A Model of Successful Adaptation to Online Learning for College-Bound Native American HIgh School Students

The primary purpose of this grounded theory study was to shed light on the personal online learning experiences of Native American high school students in Montana. The overarching research question was: What are the conditions for college-bound Native American high school students that result in a successful adaptation to an online learning environment? Eight Native American students attending high schools on the Flathead and Blackfeet Reservations, and one small urban city, were interviewed two separate times for approximately 45 minutes. All participants had passed online coursework with a grade of C or better, taken through Montana Digital Academy. One hundred and twelve pages of interview data were systematically coded. A theoretical model was created illustrating the successful adaptation of Native high school students to an online learning environment. Within the framework of ecological psychology, findings showed a congruence of students\u27 learning desires and needs and the online learning environment. In participants\u27 local high schools, course offerings were limited. This resulted in boredom and lack of challenge. Students wanted new and interesting coursework and learning online met this need. They took the initiative to work at their own pace and ability levels, relearning or working ahead. They enjoyed the challenge, freedom, and independence that resulted from learning online. Those who frequently missed school were easily accommodated. A student\u27s orientation toward education, such as attitude toward learning and school, family influence, and past interactions with classroom teachers, affected the adaptation process. Participants felt empowered and had more positive expectations for their future as a result of learning online. This was caused by three factors: feelings of independence working without one-to-one personal contact from a classroom teacher, confidence gained when successfully completing assignments, and control felt from being in charge of their own learning. The practical significance is three-fold: first, online learning experiences of Native American high school students are well documented; second, the findings benefit those who lack understanding of how Native American students adapt to an online environment; and finally, educators are better equipped to create supports that promote academic success for Native students

Sustainable e-Learning framework: expert views

The efforts toward sustainable development goals in the educational context are of growing importance even in an e-learning perspective. Sustainability aims to improve the e-learning quality since it supports long-term innovation processes while benefiting society, economy, and the environment. In order to portray its prosperous mission, this paper presented the outline of a Sustainable e-Learning Framework (SeLF). This paper aimed to collect the expert perspectives on this framework. Qualitative data were collected through expert interviews during which the utility and usability of the framework were iteratively evaluated and refined. In order to achieve the framework practicability in different contexts, stakeholders from various universities were invited to participate. The expert perceptions and expectations of sustainable e-learning in the context of SeLF were presented in this paper. The experts were asked to reflect on the possible impact of SeLF toward sustainable practices at their own university and personal practice of e-learning sustainability. The findings indicated that SeLF can be used as a guideline for developing sustainable e-learning that supports the continuity of e-learning initiatives

D2.4. Building a Personal Learning Environment with Language-Technology-based Widgets: Services v2 - integrated thread

Hoisl, B., Haley, D., Wild, F., Anastasiou, L., Buelow, K., Koblische, R., Burek, G., Loiseau, M., Markus, T., Rebedea, T., Drachsler, H., Kometter, H., Westerhout, E., & Posea, V. (2010). D2.4. Building a Personal Learning Environment with Language-Technology-based Widgets: Services v2 - integrated thread. LTfLL-project.This deliverable reports on the results achieved by the LTfLL work packages in their efforts toward interoperability of the LTfLL tools and services. There are two aspects: one is the pedagogical utility of achieving interoperability; the other aspect involves the technical features. The technical basis of the interoperability is to use Wookie widgets in Elgg and is thoroughly described here. Finally, the deliverable provides details and screen shots of each widget for each LTfLL service embedded in the Elgg environment.The work on this publication has been sponsored by the LTfLL STREP that is funded by the European Commission's 7th Framework Programme. Contract 212578 [http://www.ltfll-project.org

Reaching for the Future - Building a professional trajectory

Science teachers need to consider how they want to grow professionally. Thinking about one’s future involves identifying the knowledge, practices, and attributes needed in a new role. By using a framework such as the science education trajectory (SET), teachers can more easily consider their professional options and work strategically toward them. The report on science teacher learning (NASEM 2015) emphasizes that teachers need strategic and coherent learning opportunities. Until there are defined pathways toward different positions, science teachers will need to organize their learning opportunities in such a way that they can learn intentionally and progressively. This is important to consider, as teachers do not typically have a prepared program of professional development opportunities tailored to their personal needs or professional goals (NASEM 2015). Most professional development programs available to science teachers focus on improving instructional practice (Luft and Hewson 2014). This seems appropriate with the emergence of the Next Generation Science Standards (NGSS) (NGSS Lead States 2013), but these types of programs comprise only one area in the universe of potential professional opportunities. Our goal is to help science teachers consider their professional options. We suggest a process to build a professional growth or learning plan, which we call a SET. A SET is specific to science education, and describes the knowledge, practices, and attributes a teacher needs to develop in order to progress to a new professional role (Luft et al. forthcoming). While this is not a classroom-based article, we hope to show teachers how they can grow professionally and benefit their students, their learning environment, and the science teaching profession

A Case Study: The Attitudes of a Teaching Assistant of French Toward Instructional Technology

Technology has shaped the personal experiences of Teaching Assistants (TAs) of French at the collegiate level in the United States (US), what they feel about the technology tools that are accessible in their work environment, and how they use these tools in their practice of teaching. Yet, there is limited research on the specific topic of the attitudes of TAs of French toward the instructional technologies that are available to them. This study sought to investigate the attitudes of a singular TA of French at a southern US university toward instructional technology (IT) by exploring the dynamics of IT use in the French courses that she taught during two consecutive semesters. Using an intrinsic case study design, the researcher considered how a TAs’ attitude toward IT affects the teaching and learning of the French language in college classrooms. Data was collected from interviews, direct observations, and documentation. A theoretical framework integrating Davis’ (1986) Technology acceptance model (TAM) explains the key factors, concepts, and variables that were studied and the presumed relationships among them. The three overarching themes that emerged from this investigation were (a) pedagogical goals, access, and digital readiness influenced the participant’s decision about how and when IT would be used, (b) the participant felt an intellectual and emotional attitude focused on student learning and making the TA’s job easier, and (c) Actual System Use was frequent and targeted toward pedagogical objectives in the French courses. Knowing the attitudes of a TA of French toward IT and exploring her use of IT helped determine the opinions and skills that shape TAs’ professional careers because the TAs of French of today represent the French language faculty members of tomorrow (Paradise & Bergstrom, 2005)

Secure MapReduce Framework with Data Compression Model to Evaluate Ideological Evaluation Contribution on Students

Ideological education is the process of transmitting and instilling a particular set of beliefs, values, and worldviews in individuals, with the goal of shaping their attitudes, behaviors, and perceptions. In colleges, ideological education plays an important role in shaping students' values, beliefs, and attitudes toward society, politics, and culture. The primary objective of ideological education in colleges is to promote critical thinking skills, social responsibility, and civic engagement among students. However, the use of big data in ideological education also raises concerns about privacy and ethical considerations. It is important to ensure that students' personal information is kept secure and that data is only used for educational purposes. It is also important to ensure that the use of big data does not lead to bias or discrimination of certain students or groups based on their demographics or backgrounds. This paper constructed a framework of Stream Cipher MapReduce Fractal Index (ScMFI). The ScMFI model performs the processing of information about students in ideological education in colleges. Through the Fractal Index Tree data is compressed with the MapReduce Framework. Finally, the ScMFI model uses the Stream Cipher process for data processing and storing in the cloud environment. The developed ScMFI model contribution of ideological education toward students’ awareness is classified as a machine learning model. The simulation analysis stated that ScMFI model minimizes the data storage, encryption and decryption time

Toward an Integrated Competence-based System Supporting Lifelong Learning and Employability: Concepts, Model, and Challenges

Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Toward an Integrated Competence-based System Supporting Lifelong Learning and Employability: Concepts, Model, and Challenges. In M. Spaniol, Q. Li, R. Klamma & R. W. H. Lau (Eds.), Proceedings of the 8th International Conference Advances in Web Based Learning - ICWL 2009 (pp. 265-276). August, 19-21, 2009, Aachen, Germany. Lecture Notes in Computer Science 5686; Berlin, Heidelberg: Springer-Verlag.Efficient and effective lifelong learning requires that people can make informed decisions about their continuous personal development in the different stages of their lives. In this paper we state that lifelong learners need to be characterized as decision-makers. In order to improve the quality of their decisions we propose the development of an integrated lifelong learning and employment support system, which traces learners’ competence development and provides a decision support environment. An abstract conceptual model has been developed and the main design ideas have been documented using Z notation. Moreover, we analyzed the main technical challenges for the realization of the target system: competence information fusion, decision analysis models, spatial indexing structures and browsing structures and visualization of competence related information objects.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Adobe Youth Voices Literature Review

Education Development Center, Inc. (EDC) received a grant from Adobe to conduct an evaluation of the Adobe Youth Voices (AYV) program. As part of the evaluation, EDC conducted a review of relevant literature to situate AYV in a broader context, provide stakeholders with a framework for understanding goals and outcomes, and frame and inform the evaluation questions. EDC reviewed scholarly articles, program reports and evaluations, and research studies that addressed youth media programs, youth development, teacher professional development, and other areas related to AYV's goals.Among the findings, the literature review includes 6 key points that speak to the AYV program:1. The goals of youth media programs most commonly cited can be grouped into several categories: Youth voice -- the capacity for self-expression Youth development -- the process of developing the skills and personal attributes that enable young people to become successful adults Media literacy -- the ability to analyze, evaluate and produce information in a variety of media forms Skill development -- such as communication, critical thinking, technology, and media production skills Social action or civic engagement 2. Outcomes and impacts on participants of youth media programs commonly found in the literature include: Improved skills Improved community perception of youth Positive youth development Increased social action and civic engagement 3. Outcomes and impacts on participants of youth development programs frequently cited include:Improved communication, critical thinking, and related skills Increased self-esteem More positive attitudes towards school and their futures 4. There is broad agreement that traditional educational approaches do not adequately address 21st century skills. Education must adapt to be more compatible with the ways in which young people think and learn, as well as the tools and media that are part of their environment.5. Student engagement in education has been associated with positive youth development and 21st century skills. Engaging instruction often includes inquiry- or project-based, multidisciplinary, and authentic learning activities.6. Educator professional development is believed to be a key step toward improving student outcomes. While there is little research that can demonstrate this connection, there is new focus on evaluating the effectiveness of professional development activities. Elements of effective professional development include learning communities and collaboration, ongoing support and assistance, and active or applied learning

Student Perspectives on Interdisciplinary Skill Building, Equity and Empowerment through Arts Education and Technology During a Pandemic

This qualitative research examined how the arts extend to serve as a tool for equity in supporting students of all backgrounds, language skills, and learning levels toward access and development of acumen for learning in all subjects and disciplines. This research is situated in a theoretical framework encompassing theories of learning styles (Dunn, 2000), art education and equity (Kalin, 2012), and pedagogical approaches to the use of technology (Strycker, 2020). Sixteen students participated in a peer focus group in which they developed, reflected upon, and then co-critiqued an art project that evolved through a six-phase process, and two faculty members were interviewed on how the arts impact education across disciplines. The research found that equitable and autonomous learning increased when students were allowed to express their voices by demonstrating creative visual representation of their responses to project criteria, and could be cultivated through peer interaction, and increasing motivation and growth through skill-building and course alignment which provide alternative methods and insight for communicating personal reflection and voice as a way to engage in real life. The work has significant implications for how students can collaborate, engage in their own learning style, and have agency over their learning outcomes. Arts education gives students the opportunity to explore their ideas and how art is used to communicate their ideas and reflections through discussion and synthesis of projects. Similarly, creating an environment that gives students the opportunities to reflect and communicate their ideas helps teachers collaborate, plan and design lesson activities that are relevant to students\u27 individual learning experiences

The Teacher as Servant Leader: Revisited

This essay revisits an original conference proceedings chapter from 1997, examining the biblical and educational underpinnings for the concept of teacher and servant leader