited Use of Information Technology in State Courtrooms

    Get PDF
    Few state courtrooms in the United States have integrated information technology (IT) in court trials. Despite jurors\u27 beliefs that using courtroom technology improves their abilities to serve as jurors, the attitudes and experiences among attorneys and judges toward the utility of IT continue to pose barriers. The purpose of this phenomenological study was to explore and describe the experiences of attorneys and judges in the State of Virginia with regard limited use of IT in state courtrooms. The conceptual framework included Davis, Bagozzi, and Warshaw\u27s (1989) technology acceptance model; Rogers\u27s (2003) diffusion of innovation theory; and Venkatesh, Morris, Davis, and Davis\u27s (2003) unified theory of acceptance. A snowball sample of 22 attorneys and judges were interviewed using in-depth, semistructured questions. Data were analyzed using open coding techniques to identify themes and patterns with findings supporting the need for improved and expanded courtroom technology. Finding showed that attorneys and judges believed courtroom technology could be useful; however, the lack of training and the cost to implement technology limited their use of technology in courtrooms. Implications for positive social change include increasing the adoption rate of courtroom technology to support courtroom processes and empowering courts to improve the quality of justice through technology in an efficient and effective manner, thereby benefiting everyone in the judicial system and the public

    Behavior change interventions: the potential of ontologies for advancing science and practice

    Get PDF
    A central goal of behavioral medicine is the creation of evidence-based interventions for promoting behavior change. Scientific knowledge about behavior change could be more effectively accumulated using "ontologies." In information science, an ontology is a systematic method for articulating a "controlled vocabulary" of agreed-upon terms and their inter-relationships. It involves three core elements: (1) a controlled vocabulary specifying and defining existing classes; (2) specification of the inter-relationships between classes; and (3) codification in a computer-readable format to enable knowledge generation, organization, reuse, integration, and analysis. This paper introduces ontologies, provides a review of current efforts to create ontologies related to behavior change interventions and suggests future work. This paper was written by behavioral medicine and information science experts and was developed in partnership between the Society of Behavioral Medicine's Technology Special Interest Group (SIG) and the Theories and Techniques of Behavior Change Interventions SIG. In recent years significant progress has been made in the foundational work needed to develop ontologies of behavior change. Ontologies of behavior change could facilitate a transformation of behavioral science from a field in which data from different experiments are siloed into one in which data across experiments could be compared and/or integrated. This could facilitate new approaches to hypothesis generation and knowledge discovery in behavioral science
    corecore