Reuse remix recycle: repurposing archaeological digital data

Preservation of digital data is predicated on the expectation of its reuse, yet that expectation has never been examined within archaeology. While we have extensive digital archives equipped to share data, evidence of reuse seems paradoxically limited. Most archaeological discussions have focused on data management and preservation and on disciplinary practices surrounding archiving and sharing data. This article addresses the reuse side of the data equation through a series of linked questions: What is the evidence for reuse, what constitutes reuse, what are the motivations for reuse, and what makes some data more suitable for reuse than others? It concludes by posing a series of questions aimed at better understanding our digital engagement with archaeological data

Advocating for Experiential Learning Programs as Change Agents in Higher Education: Imagining a Justice Orientation that Centers Students and Partners while Enriching Practice

Excerpt The National Society for Experiential Education (NSEE) Fellows are academic professionals who engage in a community of practice and explore their practitioner-scholar identity through research and scholarly inquiry into experiential education. During some monthly meetings, the discussion focused on how to infuse equity, diversity, and inclusion in internship programs. The fellows ruminated on strategies to create quality internship programs and how to embed experiential learning opportunities into the curriculum so more students could access them. Collectively, these comments highlight what is not always stated but ever-present; that is, the fellows’ justice orientation. The monthly meeting of NSEE Fellows consistently explored our practices with experiential education programs, from internships and working with employers to teaching internship courses. During each meeting, the NSEE Fellows interrogated their practice, raised questions about experiential education programs, and inquired into the most promising approaches that fostered student success in the context of their higher education institutions. The core question that emerged during these meetings became: What are you advocating for in your experiential education program to foster student success

What Is the Participant Learning Experience Like Using YouTube to Study a Foreign Language?

This research is to explore and understand participants\u27 experience using YouTube to learn a foreign language. YouTube and learning has become more and more popular in the recent years. The finding of this research will be adding more understanding to the emerging body of knowledge of YouTube phenomenon. In this research, there are three interviews and two questionnaires. The interviews are conducted to find in-depth responses from participants; the questionnaires are used to inquire demographic and basic information about the participants. There are twelve themes found in this research. These themes reflect on the perceived experience using YouTube to learn a foreign language from participants. Among the twelve themes, there are two themes that contributed to positive perception of the experience, three themes contributed to negative perception of the experience; and seven themes contributed to neutral perception of the experience. Finding suggests that multiple factors may impact participants\u27 experience. These factors may be personal or external, or both. The significance of the finding is to explore the experience and find the re-applicability for future studie

Perceptions and Opinions of the Usability of Simulations in a Mathematics Methods Course for Elementary Pre-Service Teachers

The acceptance, implementation, and adoption of emerging technologies in teacher preparation programs has significantly evolved, and it is now seen as a tool that enhances teacher’s teaching skills particularly during the first years of the program. The use of new technologies like Mixed-Reality Simulations (MRSs) in the preparation of future teachers, provides them the opportunity of developing teaching skills in a safe environment. In this article, the researchers studied the perceptions and opinions of Elementary Pre-Service Mathematics Teachers (EPSMT) that were exposed to the use MRSs in a mathematics methods course. The research questions were: (1) What are the EPSMTs s’ perceptions toward the use of MRSs as part of their teacher preparation program? and (2) what are the opinions of the EPSMTs in regard to the benefits and usefulness of MRS to leverage their teaching skill in productive mathematical talk moves? Results of the study shows that EPSMTs perceive the use of MRSs as beneficial tool that effectively simulate classroom environments and students’ behaviors. The above is relevant since it facilitates the integration and adoption of state-of-the-art technologies like MRSs. Keywords: Pre-service Teachers, Mixed-Reality Simulations, Perceptions, Opinions. DOI: 10.7176/JEP/11-12-02 Publication date: April 30th 2020  

Contours of Inclusion: Inclusive Arts Teaching and Learning

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.

ACER Research Conference Proceedings (2018)

There is no shortage of opinion about more and less effective ways of teaching. Schools are continually presented with strategies, programs and approaches that claim to be ‘research-based’, ‘evidence-based’ or even ‘brainbased’. Vocal advocates of particular teaching methods promote their proposed solutions in the media. But how many of these programs and methods have solid foundations in research? And how can teachers and school leaders distinguish exaggerated marketing claims from teaching strategies shown through research to be effective in improving student outcomes? Research Conference 2018 examines research evidence around teaching practices that make a difference. It brings together leading international and Australian researchers to review what is known about more and less effective teaching and discusses the criteria for evaluating the quality of claims made for particular teaching methods

Student-Teachers\u27 Comments\u27 Type on Children\u27s Writing: Practices and Perceptions of their Role as Writing Facilitators

Student-Teachers\u27 Comments\u27 Type on Children\u27s Writing: Practices and Perceptions of their Role as Writing Facilitators Abstract This study examines how student-teachers in the final stage of their teacher education program, perceive the role of feedback and how they write feedback on children\u27s writing. Towards this end, student-teachers wrote compositions, answered a questionnaire, and wrote feedback on compositions written by 6th grade students. 10 student-teachers were also interviewed. Findings are that student-teachers perceive writing as a functional and technical process; they mainly edited the texts, they did not relate to the content, and were critical towards the expression of feelings and opinions in the children\u27s compositions. These findings contradict their stated preferred roles which are motivating students and promoting rewriting. These results are discussed from two perspectives: the tension between ideal text concept and the purpose of writing feedback; and feedback writing as self-assessment tool in teacher education

Handbook Transdisciplinary Learning

What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education

Building Teachers’ Cultural Capital in the Classroom: Using Funds of Knowledge to Support Multilingual Learners

This qualitative study has a collaborative focus and blends improvement science with Design Thinking to first understand teachers’ perceptions of their ability to serve ML students and second, how the utilization of the Funds of Knowledge (FoK) can assist teachers in serving ML students. The purpose of this study is to use the Funds of Knowledge to build the capacity of teachers to connect with students through their lived experiences. Through collaboration and reflection, this study investigated teachers’ perceptions and focused on increasing teachers’ ability to serve ML students utilizing a framework intended to connect students’ backgrounds to the classroom