8 research outputs found
Cultivating and sustaining a Positive Online Learning Community:Affirming all Learners is Key
This paper discusses the significance of developing and nurturing a classroom community within asynchronous/online learning networks. It examines ways in which an online learning environment can provide validation of diverse learners, foster a sense of belonging, and affirm and make transparent, the challenges among diverse learners who are physically separated from each other. The authors of this paper highlight the following factors as they relate to this topic of interest: social connections, celebrating cultural identity, expanding worldviews, respectful interactions, feeling emotionally supported, time zone challenges and group work, technology challenges, and fostering empathy
Connecting
Connecting
Helen Walker - Teaching/Seeing Jesus
Jan Buley - The Realization
S. Rebecca Leigh - Celebrating Ways of Learning
Christopher M. Bache - The Opening Question
Bette B. Bauer - Teaching as a Spiritual Practice
Rachel Forrester - Appalachia Finally in the Spring
Laurence Musgrove - Syllabu
Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership
Teachers often enter practice with a narrow perspective of teaching. Through critical reflection, the minds of pre-service teachers can be opened to the bigger realities of teaching and social justice practice. Paired pre-service student teachers from two diverse university settings, Canada and South Africa, were immersed in a collaborative learning experience that involved exchanges through email, text messages, and artwork collages. As lecturers, we implemented action research to determine how to foster critical reflection by pre-service teachers from diverse education contexts. We anticipated the diverse contexts to serve as a disrupting incident in support of critical reflection and possibly also transformative learning. Findings confirm that the collaborative reflective learning across contexts supported the development of critical reflective skills and provided an opportunity for students to confront their own assumptions of ethical and moral teaching practice. Revised strategies are suggested to support deeper critical reflections in collaborative learning across teaching contexts to support transformative learning
The Concurrent Education Program at Laurentian University: What Have We Learned From the First Graduating Class?
In September 2003, Laurentian University began offering a Concurrent Bachelor of Education in English. As the program prepared to graduate its first cohort in the spring of 2007, the researchers realized they had a unique but brief window of opportunity to learn as much as possible from the first graduating class. This article reviews the findings through a three-pronged approach: three ninety-minute focus group sessions with graduating students, the administration of a Likert scale, and an exit interview with each participating student. Key results indicate that students were overwhelmed by both teaching responsibilities and class-based assignments. Their early pre-practicum experiences provided later context for reflective practice during the final practicum experiences. In some situations, the students more readily connected with their associate teacher, while others struggled to find their place in the classroom. In contrast to other studies, results indicate that the teaching practicum is not always the transforming highlight of the professional year
Selective retina therapy (SRT) in patients with therapy refractory persistent acute central serous chorioretinopathy (CSC): 3Â months functional and morphological results
Purpose!#!Central serous chorioretinopathy (CSC) is a disease presenting with detachment of the neurosensory retina and characteristic focal leakage on fluorescein angiography. The spontaneous remission rate is 84% within 6 months. In this study, the efficacy of selective retina therapy (SRT) was examined in patients with therapy refractory persistent acute CSC defined by symptoms for at least 6 months and persistent subretinal fluid (SRF) despite eplerenone therapy.!##!Material and methods!#!This is a prospective, monocentric observational study in 17 eyes (16 patients, mean age 42 years, 2 female). SRT was performed with the approved R:GEN laser (Lutronic, South Korea), a micropulsed 527-nm Nd:YLF laser device, with a train of 30 pulses of 1.7 μs at 100-Hz repetition rate at the point of focal leakage determined by fluorescein angiography (FA) at baseline (BSL). Visits on BSL, week 4 (wk4), and week 12 (wk12) included best corrected visual acuity (BCVA, logMar), central retinal thickness (CRT) on spectral domain optical coherence tomography (SD-OCT), and FA. Statistical analysis was performed by pair-by-pair comparisons of multiple observations in each case with Bonferroni correction for multiple testing. (IBM SPSS Statistics 25®).!##!Results!#!Mean CRT at BSL was 387.69 ± 110.4 μm. CRT significantly decreased by 106.31 μm in wk4 (95%-KI: 21.42-191.2; p = 0.01), by 133.63 μm in wk12 (95%-KI: 50.22-217.03; p = 0.001) and by 133.81 μm (95%-KI: 48.88-218.75; p = 0.001) compared to BSL. Treatment success defined as complete resolution of SRF occurred at wk4 in 7/17 eyes (35.3%) and at wk12 in 10/17 eyes (58.8%). Re-SRT was performed in 7/17 eyes (41.2%) after an average of 107.14 ± 96.59 days. Treatment success after Re-SRT was observed in 4/6 eyes (66.6%, 12 weeks after Re-SRT). Mean BCVA did not change significantly from BSL to any later timepoint after adjusting for multiple testing. Notably, eyes with treatment success showed better BCVA at all timepoints and gained more letters compared to failures.!##!Conclusion!#!Single or repetitive SRT may be an effective and safe treatment in 2 of 3 patients suffering from acute persistent CSC after 6 months of symptoms or more. We observed complete resolution of SRF in around 60% of eyes 12 weeks after first SRT treatment and also 12 weeks after Re-SRT treatment in eyes with persistent or recurrent SRF. Results on the long-term course after SRT are still pending