516 research outputs found

    Northeastern Illinois University, Academic Catalog 2023-2024

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    https://neiudc.neiu.edu/catalogs/1064/thumbnail.jp

    Amplifying Marginal Voices of the Global Movement for Deeper Learning: A Case Study of a Rural K-12 Mission School in Cambodia

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    Several paradigms have been developed to define what constitutes deeper learning, how to foster it, and what desired outcomes or competencies can result from it. Much of the literature, however, has been based on studies in economically developed Western countries. There has been little, if any, that is based on developing country settings where culture and context can account for differences in the manner of promoting deeper learning. This qualitative case study explored the experiences of learners in the Mudita Mission School (MMS; pseudonym), a K-12 school in a rural part of northern Cambodia, and investigated how deeper learning was enacted, valued, and fostered there. It also examined challenges and opportunities for promoting deeper learning faced by the school. This study sought to contribute to the global movements for deeper learning by highlighting voices from marginalized communities, thus expanding the conceptual frameworks which have been exclusive of experiences of students and educators in impoverished country contexts. This study also sought to contribute to the literature that informs Cambodian educational reform. Study findings suggest that fostering eco-humanistic value-systems and respect for Khmer culture scaffold arcs of deeper learning in the MMS, and that several innovative pedagogical practices uncommon to many rural schools in Cambodia were transforming the educational experiences of students there. Based on the findings, the author proposes a theory of Epistemologies of Deeper Learning to complement frameworks in the literature

    LIPIcs, Volume 261, ICALP 2023, Complete Volume

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    LIPIcs, Volume 261, ICALP 2023, Complete Volum

    Ethnographically-informed distributed participatory design framework for sociotechnical change : co-designing a collaborative training tool to support real-time collaborative writing

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    Although Wikipedia’s immense success is partially due to its support of the asynchronous collaboration model, researchers argue that the bureaucratic rules and technical infrastructure enabling it feed into Wikipedia’s content bias. Attempts to introduce different collaboration models have so far failed, but the fact that they have occurred persistently over time suggests that at least part of the Wikipedia community favours incorporating features such as real-time collaborative editing. My research is founded on the argument that the advantageous aspects of the asynchronous model should be preserved, although the existing model needs to be complemented by real-time collaboration in settings such as Wikipedia training events. This thesis describes a Participatory Design process resulting in a prototype called WikiSync, a system that introduces real-time collaboration for the Wikipedia community using a responsible design approach that is respectful of Wikipedia’s rich social structure and history. Furthermore, my research has produced an adaptive methodology for co-designing sociotechnical solutions in a geographically distributed community. After an in-depth observation of online Wikipedia training and the existing community innovation processes, my participatory design sessions have helped create a mutual learning environment for co-designing WikiSync in tandem with the community, while addressing a wide range of their concerns about real-time collaboration. I also consulted the broader Wikipedia community using an online social ideation and voting tool to evaluate the desirability and applicability of the solution. Finally, the resulting ethnographically-informed distributed Participatory Design framework provides an innovation process for involving a diverse, widely distributed online community in co-designing sociotechnical solutions

    Teacher Anxiety and Resilience as Socio-ecological Experience: A Critical Ethnography of Early-career English as an Additional Language Teachers in Post-pandemic Ontario, Canada

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    This critical ethnographic study investigated the anxiety and resilience experiences of English as an Additional Language (EAL) teachers in Ontario, Canada during their early careers after the pandemic. The study drew on literature regarding the TESOL profession’s precarious nature, resilience and anxiety concepts, pandemic impacts on language education, and debates on native-speakerism. It employed four-level theoretical frameworks, including the theories of critical praxis (Freire, 1970), reflexivity (Byrd Clark, 2020), ecological systems (Bronfenbrenner,1979), and the community of practice (Lave & Wenger, 1991) for its design and implementation. Four pre-service and three in-service English language teachers participated, providing weekly reflective journals for 12 weeks followed by a semi-structured interview. Findings showed that pre-service EAL teachers primarily felt anxious due to academic English skill challenges, peer pressure, limited practical teaching exposure, and concerns about time management and future prospects. Their resilience was enhanced by factors such as growth mindset, written reflections, academic resources, peer support both within and outside the TESOL program, institutional wellness and career services, and hands-on teaching experiences. In contrast, in-service EAL teachers reported unstable working conditions, specific teaching hurdles, and perceived ineffective managerial support as major anxiety sources. Their resilience was linked to coping mechanisms like perspective shifts, reflective journaling, student relationships, peer interactions, institutional workshops, and stable immigration status. This study’s primary contributions encompass a shift from mainstream anxiety research in the field of applied linguistics to a socio-ecological view of both EAL teacher anxiety and resilience. Additional aspects of research significance underscore the effectiveness of online reflective journals and interviews for exploring teacher emotions, heighten EAL teachers’ awareness of and preparation for early-career transition challenges, and offer critical insights for teacher educators, teacher preparation programs, and policy makers in Ontario, Canada to better support early-career EAL teachers

    Design with the living : learning to work together

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    Orientador: Prof. Dr. Adriano HeemannCoorientador: Prof. Dr. Aguinaldo dos SantosTese (doutorado) - Universidade Federal do Paraná, Setor de Artes, Comunicação e Design, Programa de Pós-Graduação em Design. Defesa : Curitiba, 26/05/2023Inclui referênciasResumo: A prática do biodesign parece estar se consolidando por meio de redes, concursos, exposições, e educação formal. Este estudo se baseia na definição de biodesign de Dade-Robertson, que compreende o design e a pesquisa em design que trabalhem com sistemas vivos como parte da sua produção e funcionamento. Assim, ainda numa perspectiva antropocêntrica de pesquisa, surgem novas possibilidades com as capacidades e características de várias espécies e as novas formas de construir e fazer. No entanto, vários desafios práticos e teóricos ainda limitam a difusão do biodesign. Uma lacuna parece ser a estruturação de um artefato de facilitação para o ensino e aprendizagem do processo de biodesign. A fim de contribuir para a mitigação desta lacuna, o presente trabalho procurou desenvolver e avaliar um framework para facilitar o ensino e a aprendizagem do processo de biodesign no ensino de graduação, considerando um contexto com poucos recursos, como a falta de um espaço para experimentação e um laboratório. A estratégia metodológica utilizada é a Design Science Research (DSR) conforme Dresch, Lacerda, e Antunes Jr. (2015). Esta estratégia foi adaptada às etapas: 1. Problema e Contexto; 2. Artefatos Relacionados; 3. Desenvolvimento; 4. Avaliação; e 5. Conclusão. O framework baseou-se na revisão da literatura, que inspirou 59 insights, que embasaram 17 requisitos que, por sua vez, foram estruturados em 21 objetivos de aprendizagem em acordo com a taxonomia de Bloom. O framework considera dois espaços de contexto: a sala de aula e as casas do(a)s estudantes. Ele é composto por 6 elementos principais: 1. Conceitos, 2. Repertório, 3. Metodologia de Projeto; 4. Prática; 5. Reflexões; e 6. Gestão. Exemplos das materialidades e atividades do framework são um diário de projetos e tinkering. Para além do framework, foram desenvolvidos artefatos de apoio: quatro modelos didáticos do processo de biodesign baseados em entrevistas semi-estruturadas com designers experientes - design em colaboração com (1) cogumelos, com (2) árvores, com (3) gramíneas, e com (4) bactérias. Os modelos basearam-se numa adaptação do Método Mosaico de Kim e Lee (2015), da Estrutura de Duplo Diamante do Design Council, e do Processo de Desenvolvimento de Produtos de Rozenfeld et al. (2006). A instanciação ocorreu na disciplina obrigatória Materiais e Processos III do curso de graduação de Design de Produto da Universidade Federal do Paraná. O framework foi avaliado por meio de observação aberta e da rubrica de avaliação do framework pela professora da disciplina e pelo(a)s estudantes. A triangulação e a correspondência de padrões com os objetivos de aprendizagem sugerem que 14 deles foram cumpridos, enquanto os outros 7 foram parcialmente atendidos. Ao longo do processo, o(a)s estudantes parecem ter desenvolvido novas sensibilidades em design, relacionadas com a empatia e as negociações com o outro organismo vivo com o qual trabalharam. Foi feita uma imersão no cluster de excelência "Matters of Activity. Image, Space, Material" para a discussão dos resultados. O framework deve ser testado em outros contextos. Como trabalho futuro, poderá ser desenvolvida uma versão modular para abrir as heurísticas de contingência a contextos mais amplos e diferentes tempos de aplicação.Abstract: The biodesign practice seems to consolidate through organized networks, contests, exhibitions, and formal education. This study relies on Dade-Robertson's definition of biodesign, which comprises the design and design research that work with living systems as part of their production and operation. Thus, still on an anthropocentric research perspective, new possibilities arise with the abilities and characteristics of various species and new ways of building and making. However, several practical and theoretical challenges still set back the diffusion of biodesign. One gap seems to be the structuring of a facilitation artifact for teaching and learning the biodesign process. In order to contribute to mitigate this gap, the present work aimed to develop and evaluate a framework to facilitate the teaching and learning of the biodesign process in undergraduate education, considering a context with few resources, like the lack of proper space for experimentation and a lab. The methodological strategy used is Design Science Research (DSR) following Dresch, Lacerda, and Antunes Jr. (2015). It was adapted into the steps: 1. Problem and Context; 2. Related Artifacts; 3. Development; 4. Evaluation; and 5. Conclusion. The framework drew on the literature review, which inspired 59 insights. The insights grounded 17 framework requirements, which in turn, rendered 21 learning objectives developed according to Bloom's taxonomy. The framework considers two context-spaces: the classroom and the student's homes. It consists of 6 main elements: 1. Concepts, 2. Repertoire, 3. Project Methodology; 4. Practice; 5. Reflections; and 6. Management. Examples of materialities and activities in the framework are a project journal and tinkering. Besides the framework, other support artifacts were developed in the research process: four didactic models of the biodesign process based on semi-structured interviews with experienced designers - design in collaboration with (1) mushrooms, (2) trees, (3) grass, and (4) bacteria. The models drew on an adaptation of Kim and Lee's (2015) Mosaic Method, the Design Council's Double Diamond Framework, and the Product Development Process from Rozenfeld et al. (2006). The instantiation occurred in the mandatory course Materials and Processes III of the Product Design undergraduate program of the Federal University of Paraná. The framework was evaluated through overt observation and through the framework's evaluation rubric by the course professor and by the students. Triangulation and pattern-matching to the learning objectives suggested that 14 learning objectives were met, while the other 7 were partially met. Throughout the process, students seem to have developed "new designerly sensibilities", related to empathy and negotiations with the other organism they worked with. An immersion was made at the Cluster of Excellence "Matters of Activity. Image, Space, Material" to discuss the results. The framework must be further tested in other contexts. For future work, a modular version of the framework might be developed to open its contingency heuristics to broader contexts and different application times

    Randomized Control Trials in the Field of Development

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    In October 2019, Abhijit Banerjee, Esther Duflo, and Michael Kremer jointly won the 51st Sveriges Riksbank Prize in Economic Sciences in Memory of Alfred Nobel "for their experimental approach to alleviating global poverty." But what is the exact scope of their experimental method, known as randomized control trials (RCTs)? Which sorts of questions are RCTs able to address and which do they fail to answer? This book provides answers to these questions, explaining how RCTs work, what they can achieve, why they sometimes fail, how they can be improved and why other methods are both useful and necessary. Chapters contributed by leading specialists in the field present a full and coherent picture of the main strengths and weaknesses of RCTs in the field of development. Looking beyond the epistemological, political, and ethical differences underlying many of the disagreements surrounding RCTs, it explores the implementation of RCTs on the ground, outside of their ideal theoretical conditions and reveals some unsuspected uses and effects, their disruptive potential, but also their political uses. The contributions uncover the implicit worldview that many RCTs draw on and disseminate, and probe the gap between the method's narrow scope and its success, while also proposing improvements and alternatives. This book warns against the potential dangers of their excessive use, arguing that the best use for RCTs is not necessarily that which immediately springs to mind, and offering opportunity to come to an informed and reasoned judgement on RCTs and what they can bring to development

    Women in the Woods: A Needs Assessment Approach to Understanding Women Forestland Owners and Managers in New Hampshire

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    Women-owned and managed forests provide diverse public values, including wildlife habitat, forest products, water quality, climate mitigation, and recreation. However, many women may lack the skills, knowledge, and confidence to make informed stewardship decisions and effectively manage their forestland. Women in the Woods, a project of the University of New Hampshire Cooperative Extension (UNHCE), NH Timberland Owners Association (NHTOA), and the Society for the Protection of New Hampshire Forests (SPNHF), seeks to support women landowners, managers, communities, and natural resource professionals across New Hampshire. Women in the Woods uses a needs-based approach to develop and provide skills-based training and assistance for stewardship planning to a network of women forestland owners and managers across New Hampshire. The goal is to provide a historically underserved and increasingly important audience in forestry outreach and technical assistance with increased capacity to protect, manage, and enhance New Hampshire’s valuable forest resources. In this publication we will use the term “women.” We recognize that this does not capture everyone’s identity in our expansive community

    The International Handbook of Social Enterprise Law

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    This open-access book brings together international experts who shed new light on the status of social enterprises, benefit corporations and other purpose-driven companies. The respective chapters take a multidisciplinary approach (combining law, philosophy, history, sociology and economics) and provide valuable insights on fostering social entrepreneurship and advancing the common good. In recent years, we have witnessed a significant shift of how business activities are conducted, mainly through the rise of social enterprises. In an effort to target social problems at their roots, social entrepreneurs create organizations that bring transformative social changes by considering, among others, ethical, social, and environmental factors. A variety of social enterprise models are emerging internationally and are proving their vitality and importance. But what does the term “social enterprise” mean? What are its roots? And how does it work in practice within the legal framework of any country? This handbook attempts to answer these questions from a theoretical, historical, and comparative perspective, bringing together 44 contributions written by 71 expert researchers and practitioners in this field. The first part provides an overview of the social enterprise movement, its evolution, and the different forms entities can take to meet global challenges, overcoming the limits of what governments and states can do. The second part focuses on the emergence of benefit corporations and the growing importance of sustainability and societal values, while also analyzing their different legal forms and adaptation to their regulatory environment. In turn, the last part presents the status quo of purpose-driven companies in 36 developed and emerging economies worldwide. This handbook offers food for thought and guidance for everyone interested in this field. It will benefit practitioners and decision-makers involved in social and community organizations, as well as in international development and, more generally speaking, social sciences and economics

    A review of commercialisation mechanisms for carbon dioxide removal

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    The deployment of carbon dioxide removal (CDR) needs to be scaled up to achieve net zero emission pledges. In this paper we survey the policy mechanisms currently in place globally to incentivise CDR, together with an estimate of what different mechanisms are paying per tonne of CDR, and how those costs are currently distributed. Incentive structures are grouped into three structures, market-based, public procurement, and fiscal mechanisms. We find the majority of mechanisms currently in operation are underresourced and pay too little to enable a portfolio of CDR that could support achievement of net zero. The majority of mechanisms are concentrated in market-based and fiscal structures, specifically carbon markets and subsidies. While not primarily motivated by CDR, mechanisms tend to support established afforestation and soil carbon sequestration methods. Mechanisms for geological CDR remain largely underdeveloped relative to the requirements of modelled net zero scenarios. Commercialisation pathways for CDR require suitable policies and markets throughout the projects development cycle. Discussion and investment in CDR has tended to focus on technology development. Our findings suggest that an equal or greater emphasis on policy innovation may be required if future requirements for CDR are to be met. This study can further support research and policy on the identification of incentive gaps and realistic potential for CDR globally
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