The Effectiveness of Using Cloud-Based Cross-Device IRS to Support Classical Chinese Learning

[[abstract]]The purpose of the present study was to examine the effects of integrating a cloud-based cross-device interactive response system (CCIRS) on enhancing students¡¦ classical Chinese learning. The system is a cloud-based IRS system which provides instructors and learners with an environment in which to achieve immediate interactive learning and discussion in the classroom. A quasi-experimental design was employed in which the experimental group (E.G.) learned classical Chinese with the system, while the control group (C.G.) followed their original learning method. The results revealed that the novice and medium-achievement learners in the E.G. performed significantly better than other E.G. students, and most students as well as the instructor gave positive feedback regarding the use of the system for course learning. In sum, CCIRS is an easy-to-use learning trigger that encourages students to participate in activities, arouses course discussion, and helps to achieve students¡¦ social and self-directed learning. The study concludes that the idea of ¡¥bring your own device¡¦ could be implemented with this system, while integrating educational factors such as game-based elements and competitive activities into the response system could reinforce flipped classroom learning.[[notice]]補正完

Public Education Network 2004 Annual Member Survey

Each year for the past nine years, PEN has undertaken a survey of its members to chart organizational and programmatic characteristics of LEFs. In addition to providing valuable information about individual LEFs, each year's survey results provide a snapshot of members' collective work and impact. These data are used by LEF directors to inform their conversations with funders, formulate communications strategies, and support organizational decision-making. The data also provide baseline and benchmark data for deeper research on the work and impact of LEFs. Based on recommendations from the membership, we have expanded the focus of the 2004 survey to include deeper information on LEF programs and initiatives, their context, and impact. In response to leadership and organizational development goals identified by the membership, we have paid special attention to board demographics and development activities, and professional staffing patterns and salary levels

The Ripple Effect: How One Rural School Can Embrace Indigenous Learning on a Journey Towards Truth and Reconciliation

In a K–9 rural school in Alberta, the lack of opportunities for land-based learning and understanding of Indigenous truths, histories, and ways of knowing creates a significant gap in knowledge that is an ethical obligation to address. For the school to engage in social justice and transformation to address this problem of practice, it is crucial to address this gap and work towards decolonization and indigenization. The goal of this Organizational Improvement Plan is to ensure that staff gain a deep awareness and understanding of the historical oppression and marginalization of Indigenous peoples in Canada due to colonization, both historically and through colonial systems that persist today. This transformational process will require building the critical consciousness of the staff and creating a compassionate learning environment that enables them to engage in this important work. Although the school has a racially homogenous population, it is imperative to take a firm anticolonial stance to address the legacy of colonialism that has been perpetuated in Canada for centuries. The change implementation plan adopts systems thinking to facilitate social change by recognizing the interconnectedness of different parts of the school system. It allows for a comprehensive understanding of the social issue being addressed in the problem of practice. A knowledge mobilization plan is developed to effectively disseminate the insights gained from the implementation to stakeholders and the wider community. By leveraging anticolonial theory and taking a proactive approach to education, staff can build the necessary awareness, attitudes, and actions to support decolonization and indigenization in the school and beyond. Keywords: decolonization, indigenization, social justice, anticolonial theory, critical consciousness, systems thinkin

Self regulated learning in flipped classrooms: A systematic literature review

The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Over the years, flipped classroom studies have focused more on the advantages and challenges of flipped instruction and its effectiveness, but little is known about the state of self-regulation in flipped classrooms. This study investigates the self-regulation strategies as well as the supports proposed for self-regulated learning in flipped classrooms. Findings show that relatively few studies have focused on self-regulated learning in flipped classrooms compared to the overall research and publication productivity in flipped classrooms. Also, the existing solutions and supports have only focused on either self-regulation or online help-seeking, but have not focused on other specific types of self-regulation strategies. Our study proposed some future research recommendations in flipped classrooms

Toward Efficacy: Examining The Reported Impact of Quality Enhancement Plans on Student Learning in Postsecondary Contexts

The Southern Association of Colleges and Schools (SACS) mandates the completion of a Quality Enhancement Plan (QEP), which requires institutions to develop and implement initiatives to improve student learning or the student learning environment as part of the reaffirmation process (SACS, 2016a). The purpose of this study was to examine the reported impact of QEPs of various institutional types and topic areas on student learning at SACS-accredited institutions. Additionally, this study also examined the effective practices that institutions have identified in the implementation of their QEPs. The data analysis revealed the following four areas of student learning that the QEP reportedly impacted: critical thinking, global competence, information literacy, and reading and writing mastery. The data analysis also revealed the following three effective practices for use during QEP implementation: the mixed use of direct and indirect measures of assessment, communities of practice, and high-impact practices. These findings indicated the occurrence of organizational learning during the QEP process, as well as a potential for interorganizational learning that could further foster innovation and maximize impact on student learning

Religious education: Outcomes-based integration across the primary curriculum

This study shows that the integrity of curriculum in Catholic Schools can be demonstrated through an integrated curriculum, with Religious Education (R.E.) as the primary focus, centre point and generator of learning experiences across all subjects or Key Learning Areas (K.L.As). The contemporary, Catholic nature of curriculum is able to be developed via an outcomes-based approach that integrates R.E. with other Key Learning Areas. The Integrated Religious Education Outcomes Approach represents a personal belief of the author, developed as a classroom teacher in five Catholic schools and a member of three schools\u27 Executive. The response to this belief is the motivation behind this study. The theoretical response includes an examination of integration and the function and purpose of outcomes- based education. There is relevance and potential for Religious Education curriculum outcomes to be linked to other Key Learning Areas Consequently, the role of Catholic schools in developing courses of work within a Catholic setting, and the religious dimension of the broad curriculum and of each K.L.A., are explored. Findings show that there is validity to the development of an approach that integrates R.E. outcomes when programming courses of work. This practical response IS demonstrated in a uniquely Catholic unit of work that focuses on one of the R.E. themes recurring across the Primary school. The integrated unit used in this study sets out the outcome and content links across and between all K.L.A.s. Findings show that it is a document from which teachers are able to facilitate the teaching and learning process, whilst maintaining course requirements of the N.S.W. Board of Studies\u27 K.L.A. Syllabuses and the Wollongong Diocesan R.E. Curriculum Guidelines. Findings also show that teachers are supported in developing the practice of integration, an increased awareness of the function of outcomes, and the significance of R.E. in the formal curriculum. The study shows that teachers are willing to embrace trends and methodology that assist planning, organise and present learning in new ways and promotes R.E. within the context of the broader curriculum

Flexible virtual learning environments: a schema-driven approach using sematic web concepts

Flexible e-Iearning refers to an intelligent educational mechanism that focuses on simulating and improving traditional education as far as possible on the Web by integrating various electronic approaches, technologies, and equipment. This mechanism aims to promote the personalized development and management of e-learning Web services and applications. The main value of this method is that it provides high-powered individualization in pedagogy for students and staff.Here, the thesis mainly studied three problems in meeting the practical requirements of users in education. The first question is how a range of teaching styles (e.g. command and guided discovery) can be supported. The second one is how varieties of instructional processes can be authored. The third question is how these processes can be controlled by learners and educators in terms of their personalized needs during the execution of instruction.In this research, through investigating the existing e-Iearning approaches and technologies, the main technical problems of current virtual learning environments (VLEs) were analyzed. Next, by using the Semantic Web concepts as well as relevant standards, a schema-driven approach was created. This method can support users' individualized operations in the Web-based education. Then, a flexible e-learning system based on the approach was designed and implemented to map a range of extensive didactic paradigms. Finally, a case study was completed to evaluate the research results. The main findings of the assessment were that the flexible VLE implemented a range of teaching styles and the personalized creation and control of educational processes

Strategic Intelligence Strategies for Improving Performance in the Nonprofit Sector

Nonprofit leaders face competition, rapid changes, increasing complexity in their operating environments, and diminishing financial support, all of which threaten achievement of their organizational missions. The purpose of this single case study was to explore strategies nonprofit leaders used to develop plans for performance improvement based on strategic intelligence. The research sample was composed of 3 leaders of a nonprofit organization located in the midwestern region of the United States who implemented nonprofit strategic initiatives to improve their organization\u27s performance. The conceptual framework used for this study was Maccoby and Scudder\u27s strategic intelligence conceptual system for leading change. Data were collected from semistructured interviews and a review of public and internal documentation and performance outcomes. Data were manually coded and thematically organized. The results of data analysis showed leadership and organizational philosophy, foresight effectiveness, systems thinking and knowledge centricity, and smart motivation as the key themes. Findings provide evidence that developing and implementing strategic intelligence-based plans can assist nonprofit leaders in improving organizational performance. The implications of this study for positive social change include providing strategies to nonprofit leaders for how to guide their organizations through rapidly changing environments, compete successfully, and sustain delivery of high-impact goods and services to the public and communities that they serve