Keyword: education
2023 (6)
Controlling the Past to Control the Future: Christian Nationalism and Mandatory Patriotic Education in Public Schools. Perry, S. L., Davis, J. T., & Grubbs, J. B. Journal for the Scientific Study of Religion, 2023. _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jssr.12858
![Controlling the Past to Control the Future: Christian Nationalism and Mandatory Patriotic Education in Public Schools [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex
Paper doi abstract bibtex Recent debates about whether educators should teach America's racist history have sparked activism and legislation to ensure students are taught American history in such a way that promotes “patriotism,” amplifying cherished national myths, emphasizing American exceptionalism, and erasing negative historical facts. Building on insights from both social dominance theory and Christian nationalism research, we propose Christian nationalism combines legitimizing myths that whitewash America's past with authoritarian impulses and thus seeks to enforce “patriotic” content in public school classrooms. We also theorize this connection varies across racial, partisan, and ideological identities. Data from a nationally-representative survey of Americans affirm Christian nationalism is by far the leading predictor Americans believe “We should require public school teachers to teach history in a way that promotes patriotism.” This association is consistent across race (possibly due to divergent meanings of both “Christian nationalism” and “patriotism” across groups), but varies by partisanship and ideological identity for whites. Specifically, Christian nationalism brings whites who identify with the ideological and political left into complete alignment with their conservative counterparts who are already more likely to support mandatory patriotic education. Our findings provide critical context for ongoing battles over public-school curricula and education's role in perpetuating social privilege.
@article{perry_controlling_2023,
title = {Controlling the {Past} to {Control} the {Future}: {Christian} {Nationalism} and {Mandatory} {Patriotic} {Education} in {Public} {Schools}},
copyright = {All rights reserved},
issn = {1468-5906},
shorttitle = {Controlling the {Past} to {Control} the {Future}},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jssr.12858},
doi = {10.1111/jssr.12858},
abstract = {Recent debates about whether educators should teach America's racist history have sparked activism and legislation to ensure students are taught American history in such a way that promotes “patriotism,” amplifying cherished national myths, emphasizing American exceptionalism, and erasing negative historical facts. Building on insights from both social dominance theory and Christian nationalism research, we propose Christian nationalism combines legitimizing myths that whitewash America's past with authoritarian impulses and thus seeks to enforce “patriotic” content in public school classrooms. We also theorize this connection varies across racial, partisan, and ideological identities. Data from a nationally-representative survey of Americans affirm Christian nationalism is by far the leading predictor Americans believe “We should require public school teachers to teach history in a way that promotes patriotism.” This association is consistent across race (possibly due to divergent meanings of both “Christian nationalism” and “patriotism” across groups), but varies by partisanship and ideological identity for whites. Specifically, Christian nationalism brings whites who identify with the ideological and political left into complete alignment with their conservative counterparts who are already more likely to support mandatory patriotic education. Our findings provide critical context for ongoing battles over public-school curricula and education's role in perpetuating social privilege.},
language = {en},
urldate = {2023-05-24},
journal = {Journal for the Scientific Study of Religion},
author = {Perry, Samuel L. and Davis, Joshua T. and Grubbs, Joshua B.},
year = {2023},
note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jssr.12858},
keywords = {Christian nationalism, critical race theory, education, patriotism, politics, schools},
file = {Snapshot:/Users/joshuab.grubbs/Library/CloudStorage/GoogleDrive-joshuagrubbsphd@gmail.com/My Drive/Manuscripts/Zotero/storage/ZK42AC2M/jssr.html:text/html},
}Meet ChatGPT. Tremblay, C. W College and University, 98(1):49–54, 2023. Place: Washington Publisher: American Association of Collegiate Registrars and Admissions Officers
Paper abstract bibtex
Paper abstract bibtex [...]the number of students applying to colleges and universities from around the world has increased, making the pool of applicants more diverse and competitive. A CLR typically includes information such as: * Traditional academic data such as grades, test scores, and coursework * Non-traditional learning experiences such as internships, service learning, and extracurricular activities * Skills and competencies developed through various learning experiences * Personal and demographic information about the student * Additional information such as disciplinary history and career readiness data The CLR is intended to be a living document that is updated throughout a student's educational journey, including after graduation. The CLR is being developed by aacrao (American Association of Collegiate Registrars and Admissions Officers) and it's a way to better serve student's needs, employers and educational institutions by providing a more complete and accurate representation of student's learning journey. * Why is FERPA so complicated? FERPA (Family Educational Rights and Privacy Act) is a federal law that provides certain rights to students and their families regarding the confidentiality of their education records. Some of the reasons why ferpa can be complicated include: * The definitions of certain terms, such as "education records" and "directory information can be vague and open to interpretation. * The law applies to a wide range of educational institutions, including primary and secondary schools, colleges, and universities, and the rules can vary depending on the type of institution. * FERPA requires institutions to obtain written consent before sharing certain information, but there are certain exceptions to this rule, such as when the disclosure is required by law or for the purpose of protecting the health and safety of the student or other individuals. * FERPA also requires institutions to provide students with access to their education records, but they can also place certain limits on this access. * The law also requires institutions to have policies and procedures in place to protect student privacy, and to notify students of their rights under ferpa.
@article{tremblay_meet_2023,
title = {Meet {ChatGPT}},
volume = {98},
issn = {00100889},
url = {https://www.proquest.com/scholarly-journals/meet-chatgpt/docview/2785685216/se-2?accountid=14542},
abstract = {[...]the number of students applying to colleges and universities from around the world has increased, making the pool of applicants more diverse and competitive.
A CLR typically includes information such as: * Traditional academic data such as grades, test scores, and coursework * Non-traditional learning experiences such as internships, service learning, and extracurricular activities * Skills and competencies developed through various learning experiences * Personal and demographic information about the student * Additional information such as disciplinary history and career readiness data The CLR is intended to be a living document that is updated throughout a student's educational journey, including after graduation.
The CLR is being developed by aacrao (American Association of Collegiate Registrars and Admissions Officers) and it's a way to better serve student's needs, employers and educational institutions by providing a more complete and accurate representation of student's learning journey. * Why is FERPA so complicated? FERPA (Family Educational Rights and Privacy Act) is a federal law that provides certain rights to students and their families regarding the confidentiality of their education records.
Some of the reasons why ferpa can be complicated include: * The definitions of certain terms, such as "education records" and "directory information can be vague and open to interpretation. * The law applies to a wide range of educational institutions, including primary and secondary schools, colleges, and universities, and the rules can vary depending on the type of institution. * FERPA requires institutions to obtain written consent before sharing certain information, but there are certain exceptions to this rule, such as when the disclosure is required by law or for the purpose of protecting the health and safety of the student or other individuals. * FERPA also requires institutions to provide students with access to their education records, but they can also place certain limits on this access. * The law also requires institutions to have policies and procedures in place to protect student privacy, and to notify students of their rights under ferpa.},
language = {English},
number = {1},
journal = {College and University},
author = {Tremblay, Christopher W},
year = {2023},
note = {Place: Washington
Publisher: American Association of Collegiate Registrars and Admissions Officers},
keywords = {Artificial intelligence, Learning, Education, Privacy, College admissions, College students, Education--Higher Education, Enrollments, Extracurricular activities, Families \& family life, Higher education, Occupations, Reputations, Salespeople, Secondary schools, Service learning, Student retention},
pages = {49--54},
}Negative effects of gamification in education software: Systematic mapping and practitioner perceptions. Almeida, C., Kalinowski, M., Uchôa, A., & Feijó, B. Information and Software Technology, 156:107142, 2023.
![Negative effects of gamification in education software: Systematic mapping and practitioner perceptions [pdf]](https://bibbase.org/img/filetypes/pdf.svg "pdf")
Author version doi abstract bibtex 36 downloads
Author version doi abstract bibtex 36 downloads Context: While most research shows positive effects of gamification, the focus on its adverse effects is considerably smaller and further understanding of these effects is needed. Objective: To provide a comprehensive overview on research reporting negative effects of game design elements and to provide insights into the awareness of developers on these effects and into how they could be considered in practice. Method: We conducted a systematic mapping study of the negative effects of game design elements on education/learning systems. We also held a focus group discussion with developers of a gamified software, discussing the mapping study results with regard to their awareness and perceptions on the reported negative effects in practice. Results: The mapping study revealed 87 papers reporting undesired effects of game design elements. We found that badges, leaderboards, competitions, and points are the game design elements most often reported as causing negative effects. The most cited negative effects were lack of effect, worsened performance, motivational issues, lack of understanding, and irrelevance. The ethical issues of gaming the system and cheating were also often reported. As part of our results, we map the relations between game design elements and the negative effects that they may cause. The focus group revealed that developers were not aware of many of the possible negative effects and that they consider this type of information useful. The discussion revealed their agreement on some of those potential negative effects and also some positive counterparts. Conclusions: Gamification, when properly applied, can have positive effects on education/learning software. However, gamified software is also prone to generate harmful effects. Revealing and discussing potentially negative effects can help to make more informed decisions considering their trade-off with respect to the expected benefits.
@article{AlmeidaKUF23,
title = {Negative effects of gamification in education software: Systematic mapping and practitioner perceptions},
journal = {Information and Software Technology},
volume = {156},
pages = {107142},
year = {2023},
issn = {0950-5849},
doi = {10.1016/j.infsof.2022.107142},
urlAuthor_version = {http://www.inf.puc-rio.br/~kalinowski/publications/AlmeidaKUF23.pdf},
author = {Cl{\'a}uvin Almeida and Marcos Kalinowski and Anderson Uchôa and Bruno Feijó},
keywords = {Gamification, Negative effects, Education, Learning, Systematic mapping, Snowballing, Focus group},
abstract = {Context:
While most research shows positive effects of gamification, the focus on its adverse effects is considerably smaller and further understanding of these effects is needed.
Objective:
To provide a comprehensive overview on research reporting negative effects of game design elements and to provide insights into the awareness of developers on these effects and into how they could be considered in practice.
Method:
We conducted a systematic mapping study of the negative effects of game design elements on education/learning systems. We also held a focus group discussion with developers of a gamified software, discussing the mapping study results with regard to their awareness and perceptions on the reported negative effects in practice.
Results:
The mapping study revealed 87 papers reporting undesired effects of game design elements. We found that badges, leaderboards, competitions, and points are the game design elements most often reported as causing negative effects. The most cited negative effects were lack of effect, worsened performance, motivational issues, lack of understanding, and irrelevance. The ethical issues of gaming the system and cheating were also often reported. As part of our results, we map the relations between game design elements and the negative effects that they may cause. The focus group revealed that developers were not aware of many of the possible negative effects and that they consider this type of information useful. The discussion revealed their agreement on some of those potential negative effects and also some positive counterparts.
Conclusions:
Gamification, when properly applied, can have positive effects on education/learning software. However, gamified software is also prone to generate harmful effects. Revealing and discussing potentially negative effects can help to make more informed decisions considering their trade-off with respect to the expected benefits.}
}101 creative ideas to use AI in education, A crowdsourced collection. Nerantzi, C., Abegglen, S., Karatsiori, M., & ), A. M. (. July, 2023. Publisher: [object Object] Version Number: 2023 1.2
Paper abstract bibtex
Paper abstract bibtex This open crowdsourced collection by #creativeHE presents a rich tapestry of our collective thinking in the first months of 2023 stitching together potential alternative uses and applications of Artificial Intelligence (AI) that could make a difference and create new learning, development, teaching and assessment opportunities. Experimentation is at the heart of learning, teaching and scholarship. Being open to diverse ideas will help us make novel connections that can lead to new discoveries and insights to make a positive contribution to our world. Ideas shared may be in its embryonic stage, but worth exploring further through active and creative inquiry. We would like to illuminate the importance of responsible, critical and ethical use of AI in education settings and more generally. We are grateful for all 101 contributions from 19 countries: Australia, Canada, China, Egypt, Germany, Greece, India, Israel, Italy, Ireland, Jordan, Liberia, Mexico, South Africa, Spain, Thailand, Turkey, United Kingdom and the US. A special thank you to Bushra Hashim for the beautiful design. Suggested citation: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). \textlessem\textgreater101 Creative ideas to use AI in education. A collection curated by #creativeHE\textless/em\textgreater. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0. As the collection is made available under the Creative Commons License CC-BY-NC-SA license, anybody can use the collection as open data to further interrogate the use of AI in Education. Please share any resulting outcomes with the editorial team and the wider community. The editors “This collection represents vision; it embodies creativity. The importance of perspective and community of practice comes to life here in the breadth of examples demonstrating creative ideas to use AI in education. As we explore how we design new experiences for our learners and differentiate opportunities to engage in new ways, we have an opportunity to push our own boundaries and explore. We can collaborate, radically. This is a collection that will only grow as we shift our own practice and as we allow ourselves to experiment and iterate for a transformational student experience.” Dr Margaret Korosec, Dean of Online and Digital Education, University of Leeds.
@book{nerantzi_101_2023,
title = {101 creative ideas to use {AI} in education, {A} crowdsourced collection},
copyright = {Creative Commons Attribution 4.0 International, Open Access},
url = {https://zenodo.org/record/8072949},
abstract = {This open crowdsourced collection by \#creativeHE presents a rich tapestry of our collective thinking in the first months of 2023 stitching together potential alternative uses and applications of Artificial Intelligence (AI) that could make a difference and create new learning, development, teaching and assessment opportunities. Experimentation is at the heart of learning, teaching and scholarship. Being open to diverse ideas will help us make novel connections that can lead to new discoveries and insights to make a positive contribution to our world. Ideas shared may be in its embryonic stage, but worth exploring further through active and creative inquiry. We would like to illuminate the importance of responsible, critical and ethical use of AI in education settings and more generally. We are grateful for all 101 contributions from 19 countries: Australia, Canada, China, Egypt, Germany, Greece, India, Israel, Italy, Ireland, Jordan, Liberia, Mexico, South Africa, Spain, Thailand, Turkey, United Kingdom and the US. A special thank you to Bushra Hashim for the beautiful design. Suggested citation: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). {\textless}em{\textgreater}101 Creative ideas to use AI in education. A collection curated by \#creativeHE{\textless}/em{\textgreater}. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0. As the collection is made available under the Creative Commons License CC-BY-NC-SA license, anybody can use the collection as open data to further interrogate the use of AI in Education. Please share any resulting outcomes with the editorial team and the wider community. The editors “This collection represents vision; it embodies creativity. The importance of perspective and community of practice comes to life here in the breadth of examples demonstrating creative ideas to use AI in education. As we explore how we design new experiences for our learners and differentiate opportunities to engage in new ways, we have an opportunity to push our own boundaries and explore. We can collaborate, radically. This is a collection that will only grow as we shift our own practice and as we allow ourselves to experiment and iterate for a transformational student experience.” Dr Margaret Korosec, Dean of Online and Digital Education, University of Leeds.},
urldate = {2024-04-11},
author = {Nerantzi, Chrissi and Abegglen, Sandra and Karatsiori, Marianna and Antonio Martínez-Arboleda (Eds. )},
month = jul,
year = {2023},
note = {Publisher: [object Object]
Version Number: 2023 1.2},
keywords = {\#creativeHE, AI in Education, Artificial intelligence, Creativity, Education, crowdsourced collection, open book},
}Skillful Craftsman Education Technology Limited Skillful Craftsman to Launch Class Bot Powered by Technology from Developer of ChatGPT. News Bites US - NASDAQ, Melbourne, February, 2023.
Paper bibtex
Paper bibtex @article{noauthor_skillful_2023,
address = {Melbourne},
title = {Skillful {Craftsman} {Education} {Technology} {Limited} {Skillful} {Craftsman} to {Launch} {Class} {Bot} {Powered} by {Technology} from {Developer} of {ChatGPT}},
url = {https://www.proquest.com/wire-feeds/skillful-craftsman-education-technology-limited/docview/2777246536/se-2?accountid=14542},
language = {English},
journal = {News Bites US - NASDAQ},
month = feb,
year = {2023},
keywords = {Business And Economics, Curricula, Distance learning, Education, Present value, United States--US},
}Empowering Education through Generative AI: Innovative Instructional Strategies for Tomorrow's Learners. Kadaruddin, K. International Journal of Business, Law, and Education, 4(2):618–625, August, 2023. Number: 2
Paper doi abstract bibtex
Paper doi abstract bibtex As the educational landscape endures continuous change, artificial intelligence (AI) has presented unprecedented opportunities to revolutionize instructional methods. Among these cutting-edge AI technologies, Generative AI has emerged as a promising instrument with the potential to empower educators and students through innovative instructional strategies. This article aims to investigate the various applications of Generative AI in education and cast light on its role in shaping the future of education. The objectives of this study are twofold: first, to investigate the various instructional strategies that can be enhanced by employing Generative AI, and second, to assess the potential impact of these strategies on student learning outcomes. To accomplish these goals, a comprehensive literature review was conducted analyzing existing studies and applications of Generative AI in educational settings. The results and discussions emphasize the numerous educational benefits of Generative AI. Educators can personalize learning experiences, create interactive content, and facilitate adaptive assessments by leveraging the capabilities of Generative AI. This individualized strategy has the potential to boost learner engagement and knowledge retention. However, despite the numerous advantages, ethical concerns and difficulties arise. The responsible incorporation of Generative AI in education requires addressing issues such as data privacy, algorithmic bias, and the educator's role in directing AI-driven learning experiences. The research concludes by emphasizing that Generative AI holds enormous promise for empowering education and transforming instructional practices. The findings highlight the importance of ongoing collaboration between educators, policymakers, and AI developers to ensure the ethical and equitable integration of Generative AI into educational environments. By embracing the potential of Generative AI while remaining vigilant regarding its challenges, the field of education can unlock novel opportunities to nurture an inclusive, adaptive, and learner-centric pedagogical landscape for tomorrow's learners.
@article{kadaruddin_empowering_2023,
title = {Empowering {Education} through {Generative} {AI}: {Innovative} {Instructional} {Strategies} for {Tomorrow}'s {Learners}},
volume = {4},
copyright = {Copyright (c) 2023},
issn = {2747-139X},
shorttitle = {Empowering {Education} through {Generative} {AI}},
url = {https://ijble.com/index.php/journal/article/view/215},
doi = {10.56442/ijble.v4i2.215},
abstract = {As the educational landscape endures continuous change, artificial intelligence (AI) has presented unprecedented opportunities to revolutionize instructional methods. Among these cutting-edge AI technologies, Generative AI has emerged as a promising instrument with the potential to empower educators and students through innovative instructional strategies. This article aims to investigate the various applications of Generative AI in education and cast light on its role in shaping the future of education. The objectives of this study are twofold: first, to investigate the various instructional strategies that can be enhanced by employing Generative AI, and second, to assess the potential impact of these strategies on student learning outcomes. To accomplish these goals, a comprehensive literature review was conducted analyzing existing studies and applications of Generative AI in educational settings. The results and discussions emphasize the numerous educational benefits of Generative AI. Educators can personalize learning experiences, create interactive content, and facilitate adaptive assessments by leveraging the capabilities of Generative AI. This individualized strategy has the potential to boost learner engagement and knowledge retention. However, despite the numerous advantages, ethical concerns and difficulties arise. The responsible incorporation of Generative AI in education requires addressing issues such as data privacy, algorithmic bias, and the educator's role in directing AI-driven learning experiences. The research concludes by emphasizing that Generative AI holds enormous promise for empowering education and transforming instructional practices. The findings highlight the importance of ongoing collaboration between educators, policymakers, and AI developers to ensure the ethical and equitable integration of Generative AI into educational environments. By embracing the potential of Generative AI while remaining vigilant regarding its challenges, the field of education can unlock novel opportunities to nurture an inclusive, adaptive, and learner-centric pedagogical landscape for tomorrow's learners.
\ },
language = {en},
number = {2},
urldate = {2024-03-25},
journal = {International Journal of Business, Law, and Education},
author = {Kadaruddin, Kadaruddin},
month = aug,
year = {2023},
note = {Number: 2},
keywords = {Education, Generative Artificial Intelligence, Instructional Strategies, Learner-Centric, Personalized Learning.},
pages = {618--625},
file = {Full Text PDF:/Users/manika/Zotero/storage/99W3AAEP/Kadaruddin - 2023 - Empowering Education through Generative AI Innova.pdf:application/pdf},
}2022 (1)
Data Management for Health Data Reuse: Proposal of a Standard Workflow and a R Tutorial with Jupyter Notebook. Lamer, A., Al Massati, S., Saint-Dizier, C., Fares, E., Chazard, E., & Fruchart, M. Studies in Health Technology and Informatics, 298:82–86, August, 2022.
doi abstract bibtex
doi abstract bibtex
The data collected in the clinical registries or by data reuse require some modifications in order to suit the research needs. Several common operations are frequently applied to select relevant patients across the cohort, combine data from multiple sources, add new variables if needed and create unique tables depending on the research purpose. We carried out a qualitative survey by conducting semi-structured interviews with 7 experts in data reuse and proposed a standard workflow for health data management. We implemented a R tutorial based on a synthetic data set using Jupyter Notebook for a better understanding of the data management workflow.
@article{lamer_data_2022,
title = {Data {Management} for {Health} {Data} {Reuse}: {Proposal} of a {Standard} {Workflow} and a {R} {Tutorial} with {Jupyter} {Notebook}},
volume = {298},
issn = {1879-8365},
shorttitle = {Data {Management} for {Health} {Data} {Reuse}},
doi = {10.3233/SHTI220912},
abstract = {The data collected in the clinical registries or by data reuse require some modifications in order to suit the research needs. Several common operations are frequently applied to select relevant patients across the cohort, combine data from multiple sources, add new variables if needed and create unique tables depending on the research purpose. We carried out a qualitative survey by conducting semi-structured interviews with 7 experts in data reuse and proposed a standard workflow for health data management. We implemented a R tutorial based on a synthetic data set using Jupyter Notebook for a better understanding of the data management workflow.},
language = {eng},
journal = {Studies in Health Technology and Informatics},
author = {Lamer, Antoine and Al Massati, Sanae and Saint-Dizier, Chloé and Fares, Emile and Chazard, Emmanuel and Fruchart, Mathilde},
month = aug,
year = {2022},
pmid = {36073461},
keywords = {Data Management, Data Science, Data management, Data reuse, Education, Humans, Programming, Workflow},
pages = {82--86},
}2021 (6)
A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning. Peng-Wei, H. & Chung-Ho, S. Sustainability, 13(7):3772, 2021.
Paper doi abstract bibtex
Paper doi abstract bibtex In 2019, the United Nations released its 10-year policy of “ESD for 2030”. Many schools around the world have actively participated in the transformation and have included the United Nations Sustainable Development Goals (SDGs) in Education for Sustainable Development (ESD). Many developed countries hope to combine the concept of STEAM education (Science, Technology, Engineering, Art, and Mathematics) with interdisciplinary learning, and apply it to ESD. This study intended to integrate the sustainability concept into Virtual Reality (VR) system-aided STEAM education, in order to provide school children with integrated interdisciplinary STEAM education. A literature review was conducted and the research hypotheses were proposed. The empirical method and questionnaires were used as research methods to investigate the influence of the proposed system on the students’ satisfaction, self-efficacy, and learning outcomes after cognition learning. The results of this study showed that the combination of STEAM education, with VR-aided experience courses, could help to improve the learning satisfaction and outcomes of students and to arouse their learning motivation. However, the proposed system needs an ESD that is based on students’ traditional culture (such as designing a role-playing game), so that they can improve their self-efficacy through playing a VR game. Although VR games are interesting, they are difficult for some students to play. Therefore, it is necessary to adjust the teaching materials, methods, and strategies appropriately by using information technology, so that ESD can be achieved by inspiring students to explore continuously. The findings can serve as a reference for further relevant studies.
@article{peng-wei_study_2021,
title = {A {Study} on the {Impact} of {STEAM} {Education} for {Sustainable} {Development} {Courses} and {Its} {Effects} on {Student} {Motivation} and {Learning}},
volume = {13},
url = {https://www.proquest.com/scholarly-journals/study-on-impact-steam-education-sustainable/docview/2562198456/se-2},
doi = {10/gpphfr},
abstract = {In 2019, the United Nations released its 10-year policy of “ESD for 2030”. Many schools around the world have actively participated in the transformation and have included the United Nations Sustainable Development Goals (SDGs) in Education for Sustainable Development (ESD). Many developed countries hope to combine the concept of STEAM education (Science, Technology, Engineering, Art, and Mathematics) with interdisciplinary learning, and apply it to ESD. This study intended to integrate the sustainability concept into Virtual Reality (VR) system-aided STEAM education, in order to provide school children with integrated interdisciplinary STEAM education. A literature review was conducted and the research hypotheses were proposed. The empirical method and questionnaires were used as research methods to investigate the influence of the proposed system on the students’ satisfaction, self-efficacy, and learning outcomes after cognition learning. The results of this study showed that the combination of STEAM education, with VR-aided experience courses, could help to improve the learning satisfaction and outcomes of students and to arouse their learning motivation. However, the proposed system needs an ESD that is based on students’ traditional culture (such as designing a role-playing game), so that they can improve their self-efficacy through playing a VR game. Although VR games are interesting, they are difficult for some students to play. Therefore, it is necessary to adjust the teaching materials, methods, and strategies appropriately by using information technology, so that ESD can be achieved by inspiring students to explore continuously. The findings can serve as a reference for further relevant studies.},
language = {English},
number = {7},
journal = {Sustainability},
author = {Peng-Wei, Hsiao and Chung-Ho, Su},
year = {2021},
keywords = {Academic achievement, Art education, Augmented reality, Cognition, Cognitive ability, Collaboration, College students, Computer applications, Creativity, Cultural heritage, Culture, Developed countries, Digital technology, Education, Education for Sustainable Development (ESD), Educational technology, Elementary schools, Environmental Studies, Environmental education, Environmental impact, Information technology, Integrated approach, Interdisciplinary aspects, Learning, Literature reviews, Mathematics education, Motivation, Nations, Research methods, STEAM, STEM education, Schools, Science education, Steam, Students, Sustainability, Sustainable development, Teaching, Teaching methods, Technology education, VR, Virtual reality, learning effect, learning motivation},
pages = {3772},
}Business School Briefing: sustainable finance teaching awards, soft skills. FT.com, May, 2021.
Paper abstract bibtex
Paper abstract bibtex Jonathan Moules’ business school news Use of cryptocurrency is a controversial subject, with the Biden administration in the US tightening its regulation of trade in digital coins last week, echoing concerns raised by the European Central Bank a few days earlier. The 5,667 square metre building will provide a creative and collaborative space for students, staff and partners and shows how bricks-and-mortar investments will continue even as schools discover the benefits of online teaching. Top business school reads Bitcoin gyrates on fears of regulatory crackdown Digital asset market under intense pressure after China warns on use of cryptocurrencies Belarus arrests activist after forcing Ryanair flight to land in Minsk Diversion of plane from Athens to Vilnius by Lukashenko labelled ‘act of state terrorism’ Bitcoin’s growing energy problem: ‘It’s a dirty currency’ Elon Musk has highlighted the cryptocurrency’s environmental impact and governments are starting to take notice How good is your knowledge of the news?
@article{noauthor_business_2021,
title = {Business {School} {Briefing}: sustainable finance teaching awards, soft skills},
url = {https://www.proquest.com/trade-journals/business-school-briefing-sustainable-finance/docview/2544024988/se-2?accountid=14719},
abstract = {Jonathan Moules’ business school news Use of cryptocurrency is a controversial subject, with the Biden administration in the US tightening its regulation of trade in digital coins last week, echoing concerns raised by the European Central Bank a few days earlier.
The 5,667 square metre building will provide a creative and collaborative space for students, staff and partners and shows how bricks-and-mortar investments will continue even as schools discover the benefits of online teaching.
Top business school reads Bitcoin gyrates on fears of regulatory crackdown Digital asset market under intense pressure after China warns on use of cryptocurrencies Belarus arrests activist after forcing Ryanair flight to land in Minsk Diversion of plane from Athens to Vilnius by Lukashenko labelled ‘act of state terrorism’ Bitcoin’s growing energy problem: ‘It’s a dirty currency’ Elon Musk has highlighted the cryptocurrency’s environmental impact and governments are starting to take notice How good is your knowledge of the news?},
language = {English},
journal = {FT.com},
month = may,
year = {2021},
keywords = {61141:Business and Secretarial Schools, Andrew Hill, Andrew Jack, Business And Economics, Business education, Business school, Business schools, Colleges, Universities, and Professional Schools, Digital currencies, Distance learning, Education, Elon Musk, European Central Bank, Joe Biden, Jonathan Moules, Lancaster University Management School, Leo Cremonezi, MBA programs \& graduates, Monetary Authorities-Central Bank, Newsletter, Newspaper Publishers, Online instruction, Penn University, Ryanair Holdings PLC, Sam Stephens, Scheduled Passenger Air Transportation, Stevens Center for Innovation In Finance, United States--US, Wai Kwen Chan, Wharton School of the University of Pennsylvania, Work \& Careers},
}Global Health Education during the COVID-19 Pandemic: Challenges, Adaptations, and Lessons Learned. Krohn, K., Sundberg, M., Quadri, N., Stauffer, W., Dhawan, A., Pogemiller, H., Leuche, V., Kesler, S., Gebreslasse, T., Shaughnessy, M., Pritt, B., Habib, A., Scudder, B., Sponsler, S., Dunlop, S., & Hendel-Paterson, B. The American Journal of Tropical Medicine and Hygiene, 105(6):1463–1467, 2021.
doi abstract bibtex
doi abstract bibtex
Global health education programs should strive continually to improve the quality of education, increase access, create communities that foster excellence in global health practices, and ensure sustainability. The COVID-19 pandemic forced the University of Minnesota's extensive global health education programs, which includes a decade of hybrid online and in-person programing, to move completely online. We share our experience, a working framework for evaluating global health educational programming, and lessons learned. Over the decades we have moved from a predominantly passive, lecture-based, in-person course to a hybrid online (passive) course with an intensive hands-on 2-week requirement. The pandemic forced us to explore new active online learning models. We retained our on-demand, online passive didactics, which used experts' time efficiently and was widely accessible and well received. In addition, we developed a highly effective synchronous online component that we felt replaced some of the hands-on activities effectively and led us to develop new and innovative “hands-on” experiences. This new, fully online model combining quality asynchronous and synchronous learning provided many unanticipated advantages, such as increasing access while decreasing our carbon footprint dramatically. By sharing our experience, lessons learned, and resources, we hope to inspire other programs likewise to innovate to improve quality, access, community, and sustainability in global health, especially if these innovations can help decrease negative aspects of global health education such as its environmental impact. Copyright © 2021 by The American Society of Tropical Medicine and Hygiene
@article{krohn_global_2021,
title = {Global {Health} {Education} during the {COVID}-19 {Pandemic}: {Challenges}, {Adaptations}, and {Lessons} {Learned}},
volume = {105},
issn = {0002-9637},
shorttitle = {Perspective piece global health education during the {COVID}-19 pandemic},
doi = {10/gpgn7n},
abstract = {Global health education programs should strive continually to improve the quality of education, increase access, create communities that foster excellence in global health practices, and ensure sustainability. The COVID-19 pandemic forced the University of Minnesota's extensive global health education programs, which includes a decade of hybrid online and in-person programing, to move completely online. We share our experience, a working framework for evaluating global health educational programming, and lessons learned. Over the decades we have moved from a predominantly passive, lecture-based, in-person course to a hybrid online (passive) course with an intensive hands-on 2-week requirement. The pandemic forced us to explore new active online learning models. We retained our on-demand, online passive didactics, which used experts' time efficiently and was widely accessible and well received. In addition, we developed a highly effective synchronous online component that we felt replaced some of the hands-on activities effectively and led us to develop new and innovative “hands-on” experiences. This new, fully online model combining quality asynchronous and synchronous learning provided many unanticipated advantages, such as increasing access while decreasing our carbon footprint dramatically. By sharing our experience, lessons learned, and resources, we hope to inspire other programs likewise to innovate to improve quality, access, community, and sustainability in global health, especially if these innovations can help decrease negative aspects of global health education such as its environmental impact. Copyright © 2021 by The American Society of Tropical Medicine and Hygiene},
language = {English},
number = {6},
journal = {The American Journal of Tropical Medicine and Hygiene},
author = {Krohn, K.M. and Sundberg, M.A. and Quadri, N.S. and Stauffer, W.M. and Dhawan, A. and Pogemiller, H. and Leuche, V.T. and Kesler, S. and Gebreslasse, T.H. and Shaughnessy, M.K. and Pritt, B. and Habib, A. and Scudder, B. and Sponsler, S. and Dunlop, S. and Hendel-Paterson, B.},
year = {2021},
keywords = {Article, COVID-19, Curriculum, Education, Distance, Global Health, Health Education, Humans, SARS-CoV-2, Thailand, Uganda, United States, Universities, adaptation, carbon footprint, community, coronavirus disease 2019, curriculum, education, environmental impact, epidemiology, global health, health care access, health care quality, health education, health program, human, learning, online system, pandemic, university},
pages = {1463--1467},
}Wellness in medical education: definition and five domains for wellness among medical learners during the COVID-19 pandemic and beyond. Cherak, S. J., Rosgen, B. K., Geddes, A., Makuk, K., Sudershan, S., Peplinksi, C., & Kassam, A. Medical Education Online, 26(1):1917488, December, 2021.
doi abstract bibtex
doi abstract bibtex
Problem: The novel coronavirus SARS-CoV-2 disease (COVID-19) impacted medical learner well-being and serves as a unique opportunity to understand medical learner wellness. The authors designed a formal needs assessment to assess medical learners' perspectives regarding distress related to disrupted training environments. This Rapid Communication describes findings from a qualitative study which defined medical learner wellness and validated five wellness domains.Approach: We conducted follow-up telephone interviews to an online needs assessment survey to identify a learner definition for wellness and to validate five wellness domains, including social, mental, physical, intellectual, and occupational wellness. Using purposive and maximal variation sampling, 27 students were interviewed from July-August 2020. Thematic analysis was performed using a deductive thematic approach to qualitative analysis.Outcomes: Medical learners defined wellness as a general [holistic] sense of personal well-being - the opportunity to be and to do what they most need and value. Learners validated all five wellness domains for medical education. Learners acknowledged the need for an adoptable and adaptable holistic framework for wellness in medical education.Next steps: We recommend academic medical institutions consider learner wellness a key component of medical education to cultivate learners as a competent collective of self-reliant, scholarly experts. We encourage evaluation of wellness domains in diverse medical learner populations to identify feasible interventions potentially associated with improvements in medical learner wellness.
@article{cherak_wellness_2021,
title = {Wellness in medical education: definition and five domains for wellness among medical learners during the {COVID}-19 pandemic and beyond},
volume = {26},
issn = {1087-2981},
shorttitle = {Wellness in medical education},
doi = {10.1080/10872981.2021.1917488},
abstract = {Problem: The novel coronavirus SARS-CoV-2 disease (COVID-19) impacted medical learner well-being and serves as a unique opportunity to understand medical learner wellness. The authors designed a formal needs assessment to assess medical learners' perspectives regarding distress related to disrupted training environments. This Rapid Communication describes findings from a qualitative study which defined medical learner wellness and validated five wellness domains.Approach: We conducted follow-up telephone interviews to an online needs assessment survey to identify a learner definition for wellness and to validate five wellness domains, including social, mental, physical, intellectual, and occupational wellness. Using purposive and maximal variation sampling, 27 students were interviewed from July-August 2020. Thematic analysis was performed using a deductive thematic approach to qualitative analysis.Outcomes: Medical learners defined wellness as a general [holistic] sense of personal well-being - the opportunity to be and to do what they most need and value. Learners validated all five wellness domains for medical education. Learners acknowledged the need for an adoptable and adaptable holistic framework for wellness in medical education.Next steps: We recommend academic medical institutions consider learner wellness a key component of medical education to cultivate learners as a competent collective of self-reliant, scholarly experts. We encourage evaluation of wellness domains in diverse medical learner populations to identify feasible interventions potentially associated with improvements in medical learner wellness.},
language = {eng},
number = {1},
journal = {Medical Education Online},
author = {Cherak, Stephana J. and Rosgen, Brianna K. and Geddes, Alexa and Makuk, Kira and Sudershan, Sanjana and Peplinksi, Caroline and Kassam, Aliya},
month = dec,
year = {2021},
pmid = {33944707},
pmcid = {PMC8097384},
keywords = {Adult, COVID-19, Communication, Curriculum, Education, Medical, Female, Health Promotion, Health Status, Humans, Interviews as Topic, Learning, Male, Medical learner, Mental Health, Needs Assessment, Occupational Health, Pandemics, Qualitative Research, SARS-CoV-2, Students, Medical, medical education, well-being, wellness},
pages = {1917488},
}Civic Behavior and Sense of Belonging at School: The Moderating Role of School Climate. Encina, Y. & Berger, C. Child Indicators Research, 14(4):1453–1477, August, 2021.
Paper doi abstract bibtex
Paper doi abstract bibtex The present study focuses on the moderating role of school climate to promote students’ civic behaviors in their school. Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevant to explain students’ civic engagement within their schools. Using survey data from a representative sample of the Chilean student population (N = 38,286 7th to 12th graders, 51.2% females, and 12.188 adults, 75% teachers and 25% school staff members from 754 schools) the present study tested the relative contribution of student support and disciplinary structure on students civic behaviors, directly and interacting with their sense of belonging. A series of two-level hierarchical linear modeling analyses revealed that, after controlling for sex, school phase, school size, and school administrative dependency, student sense of belonging was positively related to civic engagement within their schools. In addition, both student support and disciplinary structure (as reported by adults) showed a positive and direct effect on student civic engagement. However, a closer analysis of moderating effects revealed that only student support had an impact on the relationship between sense of belonging and civic behaviors of students within schools. These findings extend prior research on the association between sense of belonging and civic engagement by including the role of school climate, and in turn, inform the potential use of school-based efforts aimed at promoting adolescents’ civic engagement in middle and high school.
@article{encina_civic_2021,
title = {Civic {Behavior} and {Sense} of {Belonging} at {School}: {The} {Moderating} {Role} of {School} {Climate}},
volume = {14},
issn = {1874-897X, 1874-8988},
shorttitle = {Civic {Behavior} and {Sense} of {Belonging} at {School}},
url = {https://link.springer.com/10.1007/s12187-021-09809-0},
doi = {10.1007/s12187-021-09809-0},
abstract = {The present study focuses on the moderating role of school climate to promote students’ civic behaviors in their school. Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevant to explain students’ civic engagement within their schools. Using survey data from a representative sample of the Chilean student population (N = 38,286 7th to 12th graders, 51.2\% females, and 12.188 adults, 75\% teachers and 25\% school staff members from 754 schools) the present study tested the relative contribution of student support and disciplinary structure on students civic behaviors, directly and interacting with their sense of belonging. A series of two-level hierarchical linear modeling analyses revealed that, after controlling for sex, school phase, school size, and school administrative dependency, student sense of belonging was positively related to civic engagement within their schools. In addition, both student support and disciplinary structure (as reported by adults) showed a positive and direct effect on student civic engagement. However, a closer analysis of moderating effects revealed that only student support had an impact on the relationship between sense of belonging and civic behaviors of students within schools. These findings extend prior research on the association between sense of belonging and civic engagement by including the role of school climate, and in turn, inform the potential use of school-based efforts aimed at promoting adolescents’ civic engagement in middle and high school.},
language = {en},
number = {4},
urldate = {2021-09-29},
journal = {Child Indicators Research},
author = {Encina, Yonatan and Berger, Christian},
month = aug,
year = {2021},
keywords = {Citizenship, Education, Sociability},
pages = {1453--1477},
}The StepsTowards Responsible Tourism: Innovative Digital Education Model Developed in Co-Creation. Röntynen, R., Tunkkari-Eskelinen, M., & Törn-Laapio, A. International Conference on Tourism Research, May, 2021.
Paper doi abstract bibtex
Paper doi abstract bibtex This paper introduces research about the benefits of co-creation for tourism developers. Taking sustainable development into account, the current situation in the tourism industry and the increasingly rapidly changing work life require flexibility and renewal of education. The competence of tourism professionals is not necessarily being developed and updated at the pace required by the industry. In many cases, tourism employees cannot combine their work schedule with studying. The opposite needs to be done - education needs to be brought closer to work life. In 2019 this was the background for launching a collaborative development of a new education model for responsible tourism as an empirical study. COVID-19 pandemic has increased the value of flexible learning even more. "The steps towards responsible tourism" project is a collaboration between five universities in Finland, co-funded by the European Social Fund. The five partnering organizations formed its formal network with more than 20 tourism-related experts. In the progress of the development work also several less committed actors were involved in the co-creation process. The research question of this study is: What is the value of co-creation for the actors participating in the production of the new digital education model? For this purpose, a case study was conducted. The data collection methods were participative observation by the participating experts, narratives of participants, and project documentation. The research aims at solutions for better support of the cocreation processes. The findings showed three different role perspectives: tourism industry representatives, service providers, and experts participating in the project. Transformative learning was evident in each of the roles. The phenomenon of swarming was also observed, which suggests openness for several views, self-directed periods and a social interaction period between the participants. It appeared that creativity in performance can be enhanced by facilitators encouraging the development of shared vision and understanding.
@article{rontynen_stepstowards_2021,
title = {The {StepsTowards} {Responsible} {Tourism}: {Innovative} {Digital} {Education} {Model} {Developed} in {Co}-{Creation}},
url = {https://www.proquest.com/conference-papers-proceedings/stepstowards-responsible-tourism-innovative/docview/2555429950/se-2?accountid=14719},
doi = {10.34190/IRT.21.064},
abstract = {This paper introduces research about the benefits of co-creation for tourism developers. Taking sustainable development into account, the current situation in the tourism industry and the increasingly rapidly changing work life require flexibility and renewal of education. The competence of tourism professionals is not necessarily being developed and updated at the pace required by the industry. In many cases, tourism employees cannot combine their work schedule with studying. The opposite needs to be done - education needs to be brought closer to work life. In 2019 this was the background for launching a collaborative development of a new education model for responsible tourism as an empirical study. COVID-19 pandemic has increased the value of flexible learning even more. "The steps towards responsible tourism" project is a collaboration between five universities in Finland, co-funded by the European Social Fund. The five partnering organizations formed its formal network with more than 20 tourism-related experts. In the progress of the development work also several less committed actors were involved in the co-creation process. The research question of this study is: What is the value of co-creation for the actors participating in the production of the new digital education model? For this purpose, a case study was conducted. The data collection methods were participative observation by the participating experts, narratives of participants, and project documentation. The research aims at solutions for better support of the cocreation processes. The findings showed three different role perspectives: tourism industry representatives, service providers, and experts participating in the project. Transformative learning was evident in each of the roles. The phenomenon of swarming was also observed, which suggests openness for several views, self-directed periods and a social interaction period between the participants. It appeared that creativity in performance can be enhanced by facilitators encouraging the development of shared vision and understanding.},
language = {English},
journal = {International Conference on Tourism Research},
author = {Röntynen, Rositsa and Tunkkari-Eskelinen, Minna and Törn-Laapio, Anne},
month = may,
year = {2021},
keywords = {COVID-19, Collaboration, Cooperation, Coronaviruses, Customer services, Distance learning, Education, Environmental impact, Finland, Knowledge, Online instruction, Pandemics, Pedagogy, Sustainable development, Tourism, Travel And Tourism, ⚠️ Invalid DOI},
pages = {476--482,XVII--XVIII},
}2020 (2)
Misinformed, mismatched, or misled? Explaining the gap between expected and realized graduate earnings in Mozambique. Jones, S., Santos, R., & Xirinda, G. Technical Report 47/2020, UNU-WIDER (World Institute for Development Economic Research), 2020.
Paper abstract bibtex
Paper abstract bibtex Inaccurate expectations of future wages are found in many contexts. Yet, existing studies overwhelmingly refer to high-income countries, and there is little evidence regarding the sources of expectational errors. Based on a longitudinal survey of graduates from the six largest universities in Mozambique, we find the gap between expected and realized first earnings are extremely large. Applying a novel decomposition procedure, we find these errors are not driven by incorrect information about labour market returns. Job mismatches of various kinds account for over one-third of the total expectational error, while the remaining error reflects bias from misleading reference points (superstar salaries). While this suggests a need for greater transparency regarding levels of remuneration, we find no evidence that optimistic expectations are associated with poorer labour market outcomes.
@TechReport{Jones2020mismatch,
author = {Jones, Sam and Santos, Ricardo and Xirinda, Gimelgo},
title = {Misinformed, mismatched, or misled? {Explaining} the gap between expected and realized graduate earnings in {Mozambique}},
institution = {UNU-WIDER (World Institute for Development Economic Research)},
year = {2020},
type = {Working paper},
number = {47/2020},
abstract = {Inaccurate expectations of future wages are found in many contexts. Yet, existing studies overwhelmingly refer to high-income countries, and there is little evidence regarding the sources of expectational errors. Based on a longitudinal survey of graduates from the six largest universities in Mozambique, we find the gap between expected and realized first earnings are extremely large. Applying a novel decomposition procedure, we find these errors are not driven by incorrect information about labour market returns. Job mismatches of various kinds account for over one-third of the total expectational error, while the remaining error reflects bias from misleading reference points (superstar salaries). While this suggests a need for greater transparency regarding levels of remuneration, we find no evidence that optimistic expectations are associated with poorer labour market outcomes.},
keywords = {Education, Labour markets},
url = {https://igmozambique.wider.unu.edu/working-paper/misinformed-mismatched-or-misled},
}COMUNICACIÓN DE LA COMISIÓN AL PARLAMENTO EUROPEO, AL CONSEJO, AL COMITÉ ECONÓMICO Y SOCIAL EUROPEO Y AL COMITÉ DE LAS REGIONES relativa a la consecución del Espacio Europeo de Educación de aquí a 2025. Comisión Europea September, 2020. CELEX 52020DC0625
Paper bibtex
Paper bibtex @misc{comision_europea_comunicacion_2020,
title = {{COMUNICACIÓN} {DE} {LA} {COMISIÓN} {AL} {PARLAMENTO} {EUROPEO}, {AL} {CONSEJO}, {AL} {COMITÉ} {ECONÓMICO} {Y} {SOCIAL} {EUROPEO} {Y} {AL} {COMITÉ} {DE} {LAS} {REGIONES} relativa a la consecución del {Espacio} {Europeo} de {Educación} de aquí a 2025},
url = {https://eur-lex.europa.eu/legal-content/ES/TXT/HTML/?uri=CELEX:52020DC0625&from=ES},
language = {es},
urldate = {2022-02-24},
author = {{Comisión Europea}},
month = sep,
year = {2020},
note = {CELEX 52020DC0625},
keywords = {Education, European Union, Policies, higher education},
pages = {35},
}2019 (3)
Graduate gender pay gap is widening, official figures reveal. editor , R. A. E. The Guardian, March, 2019.
Paper abstract bibtex
Paper abstract bibtex Degree premium is shrinking and income is linked to family, social background and school
@article{editor_graduate_2019,
chapter = {Education},
title = {Graduate gender pay gap is widening, official figures reveal},
issn = {0261-3077},
url = {https://www.theguardian.com/education/2019/mar/29/graduate-gender-pay-gap-is-widening-official-figures-reveal},
abstract = {Degree premium is shrinking and income is linked to family, social background and school},
language = {en-GB},
urldate = {2019-10-27},
journal = {The Guardian},
author = {editor, Richard Adams Education},
month = mar,
year = {2019},
keywords = {Education, Gender pay gap, Graduate careers, Higher education, Students, UK news, Universities, Work \& careers}
}Immersive Virtual Environments and Learning Assessments. Queiroz, A., C., M., Nascimento, A., M., Tori, R., & da Silva Leme, M., I. In Communications in Computer and Information Science, volume 1044, pages 172-181, 2019. Springer Verlag.
abstract bibtex
abstract bibtex
The purpose of this systematic literature review is to give a state-of-the-art overview of how learning assessments have been used in studies using Immersive Virtual Environment (IVE) and its applications in education. Forty-six studies were reviewed and categorized according to: type of knowledge, technological immersion, skills learned, context, techniques, processes and methods of assessment. This review identified scarcity of studies focusing conceptual knowledge assessment, few studies using qualitative assessments as well as paucity of artificial intelligence methods applied in learning assessments. Research gaps are discussed and future studies on the use of IVE in education are suggested.
@inProceedings{
title = {Immersive Virtual Environments and Learning Assessments},
type = {inProceedings},
year = {2019},
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keywords = {Education,Immersive virtual environments,Learning assessment},
pages = {172-181},
volume = {1044},
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abstract = {The purpose of this systematic literature review is to give a state-of-the-art overview of how learning assessments have been used in studies using Immersive Virtual Environment (IVE) and its applications in education. Forty-six studies were reviewed and categorized according to: type of knowledge, technological immersion, skills learned, context, techniques, processes and methods of assessment. This review identified scarcity of studies focusing conceptual knowledge assessment, few studies using qualitative assessments as well as paucity of artificial intelligence methods applied in learning assessments. Research gaps are discussed and future studies on the use of IVE in education are suggested.},
bibtype = {inProceedings},
author = {Queiroz, Anna Carolina Muller and Nascimento, Alexandre Moreira and Tori, Romero and da Silva Leme, Maria Isabel},
booktitle = {Communications in Computer and Information Science}
}Creative Hubs Academy website. 2019.
Paper abstract bibtex
Paper abstract bibtex ANNOTATION: Network that explores what skills creative hub leaders need to support entrepreneurs, and shaping a learning programme to help them thrive together.
@misc{noauthor_creative_2019,
title = {Creative {Hubs} {Academy} website},
url = {https://www.nesta.org.uk/project/creative-hubs-academy/},
abstract = {ANNOTATION: Network that explores what skills creative hub leaders need to support entrepreneurs, and shaping a learning programme to help them thrive together.},
journal = {Nesta Foundation},
year = {2019},
keywords = {UK, accessible (indicator), creative work, diversity (indicator), economic (indicator), education, entrepreneurship, hubs, non-profit, social values (indicator)},
}2018 (1)
Socioeconomic differences in body mass index in Spain: An intersectional multilevel analysis of individual heterogeneity and discriminatory accuracy. Hernández-Yumar, A., Wemrell, M., Alessón, I., López-Valcárcel, B., Leckie, G., & Merlo, J. PLoS ONE, 2018.
Paper doi abstract bibtex
Paper doi abstract bibtex Many studies have demonstrated the existence of simple, unidimensional socioeconomic gradients in body mass index (BMI). However, in the present paper we move beyond such traditional analyses by simultaneously considering multiple demographic and socioeconomic dimensions. Using the Spanish National Health Survey 2011–2012, we apply intersectionality theory and multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) to analyze 14,190 adults nested within 108 intersectional strata defined by combining categories of gender, age, income, educational achievement and living situation. We develop two multilevel models to obtain information on stratum-specific BMI averages and the degree of clustering of BMI within strata expressed by the intra-class correlation coefficient (ICC). The first model is a simple variance components analysis that provides a detailed mapping of the BMI disparities in the population and measures the accuracy of stratum membership to predict individual BMI. The second model includes the variables used to define the intersectional strata as a way to identify stratum-specific interactions. The first model suggests moderate but meaningful clustering of individual BMI within the intersectional strata (ICC = 12.4%). Compared with the population average (BMI = 26.07 Kg/m2), the stratum of cohabiting 18-35-year-old females with medium income and high education presents the lowest BMI (-3.7 Kg/m2), while cohabiting 36-64-year-old females with low income and low education show the highest BMI (+2.6 Kg/m2). In the second model, the ICC falls to 1.9%, suggesting the existence of only very small stratum specific interaction effects. We confirm the existence of a socioeconomic gradient in BMI. Compared with traditional analyses, the intersectional MAIHDA approach provides a better mapping of socioeconomic and demographic inequalities in BMI. Because of the moderate clustering, public health policies aiming to reduce BMI in Spain should not solely focus on the intersectional strata with the highest BMI, but should also consider whole population polices. © 2018 Hernández-Yumar et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
@article{hernandez-yumar_socioeconomic_2018,
title = {Socioeconomic differences in body mass index in {Spain}: {An} intersectional multilevel analysis of individual heterogeneity and discriminatory accuracy},
volume = {13},
issn = {19326203},
url = {https://www2.scopus.com/inward/record.uri?eid=2-s2.0-85058236747&doi=10.1371%2fjournal.pone.0208624&partnerID=40&md5=2fa97f6447bf5ab0ad6b334abe212bb1},
doi = {10.1371/journal.pone.0208624},
abstract = {Many studies have demonstrated the existence of simple, unidimensional socioeconomic gradients in body mass index (BMI). However, in the present paper we move beyond such traditional analyses by simultaneously considering multiple demographic and socioeconomic dimensions. Using the Spanish National Health Survey 2011–2012, we apply intersectionality theory and multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) to analyze 14,190 adults nested within 108 intersectional strata defined by combining categories of gender, age, income, educational achievement and living situation. We develop two multilevel models to obtain information on stratum-specific BMI averages and the degree of clustering of BMI within strata expressed by the intra-class correlation coefficient (ICC). The first model is a simple variance components analysis that provides a detailed mapping of the BMI disparities in the population and measures the accuracy of stratum membership to predict individual BMI. The second model includes the variables used to define the intersectional strata as a way to identify stratum-specific interactions. The first model suggests moderate but meaningful clustering of individual BMI within the intersectional strata (ICC = 12.4\%). Compared with the population average (BMI = 26.07 Kg/m2), the stratum of cohabiting 18-35-year-old females with medium income and high education presents the lowest BMI (-3.7 Kg/m2), while cohabiting 36-64-year-old females with low income and low education show the highest BMI (+2.6 Kg/m2). In the second model, the ICC falls to 1.9\%, suggesting the existence of only very small stratum specific interaction effects. We confirm the existence of a socioeconomic gradient in BMI. Compared with traditional analyses, the intersectional MAIHDA approach provides a better mapping of socioeconomic and demographic inequalities in BMI. Because of the moderate clustering, public health policies aiming to reduce BMI in Spain should not solely focus on the intersectional strata with the highest BMI, but should also consider whole population polices. © 2018 Hernández-Yumar et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.},
language = {English},
number = {12},
journal = {PLoS ONE},
author = {Hernández-Yumar, A. and Wemrell, M. and Alessón, I.A. and López-Valcárcel, B.G. and Leckie, G. and Merlo, J.},
year = {2018},
keywords = {Adolescent, Adult, Aged, Body Mass Index, Cluster Analysis, Cross-Sectional Studies, Educational Status, Family Characteristics, Female, Health Surveys, Humans, Income, Interviews as Topic, Male, Middle Aged, Spain, Young Adult, achievement, adolescent, adult, aged, article, body mass, cluster analysis, cohabiting person, controlled study, correlation coefficient, cross-sectional study, education, educational status, family size, female, gender, health survey, human, human experiment, income, interview, lowest income group, major clinical study, male, middle aged, multilevel analysis, police, public health, variance, young adult}
}2017 (6)
The Treatment Effect of the City Connects Intervention on Exiting Limited English Proficiency Status. Akbayin, B. Ph.D. Thesis, Boston College, United States – Massachusetts, 2017.
Paper abstract bibtex
Paper abstract bibtex The City Connects intervention is motivated by the belief that out-of-school factors act as barriers to student thriving in cognitive and non-cognitive domains. It seeks to address these barriers first by identifying each student’s strengths and needs and then by providing a tailored set of prevention, intervention, and enrichment programs. Underlying the program is the assumption that provision of high-quality resources and individualized services will enable children to be cognitively, socio-emotionally, and physically prepared to thrive in school. This study’s purpose was to estimate the effects of the City Connects intervention on English learners’ (EL) likelihood of exiting Limited English Proficiency (LEP) status. ELs comprise a student subpopulation most at-risk to fail academically, and exposure to the program was hypothesized to improve their likelihood of exiting LEP status earlier than otherwise. A series of one- and two-level discrete-time event history analyses were conducted on the main analytic sample as well as two sub-samples. As participation in City Connects is at the school-level, school-level matching was used for sub-samples 1 and 2, and propensity score weights were applied at the student-level for all three samples. Additionally, hazard probabilities, survival probabilities, cumulative hazard rates, and median lifetimes were estimated. Lastly, a sensitivity analysis was conducted to examine whether effects were robust to unobserved selection bias. The results indicated that ELs participating in the City Connects intervention were significantly more likely to exit LEP status earlier than their peers in comparison schools. The median time in LEP status in City Connects schools was shorter and translated into a gain of at least one half of a year in grade in mainstream classes. Also, all the fitted models indicated that approximately 10 percent more City Connects students exited LEP status by the end of fifth grade than comparison students. Findings highlight the impact of the City Connects intervention, as ELs entering mainstream classes earlier could translate into important academic and non-academic gains, such as improved academic achievement and increased self-confidence.
@phdthesis{akbayin_treatment_2017,
address = {United States -- Massachusetts},
type = {Ph.{D}.},
title = {The {Treatment} {Effect} of the {City} {Connects} {Intervention} on {Exiting} {Limited} {English} {Proficiency} {Status}},
copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.},
url = {https://www.proquest.com/pqdtglobal/docview/1979766974/abstract/5BBFCFE04D1D4C23PQ/6},
abstract = {The City Connects intervention is motivated by the belief that out-of-school factors act as barriers to student thriving in cognitive and non-cognitive domains. It seeks to address these barriers first by identifying each student’s strengths and needs and then by providing a tailored set of prevention, intervention, and enrichment programs. Underlying the program is the assumption that provision of high-quality resources and individualized services will enable children to be cognitively, socio-emotionally, and physically prepared to thrive in school.
This study’s purpose was to estimate the effects of the City Connects intervention on English learners’ (EL) likelihood of exiting Limited English Proficiency (LEP) status. ELs comprise a student subpopulation most at-risk to fail academically, and exposure to the program was hypothesized to improve their likelihood of exiting LEP status earlier than otherwise. A series of one- and two-level discrete-time event history analyses were conducted on the main analytic sample as well as two sub-samples. As participation in City Connects is at the school-level, school-level matching was used for sub-samples 1 and 2, and propensity score weights were applied at the student-level for all three samples. Additionally, hazard probabilities, survival probabilities, cumulative hazard rates, and median lifetimes were estimated. Lastly, a sensitivity analysis was conducted to examine whether effects were robust to unobserved selection bias.
The results indicated that ELs participating in the City Connects intervention were significantly more likely to exit LEP status earlier than their peers in comparison schools. The median time in LEP status in City Connects schools was shorter and translated into a gain of at least one half of a year in grade in mainstream classes. Also, all the fitted models indicated that approximately 10 percent more City Connects students exited LEP status by the end of fifth grade than comparison students. Findings highlight the impact of the City Connects intervention, as ELs entering mainstream classes earlier could translate into important academic and non-academic gains, such as improved academic achievement and increased self-confidence.},
language = {English},
urldate = {2022-04-11},
school = {Boston College},
author = {Akbayin, Bercem},
year = {2017},
keywords = {Discrete time event history analysis, Discrete time survival analysis, Education, English learners, Exiting lep status, Reclassification, Survival analysis},
}Gradescope. Singh, A., Karayev, S., Gutowski, K., & Abbeel, P. In Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale - L@S '17, pages 81-88, 2017. ACM Press.
Paper Website bibtex
Paper Website bibtex @inproceedings{
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booktitle = {Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale - L@S '17}
}Examining a one-hour synchronous chat in a microblogging-based professional development community. Gao, F. & Li, L. British Journal of Educational Technology, 48(2):332–347, 2017.
doi bibtex
doi bibtex
@article{gao_examining_2017,
title = {Examining a one-hour synchronous chat in a microblogging-based professional development community},
volume = {48},
issn = {0007-1013},
doi = {10.1111/bjet.12384},
number = {2},
journal = {British Journal of Educational Technology},
author = {Gao, Fei and Li, Lan},
year = {2017},
keywords = {Education, Twitter, dpd, preservice teachers, social media, teacher professional development},
pages = {332--347}
}Impact of outcome-based education on software engineering teaching: A case study. Dai, H. N., Wei, W., Wang, H., & Wong, T. L. In 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), pages 261–264, December, 2017.
doi abstract bibtex
doi abstract bibtex
This paper investigates the impact of outcome- based education (OBE) on students' learning achievement from a software engineering (SE) program. It is not easy to transform an SE curriculum from traditional knowledge-based education (KBE) method to OBE method since it requires us to identify the outcomes clearly and map the outcomes with the expected capabilities of students. We first give a briefing on our SE program and outline the curriculum, then investigate the impact of OBE in two selected courses in SE program, with the completion of one course being the prequisite for admission into the other one. Experimental results show that OBE can greatly improve the learning effectiveness of students and teaching quality.
@inproceedings{dai_impact_2017,
title = {Impact of outcome-based education on software engineering teaching: {A} case study},
shorttitle = {Impact of outcome-based education on software engineering teaching},
doi = {10.1109/TALE.2017.8252344},
abstract = {This paper investigates the impact of outcome- based education (OBE) on students' learning achievement from a software engineering (SE) program. It is not easy to transform an SE curriculum from traditional knowledge-based education (KBE) method to OBE method since it requires us to identify the outcomes clearly and map the outcomes with the expected capabilities of students. We first give a briefing on our SE program and outline the curriculum, then investigate the impact of OBE in two selected courses in SE program, with the completion of one course being the prequisite for admission into the other one. Experimental results show that OBE can greatly improve the learning effectiveness of students and teaching quality.},
booktitle = {2017 {IEEE} 6th {International} {Conference} on {Teaching}, {Assessment}, and {Learning} for {Engineering} ({TALE})},
author = {Dai, H. N. and Wei, W. and Wang, H. and Wong, T. L.},
month = dec,
year = {2017},
keywords = {Algorithm design and analysis, Education, Information Technology curriculum, OBE method, Operating systems, Outcome-based education, Problem-solving, Programming profession, SE curriculum, SE program, Software Engineering, computer aided instruction, computer science education, education method, outcome-based education, software engineering, software engineering program, software engineering teaching, teaching, teaching quality},
pages = {261--264},
}Supplementary Information from Exploring the High-Resolution Mapping of Gender Disaggregated Development Indicators. Bosco, C., Alegana, V. A., Bird, T., Pezzulo, C., Bengtsson, L., Sorichetta, A., Steele, J., Hornby, G., Ruktanonchai, C. W., Ruktanonchai, N. W., Wetter, E., & Tatem, A. J. Technical Report figshare, Digital Science, Cambridge, Massachusetts, United States, 2017.
doi abstract bibtex
doi abstract bibtex
[Excerpt: Datasets] The Demographic and Health Surveys (DHS) is a program of national household surveys implemented across a large number of LMICs. The DHS Program collects and analyses data on population demographic and health characteristics through more than 300 surveys in over 90 countries. The gender-disaggregated data we investigated in this report come from DHS datasets. [] [...] [Models specification] [::Bayesian model specification] The Gaussian Function (GF) in INLA is represented as a Gaussian Markov Random Function (GMRF). Computations in INLA are carried out using the GMRF by approximating a set of spatial-temporal random function with weighted sum of basis functions. The advantage of computation using the GMRF as approximations to GF with Matérn covariance is due to the Markovian property of the former resulting in sparse matrices that are computationally efficient. [...] [::Artificial Neural Networks specification] An artificial neuron is a computational model inspired by natural neurons. Natural neurons receive signals through synapses located on the dendrites or membrane of the neuron. When the signals received are strong enough (surpass a certain threshold), the neuron is activated and emits a signal though the axon. This signal might be sent to another synapse, and might activate other neurons. [] The complexity of real neurons is highly abstracted when modelling artificial neurons. These basically consist of inputs (like synapses), which are multiplied by weights (strength of the respective signals), and then computed by a mathematical function which determines the activation of the neuron. Another function computes the output of the artificial neuron . An ANN is implemented by a system of interconnected nodes. Information propagates through nodes transforming the inputs in intermediate derived signals up to generate the final outputs. The internal nodes are called neurons and define the ANN hidden layers. Each node is a processing element propagating weighted inputs received from other nodes [...] [Selection of geospatial covariate layers] For obtaining a more appropriate combination of covariates to produce high-resolution prediction maps for each of the modelled indicators, a sensitivity analysis using a jackknife approach was carried out [...]. The jackknife analysis consists of dropping one observation at a time from one set of data, and calculating the estimate each time. It was developed by Maurice Quenouille, (1949, 1956) and John Tukey (1958) expanded on the technique and proposed the name "jackknife". [] Within the modelling architectures, categorical covariates with more than two levels were recoded into a number of separate dichotomous variables in order for the results to be interpretable. All covariates were also normalized to make all variables have a mean of zero and unit variance. [...] [Semantic Array programming] Managing heterogeneous arrays of data and data transformation models in a systematic and structured way is a challenging task. The multiplicity of model families, covariates and modelled quantities in this work required the support of a common, flexible and scalable modelling architecture. The applied modelling architecture is based on the Semantic Array Programming (SemAP) paradigm (de Rigo, 2012; 2015). Array programming (AP) emerged as a way to reduce the gap between mathematical notation and algorithm implementations by promoting arrays (vectors, matrices, tensors) as atomic quantities with compact manipulating operators (Iverson, 1980). Atomicity here implies that even a large array of data is managed as a single logical piece of information. For example, a regional-scale gridded layer may be managed by AP languages as if it were a single variable instead of a large matrix of elements.A disciplined use of AP (Iverson, 1980) may allow nontrivial data-processing to be expressed with very concise expressions (Taylor, 2003) and a potentially simpler control flow. However, this capability for abstraction and simplification of AP may be limited by the very same generality of AP data structures-multi-dimensional arrays where the value of some elements may be infinite or not-a-number (IEEE 754 standard) or even complex-valued (de Rigo, 2015). The Semantic Array Programming paradigm has been introduced for supporting a disciplined semantics-aware implementation of AP concepts and methods, with additional systematic semantic checks for the semantic correctness of the chain of modelling blocks (de Rigo, 2012). [] This is why our computational modelling methodology follow the SemAP paradigm by combining concise implementation of the model with its conceptual subdivision in semantically enhanced abstract modules. [...] [Results] This section presents the results for the gender-disaggregated indicator mapping addressed in this project. We organize the presentation of results by indicator, at gender disaggregated level, in the following order: literacy, stunting in children, use of modern contraception methods. For each indicator, the results of a first exploratory analysis are presented with gender disaggregated histograms showing the basic statistical distribution of the indicator at cluster level and a scatter plot of the predicted versus observed data both in training and validation. We then present the results of the covariate selection exercise, detailing which covariates were selected as the optimum performing set for the given indicator for each country at gender disaggregated level and, for each indicator having an associated modelling explained variance higher than 0.3, we show maps of the survey clusters and the indicator value at each cluster, maps of the predicted proportion of modelled indicators and the level of uncertainty associated with these maps in each pixel, and finally the quantile-quantile (QQ) plot in training and validation. The maps reported in the following paragraphs are: male and female literacy rate in Nigeria and Kenya, female literacy rate in Tanzania, male and female stunting in Nigeria and the proportion of women using modern contraception methods in Nigeria and Tanzania. [...] [] [...]
@techreport{boscoSupplementaryInformationExploring2017,
title = {Supplementary {{Information}} from {{Exploring}} the High-Resolution Mapping of Gender Disaggregated Development Indicators},
author = {Bosco, Claudio and Alegana, Victor A. and Bird, Tomas and Pezzulo, Carla and Bengtsson, Linus and Sorichetta, Alessandro and Steele, Jessica and Hornby, Graeme and Ruktanonchai, Corrine W. and Ruktanonchai, Nick W. and Wetter, Erik and Tatem, Andrew J.},
year = {2017},
address = {{Cambridge, Massachusetts, United States}},
institution = {{figshare, Digital Science}},
doi = {10.6084/m9.figshare.4775374},
abstract = {[Excerpt: Datasets] The Demographic and Health Surveys (DHS) is a program of national household surveys implemented across a large number of LMICs. The DHS Program collects and analyses data on population demographic and health characteristics through more than 300 surveys in over 90 countries. The gender-disaggregated data we investigated in this report come from DHS datasets.
[] [...]
[Models specification]
[::Bayesian model specification] The Gaussian Function (GF) in INLA is represented as a Gaussian Markov Random Function (GMRF). Computations in INLA are carried out using the GMRF by approximating a set of spatial-temporal random function with weighted sum of basis functions. The advantage of computation using the GMRF as approximations to GF with Mat\'ern covariance is due to the Markovian property of the former resulting in sparse matrices that are computationally efficient. [...]
[::Artificial Neural Networks specification] An artificial neuron is a computational model inspired by natural neurons. Natural neurons receive signals through synapses located on the dendrites or membrane of the neuron. When the signals received are strong enough (surpass a certain threshold), the neuron is activated and emits a signal though the axon. This signal might be sent to another synapse, and might activate other neurons. [] The complexity of real neurons is highly abstracted when modelling artificial neurons. These basically consist of inputs (like synapses), which are multiplied by weights (strength of the respective signals), and then computed by a mathematical function which determines the activation of the neuron. Another function computes the output of the artificial neuron . An ANN is implemented by a system of interconnected nodes. Information propagates through nodes transforming the inputs in intermediate derived signals up to generate the final outputs. The internal nodes are called neurons and define the ANN hidden layers. Each node is a processing element propagating weighted inputs received from other nodes [...]
[Selection of geospatial covariate layers]
For obtaining a more appropriate combination of covariates to produce high-resolution prediction maps for each of the modelled indicators, a sensitivity analysis using a jackknife approach was carried out [...]. The jackknife analysis consists of dropping one observation at a time from one set of data, and calculating the estimate each time. It was developed by Maurice Quenouille, (1949, 1956) and John Tukey (1958) expanded on the technique and proposed the name "jackknife".
[] Within the modelling architectures, categorical covariates with more than two levels were recoded into a number of separate dichotomous variables in order for the results to be interpretable. All covariates were also normalized to make all variables have a mean of zero and unit variance. [...]
[Semantic Array programming]
Managing heterogeneous arrays of data and data transformation models in a systematic and structured way is a challenging task. The multiplicity of model families, covariates and modelled quantities in this work required the support of a common, flexible and scalable modelling architecture. The applied modelling architecture is based on the Semantic Array Programming (SemAP) paradigm (de Rigo, 2012; 2015). Array programming (AP) emerged as a way to reduce the gap between mathematical notation and algorithm implementations by promoting arrays (vectors, matrices, tensors) as atomic quantities with compact manipulating operators (Iverson, 1980). Atomicity here implies that even a large array of data is managed as a single logical piece of information. For example, a regional-scale gridded layer may be managed by AP languages as if it were a single variable instead of a large matrix of elements.A disciplined use of AP (Iverson, 1980) may allow nontrivial data-processing to be expressed with very concise expressions (Taylor, 2003) and a potentially simpler control flow. However, this capability for abstraction and simplification of AP may be limited by the very same generality of AP data structures-multi-dimensional arrays where the value of some elements may be infinite or not-a-number (IEEE 754 standard) or even complex-valued (de Rigo, 2015). The Semantic Array Programming paradigm has been introduced for supporting a disciplined semantics-aware implementation of AP concepts and methods, with additional systematic semantic checks for the semantic correctness of the chain of modelling blocks (de Rigo, 2012).
[] This is why our computational modelling methodology follow the SemAP paradigm by combining concise implementation of the model with its conceptual subdivision in semantically enhanced abstract modules. [...]
[Results]
This section presents the results for the gender-disaggregated indicator mapping addressed in this project. We organize the presentation of results by indicator, at gender disaggregated level, in the following order: literacy, stunting in children, use of modern contraception methods. For each indicator, the results of a first exploratory analysis are presented with gender disaggregated histograms showing the basic statistical distribution of the indicator at cluster level and a scatter plot of the predicted versus observed data both in training and validation. We then present the results of the covariate selection exercise, detailing which covariates were selected as the optimum performing set for the given indicator for each country at gender disaggregated level and, for each indicator having an associated modelling explained variance higher than 0.3, we show maps of the survey clusters and the indicator value at each cluster, maps of the predicted proportion of modelled indicators and the level of uncertainty associated with these maps in each pixel, and finally the quantile-quantile (QQ) plot in training and validation. The maps reported in the following paragraphs are: male and female literacy rate in Nigeria and Kenya, female literacy rate in Tanzania, male and female stunting in Nigeria and the proportion of women using modern contraception methods in Nigeria and Tanzania. [...]
[] [...]},
keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-14332189,artificial-neural-networks,education,food-security,indicators,kenya,literacy,mapping,nigeria,population-growth,poverty,semantic-array-programming,spatial-disaggregation,statistics,stunting,tanzania},
lccn = {INRMM-MiD:c-14332189}
}Clinical anatomy e-cases: a five-year follow-up of learning analytics. Perumal, V., Butson, R., Blyth, P., & Daniel, B. N Z Med J, 130(1449):22-29, 2017.
Website abstract bibtex
Website abstract bibtex AIM: This article explores the development and user experiences of a supplementary e-learning resource (clinical anatomy e-cases) for medical students, across a five-year teaching period. METHODS: A series of online supplementary e-learning resources (the clinical anatomy e-cases) were developed and introduced to the regional and clinical anatomy module of the medicine course. Usage analytics were collected online from a cohort of third-year medical students and analysed to gain a better understanding of how students utilised these resources. RESULTS: Key results showed that the students used the supplementary learning resource during and outside regular teaching hours that includes a significant access during holidays. Analysis also suggested that the resources were frequently accessed during examination periods and during subsequent clinical study years (fourth or fifth years of medicine course). Increasing interest and positive feedback from students has led to the development of a further series of e-cases. CONCLUSION: Tailor-made e-learning resources promote clinical anatomy learning outside classroom hours and make supplementary learning a 24/7 task.
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title = {Clinical anatomy e-cases: a five-year follow-up of learning analytics},
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year = {2017},
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keywords = {*Computer-Assisted Instruction,*Curriculum,*Internet,*Students, Medical,Anatomy/*education,Education, Medical, Undergraduate/*methods,Educational Measurement,Follow-Up Studies,Humans,Learning},
pages = {22-29},
volume = {130},
websites = {http://www.ncbi.nlm.nih.gov/pubmed/28178726},
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notes = {Perumal, Vivek<br/>Butson, Russell<br/>Blyth, Phil<br/>Daniel, Ben<br/>eng<br/>New Zealand<br/>2017/02/09 06:00<br/>N Z Med J. 2017 Jan 27;130(1449):22-29.},
private_publication = {false},
abstract = {AIM: This article explores the development and user experiences of a supplementary e-learning resource (clinical anatomy e-cases) for medical students, across a five-year teaching period. METHODS: A series of online supplementary e-learning resources (the clinical anatomy e-cases) were developed and introduced to the regional and clinical anatomy module of the medicine course. Usage analytics were collected online from a cohort of third-year medical students and analysed to gain a better understanding of how students utilised these resources. RESULTS: Key results showed that the students used the supplementary learning resource during and outside regular teaching hours that includes a significant access during holidays. Analysis also suggested that the resources were frequently accessed during examination periods and during subsequent clinical study years (fourth or fifth years of medicine course). Increasing interest and positive feedback from students has led to the development of a further series of e-cases. CONCLUSION: Tailor-made e-learning resources promote clinical anatomy learning outside classroom hours and make supplementary learning a 24/7 task.},
bibtype = {article},
author = {Perumal, V and Butson, R and Blyth, P and Daniel, B},
journal = {N Z Med J},
number = {1449}
}2016 (5)
Learning analytics in post-secondary education: The utilization of big data to support part-time adjunct faculty members in the academic advisement of nontraditional students. Walker, N. B. Ph.D. Thesis, Capella University, United States – Minnesota, 2016.
Paper abstract bibtex
Paper abstract bibtex This research study evaluated the use of learning analytics and big data to support adjunct faculty members in the academic advising of non-traditional students in a post-secondary educational setting, as a critical issue in educational leadership and management. This study sought to evaluate the espoused theories and theories-in- use with analytical tools by the participants in the School of Study (SOS) where the action research study took place. The evaluation was conducted through an intervention consisting of the administration of pre- and post-intervention data collection instruments (a survey instrument and semi-structured interview questions). This study specifically examined the new analytical tools implemented by the college to discern the challenges faced by the adjunct faculty members in leading, managing, and being held accountable and responsible for the academic advising of non-traditional students. This study looked to identify how the implementation of new technologies (Learning Management System [LMS] and Student Success System [S3]) and could help to improve academic advising practices. This action research study utilized a mixed methods model (sequential explanatory design) to analyze: (a) a pre- and post-intervention survey instrument , (b) open-ended, semi-structured, pre- and post-intervention interview questions, (c) minutes from two faculty meetings and two in-service activities, and (d) data reviewed from the LMS and S3 systems. The results from the open-ended interview questions were used to support the findings of the survey instrument to ascertain where the knowledge of the academic advising practices was generated and if that knowledge was deemed by the adjunct faculty members to be adequate to allow them to effectively advise non-traditional students.
@phdthesis{walker_learning_2016,
address = {United States -- Minnesota},
type = {D.{Ed}.},
title = {Learning analytics in post-secondary education: {The} utilization of big data to support part-time adjunct faculty members in the academic advisement of nontraditional students},
copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.},
shorttitle = {Learning analytics in post-secondary education},
url = {https://search.proquest.com/eric/docview/1826017702/abstract/D691669D3D71409CPQ/12},
abstract = {This research study evaluated the use of learning analytics and big data to support adjunct faculty members in the academic advising of non-traditional students in a post-secondary educational setting, as a critical issue in educational leadership and management. This study sought to evaluate the espoused theories and theories-in- use with analytical tools by the participants in the School of Study (SOS) where the action research study took place. The evaluation was conducted through an intervention consisting of the administration of pre- and post-intervention data collection instruments (a survey instrument and semi-structured interview questions). This study specifically examined the new analytical tools implemented by the college to discern the challenges faced by the adjunct faculty members in leading, managing, and being held accountable and responsible for the academic advising of non-traditional students. This study looked to identify how the implementation of new technologies (Learning Management System [LMS] and Student Success System [S3]) and could help to improve academic advising practices. This action research study utilized a mixed methods model (sequential explanatory design) to analyze: (a) a pre- and post-intervention survey instrument , (b) open-ended, semi-structured, pre- and post-intervention interview questions, (c) minutes from two faculty meetings and two in-service activities, and (d) data reviewed from the LMS and S3 systems. The results from the open-ended interview questions were used to support the findings of the survey instrument to ascertain where the knowledge of the academic advising practices was generated and if that knowledge was deemed by the adjunct faculty members to be adequate to allow them to effectively advise non-traditional students.},
language = {English},
urldate = {2019-01-10},
school = {Capella University},
author = {Walker, Nathaniel B.},
year = {2016},
keywords = {Adult learners, Education, Learning analytics, Learning management systems, Non-traditional students},
}An Introduction to k-Means Clustering. Neller, T. & Brown, L. E. In Proceedings of Symposium on Educational Advances in Artificial Intelligence (EAAI), part of AAAI'16 proceedings, pages 3054-3056, 2016.
bibtex
bibtex
@inproceedings{Neller.Brown.EAAI.2016,
author = {Todd Neller and Laura E. Brown},
author_short = {Neller, T. and Brown, L. E.},
title = {An Introduction to k-Means Clustering},
booktitle = {Proceedings of Symposium on Educational Advances in Artificial Intelligence (EAAI){, part of AAAI'16 proceedings}},
year = {2016},
conference = {EAAI/AAAI},
location = {Phoenix, AZ},
pages = {3054-3056},
text = {Model AI Assignment, EAAI'16},
bibtype = {inproceedings},
type = {{Conference Abstract}},
keywords = {{Artificial Intelligence}, {Pedagogy}, {Education}}
}Impact of non-pharmacological interventions on prevention and treatment of delirium in critically ill patients: Protocol for a systematic review of quantitative and qualitative research. Bannon L., McGaughey J., Clarke M., McAuley D.F., & Blackwood B. 2016.
Paper abstract bibtex
Paper abstract bibtex Background: Critically ill patients have an increased risk of developing delirium during their intensive care stay. To date, pharmacological interventions have not been shown to be effective for delirium management but non-pharmacological interventions have shown some promise. The aim of this systematic review is to identify effective non-pharmacological interventions for reducing the incidence or the duration of delirium in critically ill patients. Methods: We will search MEDLINE, EMBASE, CINAHL, Web of Science, AMED, psycINFO and the Cochrane Library. We will include studies of critically ill adults and children. We will include randomised trials and controlled trials which measure the effectiveness of one or more non-pharmacological interventions in reducing incidence or duration of delirium in critically ill patients. We will also include qualitative studies that provide an insight into patients and their families' experiences of delirium and non-pharmacological interventions. Two independent reviewers will assess studies for eligibility, extract data and appraise quality. We will conduct meta-analyses if possible or present results narratively. Qualitative studies will also be reviewed by two independent reviewers, and a specially designed quality assessment tool incorporating the CASP framework and the POPAY framework will be used to assess quality. Discussion: Although non-pharmacological interventions have been studied in populations outside of intensive care units and multicomponent interventions have successfully reduced incidence and duration of delirium, no systematic review of non-pharmacological interventions specifically targeting delirium in critically ill patients have been undertaken to date. This systematic review will provide evidence for the development of a multicomponent intervention for delirium management of critically ill patients that can be tested in a subsequent multicentre randomised trial. Systematic review registration: PROSPERO CRD42015016625 Copyright © 2016 Bannon et al.
@misc{bannon_l._impact_2016,
title = {Impact of non-pharmacological interventions on prevention and treatment of delirium in critically ill patients: {Protocol} for a systematic review of quantitative and qualitative research},
url = {http://www.systematicreviewsjournal.com/},
abstract = {Background: Critically ill patients have an increased risk of developing delirium during their intensive care stay. To date, pharmacological interventions have not been shown to be effective for delirium management but non-pharmacological interventions have shown some promise. The aim of this systematic review is to identify effective non-pharmacological interventions for reducing the incidence or the duration of delirium in critically ill patients. Methods: We will search MEDLINE, EMBASE, CINAHL, Web of Science, AMED, psycINFO and the Cochrane Library. We will include studies of critically ill adults and children. We will include randomised trials and controlled trials which measure the effectiveness of one or more non-pharmacological interventions in reducing incidence or duration of delirium in critically ill patients. We will also include qualitative studies that provide an insight into patients and their families' experiences of delirium and non-pharmacological interventions. Two independent reviewers will assess studies for eligibility, extract data and appraise quality. We will conduct meta-analyses if possible or present results narratively. Qualitative studies will also be reviewed by two independent reviewers, and a specially designed quality assessment tool incorporating the CASP framework and the POPAY framework will be used to assess quality. Discussion: Although non-pharmacological interventions have been studied in populations outside of intensive care units and multicomponent interventions have successfully reduced incidence and duration of delirium, no systematic review of non-pharmacological interventions specifically targeting delirium in critically ill patients have been undertaken to date. This systematic review will provide evidence for the development of a multicomponent intervention for delirium management of critically ill patients that can be tested in a subsequent multicentre randomised trial. Systematic review registration: PROSPERO CRD42015016625 Copyright © 2016 Bannon et al.},
journal = {Systematic Reviews},
author = {{Bannon L.} and {McGaughey J.} and {Clarke M.} and {McAuley D.F.} and {Blackwood B.}},
year = {2016},
keywords = {*critical illness, *critically ill patient, *delirium, *delirium/pc [Prevention], *delirium/th [Therapy], *intensive care unit, *medical procedures, *qualitative research, *registration, Child, Cinahl, Cochrane Library, Embase, Medline, PsycINFO, Web of Science, adult, article, bright light therapy, cognitive therapy, controlled clinical trial, critically ill patient, ear plug, education, exercise, extract, eye mask, family study, human, incidence, intensive care unit, lighting control, mask, meta analysis, music therapy, noise reduction, orientation, outcome assessment, physiotherapy, priority journal, publication, qualitative research, quality control, quantitative study, randomized controlled trial, randomized controlled trial (topic), risk factor, scientific literature, sensitivity analysis, systematic review}
}Development, testing, and validation of an information literacy test (ILT) for higher education. Podgornik, B. B., Dolničar, D., Šorgo, A., & Bartol, T. Journal of the Association for Information Science and Technology, 67(10):2420–2436, 2016.
Paper doi abstract bibtex
Paper doi abstract bibtex A new information literacy test (ILT) for higher education was developed, tested, and validated. The ILT contains 40 multiple-choice questions (available in Appendix) with four possible answers and follows the recommendations of information literacy (IL) standards for higher education. It assesses different levels of thinking skills and is intended to be freely available to educators, librarians, and higher education managers, as well as being applicable internationally for study programs in all scientific disciplines. Testing of the ILT was performed on a group of 536 university students. The overall test analysis confirmed the ILT reliability and discrimination power as appropriate (Cronbach's alpha 0.74; Ferguson's delta 0.97). The students' average overall achievement was 66%, and IL increased with the year of study. The students were less successful in advanced database search strategies, which require a combination of knowledge, comprehension, and logic, and in topics related to intellectual property and ethics. A group of 163 students who took a second ILT assessment after participating in an IL-specific study course achieved an average posttest score of 78.6%, implying an average IL increase of 13.1%, with most significant improvements in advanced search strategies (23.7%), and in intellectual property and ethics (12.8%).
@article{podgornik_development_2016,
title = {Development, testing, and validation of an information literacy test ({ILT}) for higher education},
volume = {67},
copyright = {© 2015 ASIS\&T},
issn = {2330-1643},
url = {https://asistdl.onlinelibrary.wiley.com/doi/abs/10.1002/asi.23586},
doi = {10.1002/asi.23586},
abstract = {A new information literacy test (ILT) for higher education was developed, tested, and validated. The ILT contains 40 multiple-choice questions (available in Appendix) with four possible answers and follows the recommendations of information literacy (IL) standards for higher education. It assesses different levels of thinking skills and is intended to be freely available to educators, librarians, and higher education managers, as well as being applicable internationally for study programs in all scientific disciplines. Testing of the ILT was performed on a group of 536 university students. The overall test analysis confirmed the ILT reliability and discrimination power as appropriate (Cronbach's alpha 0.74; Ferguson's delta 0.97). The students' average overall achievement was 66\%, and IL increased with the year of study. The students were less successful in advanced database search strategies, which require a combination of knowledge, comprehension, and logic, and in topics related to intellectual property and ethics. A group of 163 students who took a second ILT assessment after participating in an IL-specific study course achieved an average posttest score of 78.6\%, implying an average IL increase of 13.1\%, with most significant improvements in advanced search strategies (23.7\%), and in intellectual property and ethics (12.8\%).},
language = {en},
number = {10},
urldate = {2020-02-03},
journal = {Journal of the Association for Information Science and Technology},
author = {Podgornik, Bojana Boh and Dolničar, Danica and Šorgo, Andrej and Bartol, Tomaž},
year = {2016},
keywords = {colleges and universities, education, information literacy},
pages = {2420--2436},
}κPAX: Experiences on Designing a Gamified Platform for Serious Gaming. Riera, D. & Arnedo-Moreno, J. κPAX: Experiences on Designing a Gamified Platform for Serious Gaming, pages 271-293. Elsevier Inc., 5, 2016.
abstract bibtex
abstract bibtex
Currently, video-games take a prominent place as a medium in society. Thus a generation has grown up playing them and feeling comfortable in a daily life where game-like mechanics have become increasingly prevalent. The result is a breeding ground for tools that use such mechanics to improve learning experiences, such as serious games and gamification. This paper presents our latest work in the design and implementation of κPAX, an open learning environment that may cater to this new generation. Specifically, κPAX is a technological platform for the distribution of serious games, where each game may be added as a pluggable independent module. The platform relies on gamification and integration with existing social networks as its main engagement and feedback mechanism.
@inBook{
title = {κPAX: Experiences on Designing a Gamified Platform for Serious Gaming},
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abstract = {Currently, video-games take a prominent place as a medium in society. Thus a generation has grown up playing them and feeling comfortable in a daily life where game-like mechanics have become increasingly prevalent. The result is a breeding ground for tools that use such mechanics to improve learning experiences, such as serious games and gamification. This paper presents our latest work in the design and implementation of κPAX, an open learning environment that may cater to this new generation. Specifically, κPAX is a technological platform for the distribution of serious games, where each game may be added as a pluggable independent module. The platform relies on gamification and integration with existing social networks as its main engagement and feedback mechanism.},
bibtype = {inBook},
author = {Riera, D. and Arnedo-Moreno, J.},
book = {Formative Assessment, Learning Data Analytics and Gamification: In ICT Education}
}2015 (7)
Social media and educationnow the dust has settled. Selwyn, N. & Stirling, E. Learning, Media and Technology, 41(1):1–5, 2015.
doi bibtex
doi bibtex
@article{selwyn_social_2015,
title = {Social media and educationnow the dust has settled},
volume = {41},
issn = {1743-9884},
doi = {10.1080/17439884.2015.1115769},
number = {1},
journal = {Learning, Media and Technology},
author = {Selwyn, Neil and Stirling, Eve},
year = {2015},
keywords = {Education, Media Technology, social media},
pages = {1--5}
}Four-dimensional education: The competencies learners need to succeed. Fadel, C., Bialik, M., & Trilling, B. Center for Curriculum Redesign, Boston, MA, 2015.
bibtex
bibtex
@book{fadel_four-dimensional_2015,
address = {Boston, MA},
title = {Four-dimensional education: {The} competencies learners need to succeed},
isbn = {1-5186-4256-X},
publisher = {Center for Curriculum Redesign},
author = {Fadel, C. and Bialik, M. and Trilling, B.},
year = {2015},
keywords = {Acquisition de connaissances, Bildung, Bildungspolitik, Education, Educational Change, Educational innovations, Educational planning, Educational policy, Educational systems, Innovations pédagogiques, Learning, Politique de l'éducation, Psychologie de l'éducation, Psychology of education, Schulpolitik, Systèmes d'enseignement, Wandel},
}Wordcraft: Playing with Sentence Structure. Anand, D., Shreyas, Sharma, S., Starostenko, V., DeSouza, A., Ryokai, K., & Hearst, M. In Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play, of CHI PLAY '15, pages 439–444, New York, NY, USA, 2015. Association for Computing Machinery. event-place: London, United Kingdom
Paper doi abstract bibtex
Paper doi abstract bibtex We introduce Wordcraft, a new interactive tablet application that allows children to explore sentence structures and their meanings. Wordcraft uses a constructionist design: children manipulate word cards to build sentences, which come to life in a storybook-like animated world to illustrate meaning. Such visual feedback helps children play with parts of speech and understand how they fit together to form sentences. Preliminary studies suggest that children are able to observe and discuss how different sentence constructs result in different meanings.
@inproceedings{anand_wordcraft_2015,
address = {New York, NY, USA},
series = {{CHI} {PLAY} '15},
title = {Wordcraft: {Playing} with {Sentence} {Structure}},
isbn = {978-1-4503-3466-2},
url = {https://doi.org/10.1145/2793107.2810320},
doi = {10.1145/2793107.2810320},
abstract = {We introduce Wordcraft, a new interactive tablet application that allows children to explore sentence structures and their meanings. Wordcraft uses a constructionist design: children manipulate word cards to build sentences, which come to life in a storybook-like animated world to illustrate meaning. Such visual feedback helps children play with parts of speech and understand how they fit together to form sentences. Preliminary studies suggest that children are able to observe and discuss how different sentence constructs result in different meanings.},
booktitle = {Proceedings of the 2015 {Annual} {Symposium} on {Computer}-{Human} {Interaction} in {Play}},
publisher = {Association for Computing Machinery},
author = {Anand, Divya and {Shreyas} and Sharma, Sonali and Starostenko, Victor and DeSouza, Ashley and Ryokai, Kimiko and Hearst, Marti},
year = {2015},
note = {event-place: London, United Kingdom},
keywords = {design, education, games, learning, parts of speech},
pages = {439--444},
}Development and implementation of a peer mentoring program for early career gerontological faculty. Bryant, A., L., Aizer Brody, A., Perez, A., Shillam, C., Edelman, L., S., Bond, S., M., Foster, V., & Siegel, E., O. Journal of nursing scholarship : an official publication of Sigma Theta Tau International Honor Society of Nursing / Sigma Theta Tau, 47(3):258-266, Sigma Theta Tau International, 5, 2015.
abstract bibtex
abstract bibtex
PURPOSE: The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. DESIGN: The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. FINDINGS: An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. CONCLUSIONS: Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. CLINICAL RELEVANCE: Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings.
@article{
title = {Development and implementation of a peer mentoring program for early career gerontological faculty},
type = {article},
year = {2015},
identifiers = {[object Object]},
keywords = {Adult,Attitude of Health Personnel,Early career faculty,Education, Nursing, Graduate/organization & admini,Faculty, Medical,Female,Geriatric Nursing/education,Hartford Gerontological Nursing Leaders,Humans,Male,Mentors,Nurse Clinicians/education,Peer Group,Program Evaluation,gerontological nursing,mentorship,peer mentoring},
pages = {258-266},
volume = {47},
month = {5},
publisher = {Sigma Theta Tau International},
city = {Gamma Zeta, Assistant Professor, School of Nursing, The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.},
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notes = {LR: 20160110; CI: (c) 2015; GR: 5K12CA120780-07/CA/NCI NIH HHS/United States; GR: K12 CA120780/CA/NCI NIH HHS/United States; GR: UL1TR000038/TR/NCATS NIH HHS/United States; JID: 100911591; OTO: NOTNLM; 2015/01/28 [accepted]; 2015/03/25 [aheadofprint]; ppublish},
folder_uuids = {5fe241cf-d169-4f2c-b614-69216df8231a},
private_publication = {false},
abstract = {PURPOSE: The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. DESIGN: The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. FINDINGS: An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. CONCLUSIONS: Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. CLINICAL RELEVANCE: Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings.},
bibtype = {article},
author = {Bryant, A L and Aizer Brody, A and Perez, A and Shillam, C and Edelman, L S and Bond, S M and Foster, V and Siegel, E O},
journal = {Journal of nursing scholarship : an official publication of Sigma Theta Tau International Honor Society of Nursing / Sigma Theta Tau},
number = {3}
}Bathing Disability and Bathing Persons with Dementia. Wolf, Z., R. & Czekanski, K., E. Medsurg nursing : official journal of the Academy of Medical-Surgical Nurses, 24(1):9-14,22, 2015.
abstract bibtex
abstract bibtex
Bathing disability, evidence of functional decline, predicts admission to long-term care facilities following acute care hospitalizations. Nurses are challenged to assess bathing disability in hospitalized older persons and those with dementia to support their maximal functional performance and implement diverse bathing strategies.
@article{
title = {Bathing Disability and Bathing Persons with Dementia},
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abstract = {Bathing disability, evidence of functional decline, predicts admission to long-term care facilities following acute care hospitalizations. Nurses are challenged to assess bathing disability in hospitalized older persons and those with dementia to support their maximal functional performance and implement diverse bathing strategies.},
bibtype = {article},
author = {Wolf, Z R and Czekanski, K E},
journal = {Medsurg nursing : official journal of the Academy of Medical-Surgical Nurses},
number = {1}
}Student Satisfaction with Online Learning. Sterling, K. W. Ph.D. Thesis, University of California, Santa Barbara, United States -- California, 2015. 00000
Paper abstract bibtex
Paper abstract bibtex This study sought to provide an analysis of online education in higher education with a focus on how the condition of human interaction will affect students' satisfaction relating to their online class experiences. The central question the study sought to answer is: What aspects of human interaction (instructor, teaching assistant [TA], student peer) have led to students' satisfaction with online courses in the UC online setting? This study used mixed methods of quantitative survey items, qualitative survey items, and qualitative interviewing to explore student perceptions of human interaction. Students in 21 undergraduate, online courses (n = 253) at three UC campuses completed an online survey. Then eight students were interviewed, as their open-ended responses could provide more insight into their experiences with online learning. Descriptive statistics, correlation, and regression analysis were reported for the quantitative portion of the study. Regarding means, analyses revealed that students reported moderate opportunities available to them for human interaction in their online classes. For perceived opportunities for human interaction with TAs, the mean score was 3.45 (between 3 "a few opportunities" and 4 "not much opportunity") on a Likert Scale. In addition, perceptions of participation with human interaction by students appeared lower, on average, than perceived opportunities. Further, a relationship between students' perception of TA availability and their overall satisfaction with the online course was among the relationships found. In addition, opportunities for human interaction emerged as a significant predictor of satisfaction in a regression. For the qualitative portion of this study, open-ended questions and interview results revealed that students' perceived opportunities for human interaction and participation with TAs enhanced their experiences with online courses. Implications for research and practice were identified. For example, design of online courses should consider the use of TAs to enhance student satisfaction.
@phdthesis{sterling_student_2015-1,
address = {United States -- California},
type = {Ph.{D}.},
title = {Student {Satisfaction} with {Online} {Learning}},
copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.},
url = {http://search.proquest.com/dissertations/docview/1726875487/abstract/7C3B08FDE0AE49C6PQ/1},
abstract = {This study sought to provide an analysis of online education in higher education with a focus on how the condition of human interaction will affect students' satisfaction relating to their online class experiences. The central question the study sought to answer is: What aspects of human interaction (instructor, teaching assistant [TA], student peer) have led to students' satisfaction with online courses in the UC online setting? This study used mixed methods of quantitative survey items, qualitative survey items, and qualitative interviewing to explore student perceptions of human interaction. Students in 21 undergraduate, online courses (n = 253) at three UC campuses completed an online survey. Then eight students were interviewed, as their open-ended responses could provide more insight into their experiences with online learning. Descriptive statistics, correlation, and regression analysis were reported for the quantitative portion of the study. Regarding means, analyses revealed that students reported moderate opportunities available to them for human interaction in their online classes. For perceived opportunities for human interaction with TAs, the mean score was 3.45 (between 3 "a few opportunities" and 4 "not much opportunity") on a Likert Scale. In addition, perceptions of participation with human interaction by students appeared lower, on average, than perceived opportunities.
Further, a relationship between students' perception of TA availability and their overall satisfaction with the online course was among the relationships found. In addition, opportunities for human interaction emerged as a significant predictor of satisfaction in a regression. For the qualitative portion of this study, open-ended questions and interview results revealed that students' perceived opportunities for human interaction and participation with TAs enhanced their experiences with online courses. Implications for research and practice were identified. For example, design of online courses should consider the use of TAs to enhance student satisfaction.},
language = {English},
urldate = {2016-11-22TZ},
school = {University of California, Santa Barbara},
author = {Sterling, Kenneth W.},
year = {2015},
note = {00000},
keywords = {Education, Educational technology, Human interaction, Instructional design, Online education, Online learning, Student satisfaction}
}Human judgments in hiring decisions based on online social network profiles. Bachrach, Y. In 2015 IEEE International Conference on Data Science and Advanced Analytics (DSAA), pages 1–10, October, 2015.
doi abstract bibtex
doi abstract bibtex
Online social networks have changed the ways in which people communicate and interact, and have also impacted the business landscape. One recent trend is firms using online social networks as a part of the job hiring process. Firms scrutinize potential employees using their social network profiles, sometimes even seeking access to restricted parts of the profile, for example by demanding applicants to hand over their passwords. We explore the key criteria and profile components that affect perceptions about a user. Our results are based on datasets consisting of reports of participants who actually took part in a task of evaluating candidates. Participants volunteered their Facebook profiles and CVs, to be examined by other participants who provided a detailed report about their job-suitability. We find that in screening based on social network profiles, a profile owner's education and demographic traits correlate with their job-suitability rating. Many profile components, including textual posts, pictures, likes, and even the friend list, relate to an applicant's perceived job-suitability. Further, diverse criteria play a role in forming job-suitability perceptions, including education and skills, personality, offensive content, physical appearance, interests and age, gender, family status or other demographic traits. Thus screening based on social networking websites is very different from CV based screening, where we find that the dominant criterion is education and skills, with personality being a remote second.
@inproceedings{bachrach_human_2015,
title = {Human judgments in hiring decisions based on online social network profiles},
doi = {10.1109/DSAA.2015.7344842},
abstract = {Online social networks have changed the ways in which people communicate and interact, and have also impacted the business landscape. One recent trend is firms using online social networks as a part of the job hiring process. Firms scrutinize potential employees using their social network profiles, sometimes even seeking access to restricted parts of the profile, for example by demanding applicants to hand over their passwords. We explore the key criteria and profile components that affect perceptions about a user. Our results are based on datasets consisting of reports of participants who actually took part in a task of evaluating candidates. Participants volunteered their Facebook profiles and CVs, to be examined by other participants who provided a detailed report about their job-suitability. We find that in screening based on social network profiles, a profile owner's education and demographic traits correlate with their job-suitability rating. Many profile components, including textual posts, pictures, likes, and even the friend list, relate to an applicant's perceived job-suitability. Further, diverse criteria play a role in forming job-suitability perceptions, including education and skills, personality, offensive content, physical appearance, interests and age, gender, family status or other demographic traits. Thus screening based on social networking websites is very different from CV based screening, where we find that the dominant criterion is education and skills, with personality being a remote second.},
booktitle = {2015 {IEEE} {International} {Conference} on {Data} {Science} and {Advanced} {Analytics} ({DSAA})},
author = {Bachrach, Y.},
month = oct,
year = {2015},
keywords = {Atmospheric measurements, CVs, Data mining, Education, Facebook, Facebook profiles, Particle measurements, Predictive models, applicant perceived job-suitability, demographic traits, demography, education, human judgments, job hiring process, job-suitability perceptions, job-suitability rating, online social network profiles, profile components, profile owner education, recruitment, social networking (online), social networking Web sites},
pages = {1--10}
}2014 (2)
Practical science communication strategies for graduate students. Kuehne, L. M., Twardochleb, L. A., Fritschie, K. J., Mims, M. C., Lawrence, D. J., Gibson, P. P., Stewart-Koster, B., & Olden, J. D. Conservation Biology, 28(5):1225–1235, October, 2014.
doi abstract bibtex
doi abstract bibtex
Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles, we developed a practical approach to incorporating broad science communication into any graduate-school time line. The approach consists of a portfolio approach that organizes outreach activities along a time line of planned graduate studies. To help design the portfolio, we mapped available science communication tools according to 5 core skills essential to most scientific careers: writing, public speaking, leadership, project management, and teaching. This helps graduate students consider the diversity of communication tools based on their desired skills, time constraints, barriers to entry, target audiences, and personal and societal communication goals. By designing a portfolio with an advisor's input, guidance, and approval, graduate students can gauge how much outreach is appropriate given their other commitments to teaching, research, and classes. The student benefits from the advisors' experience and mentorship, promotes the group's research, and establishes a track record of engagement. When graduate student participation in science communication is discussed, it is often recommended that institutions offer or require more training in communication, project management, and leadership. We suggest that graduate students can also adopt a do-it-yourself approach that includes determining students' own outreach objectives and time constraints and communicating these with their advisor. By doing so we hope students will help create a new culture of science communication in graduate student education.
@article{kuehne_practical_2014-1,
title = {Practical science communication strategies for graduate students},
volume = {28},
doi = {10.1111/COBI.12305},
abstract = {Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles, we developed a practical approach to incorporating broad science communication into any graduate-school time line. The approach consists of a portfolio approach that organizes outreach activities along a time line of planned graduate studies. To help design the portfolio, we mapped available science communication tools according to 5 core skills essential to most scientific careers: writing, public speaking, leadership, project management, and teaching. This helps graduate students consider the diversity of communication tools based on their desired skills, time constraints, barriers to entry, target audiences, and personal and societal communication goals. By designing a portfolio with an advisor's input, guidance, and approval, graduate students can gauge how much outreach is appropriate given their other commitments to teaching, research, and classes. The student benefits from the advisors' experience and mentorship, promotes the group's research, and establishes a track record of engagement. When graduate student participation in science communication is discussed, it is often recommended that institutions offer or require more training in communication, project management, and leadership. We suggest that graduate students can also adopt a do-it-yourself approach that includes determining students' own outreach objectives and time constraints and communicating these with their advisor. By doing so we hope students will help create a new culture of science communication in graduate student education.},
number = {5},
journal = {Conservation Biology},
author = {Kuehne, Lauren M. and Twardochleb, Laura A. and Fritschie, Keith J. and Mims, Meryl C. and Lawrence, David J. and Gibson, Polly P. and Stewart-Koster, Ben and Olden, Julian D.},
month = oct,
year = {2014},
keywords = {Altimetrics, Education, Graduate training, Outreach, Professional development, Science engagement, Social contract, Social media},
pages = {1225--1235},
}Open education: a study in disruption. Broekman, Mourik, P. V., & Worthington, S. Rowman \& Littlefield International, London ; New York, 2014.
Paper abstract bibtex
Paper abstract bibtex What for decades could only be dreamt of is now almost within reach: the widespread provision of free online education, regardless of a geographic location, financial status, or ability to access conventional institutions of learning. But does open education really offer the openness, democracy and cost-effectiveness its supporters promise? Or will it lead to a two-tier system, where those who can’t afford to attend a traditional university will have to make do with online, second-rate alternatives? Open Education engages critically with the creative disruption of the university through free online education. It puts into political context not just the Massive Open Online Courses (MOOCS) but also TED Talks, Wikiversity along with self-organised ‘pirate’ libraries and ‘free universities’ associated with the anti-austerity protests and the global Occupy movement. Questioning many of the ideas open education projects take for granted, including Creative Commons, it proposes a radically different model for the university and education in the twenty-first century.
@book{ broekman_open_2014,
address = {London ; New York},
title = {Open education: a study in disruption},
isbn = {9781783482085},
shorttitle = {Open education},
url = {http://curve.coventry.ac.uk/open/items/c04530ce-d16a-46ca-b359-a905195a76cb/1/},
abstract = {What for decades could only be dreamt of is now almost within reach: the widespread provision of free online education, regardless of a geographic location, financial status, or ability to access conventional institutions of learning. But does open education really offer the openness, democracy and cost-effectiveness its supporters promise? Or will it lead to a two-tier system, where those who can’t afford to attend a traditional university will have to make do with online, second-rate alternatives? Open Education engages critically with the creative disruption of the university through free online education. It puts into political context not just the Massive Open Online Courses (MOOCS) but also TED Talks, Wikiversity along with self-organised ‘pirate’ libraries and ‘free universities’ associated with the anti-austerity protests and the global Occupy movement. Questioning many of the ideas open education projects take for granted, including Creative Commons, it proposes a radically different model for the university and education in the twenty-first century.},
publisher = {Rowman \& Littlefield International},
author = {Broekman, Pauline Van Mourik and Worthington, Simon},
year = {2014},
keywords = {Computer-assisted instruction, Distance education, Education, Higher, Effect of technological innovations on, Internet in education}
}2013 (8)
Writing for an academic journal: 10 tips. Murray, R. The Guardian, September, 2013.
Paper abstract bibtex
Paper abstract bibtex What seems like common sense isn't common practice, says Rowena Murray who shares her top tips for getting published
@article{murray2013,
chapter = {Education},
title = {Writing for an academic journal: 10 tips},
issn = {0261-3077},
shorttitle = {Writing for an academic journal},
url = {https://www.theguardian.com/higher-education-network/blog/2013/sep/06/academic-journal-writing-top-tips},
abstract = {What seems like common sense isn't common practice, says Rowena Murray who shares her top tips for getting published},
language = {en-GB},
urldate = {2019-01-24},
journal = {The Guardian},
author = {Murray, Rowena},
month = sep,
year = {2013},
keywords = {Academics, Arts and humanities, Education, Higher education, PhDs, Professional development, Research, Science, Social sciences, Universities}
}Do the quality of the trials and the year of publication affect the efficacy of intervention to improve seasonal influenza vaccination among healthcare workers?: Results of a systematic review. Schmidt, S., Saulle, R., Thiene, D. D., Boccia, A., & Torre, G. L. Human Vaccines \& Immunotherapeutics, 9(2):349--361, February, 2013.
abstract bibtex
abstract bibtex
INTRODUCTION: Despite longstanding recommendations by public-health authorities vaccination coverage in health care workers worldwide are poor. The aim of this study is to conduct a systematic review of the trials conducted to increase seasonal influenza vaccination rates among health care workers. RESULTS: Ten articles met the pre-determined criteria. For all article the score calculation was performed. DISCUSSION: The combination of an educational and a promotional element appared the most effective in augmenting the influenza vaccination coverage among health care workers. But some cases, the intervention did not contribute to increasing the vaccination rates among health care workers. In any case, the quality of controlled trials plays an important role in the results obtained by carrying out a specific intervention and contributed to obtaining this debatable results. MATERIALS AND METHODS: Research was conducted using Scopus and PubMed database. We selected all clinical trials to perform the meta-analyses.
@article{ schmidt_quality_2013,
title = {Do the quality of the trials and the year of publication affect the efficacy of intervention to improve seasonal influenza vaccination among healthcare workers?: {Results} of a systematic review},
volume = {9},
issn = {2164-554X},
shorttitle = {Do the quality of the trials and the year of publication affect the efficacy of intervention to improve seasonal influenza vaccination among healthcare workers?},
abstract = {INTRODUCTION: Despite longstanding recommendations by public-health authorities vaccination coverage in health care workers worldwide are poor. The aim of this study is to conduct a systematic review of the trials conducted to increase seasonal influenza vaccination rates among health care workers.
RESULTS: Ten articles met the pre-determined criteria. For all article the score calculation was performed.
DISCUSSION: The combination of an educational and a promotional element appared the most effective in augmenting the influenza vaccination coverage among health care workers. But some cases, the intervention did not contribute to increasing the vaccination rates among health care workers. In any case, the quality of controlled trials plays an important role in the results obtained by carrying out a specific intervention and contributed to obtaining this debatable results.
MATERIALS AND METHODS: Research was conducted using Scopus and PubMed database. We selected all clinical trials to perform the meta-analyses.},
language = {eng},
number = {2},
journal = {Human Vaccines \& Immunotherapeutics},
author = {Schmidt, Silvia and Saulle, Rosella and Di Thiene, Domitilla and Boccia, Antonio and La Torre, Giuseppe},
month = {February},
year = {2013},
pmid = {23291943},
pmcid = {PMC3859758},
keywords = {Behavior Therapy, Education, Medical, Guideline Adherence, Health Personnel, Health Promotion, Humans, Influenza Vaccines, Influenza, Human, Vaccination},
pages = {349--361}
}Nursing Student Medication Errors: A Case Study Using Root Cause Analysis. Dolansky, A., Druschel, K., Helba, M., & Courtney, K. Journal of Professional Nursing, 29(2):102–108, March, 2013.
Paper doi abstract bibtex
Paper doi abstract bibtex Root cause analysis (RCA) has been used widely as a means to understand factors contributing to medication errors and to move beyond blame of an individual to identify system factors that contribute to these errors. Nursing schools respond to student medication errors seriously, and many choose to discipline the student without taking into consideration both personal and system factors. The purpose of this article is to present a case study that highlights an undergraduate nursing student medication error and the application of an RCA. The use of this method was a direct result of our nursing program implementation of the Quality and Safety Education for Nurses competencies. The RCA included a critical evaluation of the incident and a review of the literature. Factors identified were environmental, personal, unit communication and culture, and education. The process of using the RCA provided an opportunity to identify improvement strategies to prevent future errors. The use of the RCA promotes a fair and just culture in nursing education and helps nursing students and faculty identify problems and solutions both in their performance and the systems in which they work.
@article{dolansky_nursing_2013-1,
title = {Nursing {Student} {Medication} {Errors}: {A} {Case} {Study} {Using} {Root} {Cause} {Analysis}.},
volume = {29},
issn = {8755-7223},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=cin20&AN=2012088394&site=ehost-live},
doi = {10.1016/j.profnurs.2013.03.010},
abstract = {Root cause analysis (RCA) has been used widely as a means to understand factors contributing to medication errors and to move beyond blame of an individual to identify system factors that contribute to these errors. Nursing schools respond to student medication errors seriously, and many choose to discipline the student without taking into consideration both personal and system factors. The purpose of this article is to present a case study that highlights an undergraduate nursing student medication error and the application of an RCA. The use of this method was a direct result of our nursing program implementation of the Quality and Safety Education for Nurses competencies. The RCA included a critical evaluation of the incident and a review of the literature. Factors identified were environmental, personal, unit communication and culture, and education. The process of using the RCA provided an opportunity to identify improvement strategies to prevent future errors. The use of the RCA promotes a fair and just culture in nursing education and helps nursing students and faculty identify problems and solutions both in their performance and the systems in which they work.},
number = {2},
journal = {Journal of Professional Nursing},
author = {Dolansky, A., Mary and Druschel, Kalina and Helba, Maura and Courtney, Kathleen},
month = mar,
year = {2013},
keywords = {Communication, Education, Nursing, Medical-Surgical Nursing, Medication Errors, Medication Errors -- Etiology, Midwestern United States, Organizational Culture, Root Cause Analysis, Students, Nursing, Baccalaureate},
pages = {102--108},
}Child restraint use in low socio-economic areas of urban Sydney during transition to new legislation. Keay, L., Hunter, K., Brown, J., Bilston, L., E., Simpson, J., M., Stevenson, M., & Ivers, R., Q. Accident Analysis and Prevention, 50:984-991, 1, 2013.
abstract bibtex
abstract bibtex
Child restraints protect a young child against injury in crashes but best practice child restraint use is low in Australia, particularly among lower socio-economic groups. We investigated factors associated with restraint use to inform the development of education and distribution programmes to support new Australian legislation on child passengers among families in low socio-economic areas of metropolitan Sydney. We interviewed a parent or carer of 1160 children aged 2-5 years enrolled at one of 28 early childhood centres in low socio-economic areas of urban Sydney. Appropriate child restraint use was defined as a forward facing child restraint (FFCR) for 2-3 year olds and a FFCR or booster seat for children aged 4 years or more. Predictors of self-reported appropriate use were explored using logistic regression. Analysis was conducted on one child from each family in the target age range (2-5 years): 586 (51%) were male and the mean age was 3.5 (Standard Deviation 0.8) years. There were 432 (45%) families with annual income below $60,000, 248 (22%) spoke a language other than English at home and 360 (33%) had 3 or more children. Fifty-four percent of carers indicated that their 2-3 year old children travelled in a FFCR. Inappropriate use among children in this age group was more likely when the carer was <36 years (odds ratio (OR) 1.62, 95% confidence interval (CI) 1.08-2.45), in families with ???3 children (OR 1.64, 95% CI 1.10-2.44) and when the carer believed that a booster seat was just as safe as a FFCR (OR 2.98, 2.05-4.32). Eight-eight percent of carers of 4-5 year olds reported use of a booster seat or FFCR. Non-use was associated with low household income (OR 3.10, 95% CI 1.67-5.75), in families with ???3 children (OR 2.03, 95% CI 1.09-3.76) and families where a language other than English is spoken at home (OR 2.39, 95% CI 1.10-5.21). Non-English speaking families had less awareness of the new law and poorer knowledge of safety benefits of child restraints. They also had lower household incomes and more concerns about cost of child restraints and booster seats. These findings can inform development of interventions to promote best practice child restraint use, which will reach non-English speaking families in this region. They also confirm the importance of economic and logistic barriers to best practice child restraint use. ?? 2012 Elsevier Ltd.
@article{
title = {Child restraint use in low socio-economic areas of urban Sydney during transition to new legislation},
type = {article},
year = {2013},
identifiers = {[object Object]},
keywords = {Child injury,Child restraint,Education,Legislation},
pages = {984-991},
volume = {50},
month = {1},
id = {aa3dfc3c-f616-3792-bd5f-3ae2a98255b9},
created = {2016-09-13T00:48:26.000Z},
accessed = {2016-09-05},
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last_modified = {2016-09-13T05:55:53.000Z},
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starred = {false},
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confirmed = {false},
hidden = {false},
abstract = {Child restraints protect a young child against injury in crashes but best practice child restraint use is low in Australia, particularly among lower socio-economic groups. We investigated factors associated with restraint use to inform the development of education and distribution programmes to support new Australian legislation on child passengers among families in low socio-economic areas of metropolitan Sydney. We interviewed a parent or carer of 1160 children aged 2-5 years enrolled at one of 28 early childhood centres in low socio-economic areas of urban Sydney. Appropriate child restraint use was defined as a forward facing child restraint (FFCR) for 2-3 year olds and a FFCR or booster seat for children aged 4 years or more. Predictors of self-reported appropriate use were explored using logistic regression. Analysis was conducted on one child from each family in the target age range (2-5 years): 586 (51%) were male and the mean age was 3.5 (Standard Deviation 0.8) years. There were 432 (45%) families with annual income below $60,000, 248 (22%) spoke a language other than English at home and 360 (33%) had 3 or more children. Fifty-four percent of carers indicated that their 2-3 year old children travelled in a FFCR. Inappropriate use among children in this age group was more likely when the carer was <36 years (odds ratio (OR) 1.62, 95% confidence interval (CI) 1.08-2.45), in families with ???3 children (OR 1.64, 95% CI 1.10-2.44) and when the carer believed that a booster seat was just as safe as a FFCR (OR 2.98, 2.05-4.32). Eight-eight percent of carers of 4-5 year olds reported use of a booster seat or FFCR. Non-use was associated with low household income (OR 3.10, 95% CI 1.67-5.75), in families with ???3 children (OR 2.03, 95% CI 1.09-3.76) and families where a language other than English is spoken at home (OR 2.39, 95% CI 1.10-5.21). Non-English speaking families had less awareness of the new law and poorer knowledge of safety benefits of child restraints. They also had lower household incomes and more concerns about cost of child restraints and booster seats. These findings can inform development of interventions to promote best practice child restraint use, which will reach non-English speaking families in this region. They also confirm the importance of economic and logistic barriers to best practice child restraint use. ?? 2012 Elsevier Ltd.},
bibtype = {article},
author = {Keay, Lisa and Hunter, Kate and Brown, Julie and Bilston, Lynne E. and Simpson, Judy M. and Stevenson, Mark and Ivers, Rebecca Q.},
journal = {Accident Analysis and Prevention}
}ICTs and the Design of Sustainable Higher Education Teaching Models: An Environmental Assessment of Uk Courses. Caird, S., Lane, A., & Swithenby, E. In Caeiro, S., Filho, W. L., Jabbour, C., & Azeitero, U. M., editors, Sustainability Assessment Tools in Higher Education Institutions: Mapping Trends and Good Practices Around the World, pages 375–385. Springer, Cham, Suisse, 2013.
Paper abstract bibtex
Paper abstract bibtex The research involved a carbon-based environmental assessment and data analysis of 30 Higher Education (HE) courses in campus-based and distance education systems in fifteen UK institutions that were using a range of teaching models to provide teaching, learning and assessment. The increasing pervasiveness of Information and Communication Technologies (ICTs) combined with new pedagogical approaches and practices to using them, is creating innovative teaching models. There has been little research on the environmental sustainability of complex HE teaching models whether face-to-face, distance-taught (print-based), online, or blended. This raises questions about whether greater use of ICTs in HE has better or worse environmental impacts than more traditional models. To be able to compare environmental impacts across a wide range of HE courses, we developed a classification of teaching models, using lecturers’ ratings to establish the use of online, face-to-face, print-based distance, or ICT-enhanced blended teaching models. Next the environmental assessment methodology was designed to inform data gathering and analysis of the key sources of carbon impacts associated with HE courses, including: staff and student travel; purchase and use of ICT devices and educational materials; residential energy consumption; and campus site operations. This chapter examines the role of ICTs in UK-based HE teaching models and their carbon-based environmental impacts and identifies models and practices that will benefit sustainability drives in HE. © Springer International Publishing Switzerland 2013.
@incollection{caird_icts_2013,
address = {Cham, Suisse},
title = {{ICTs} and the {Design} of {Sustainable} {Higher} {Education} {Teaching} {Models}: {An} {Environmental} {Assessment} of {Uk} {Courses}},
isbn = {978-3-319-02375-5},
shorttitle = {Icts and the {Design} of {Sustainable} {Higher} {Education} {Teaching} {Models}},
url = {https://www.scopus.com/record/display.uri?origin=recordpage&eid=2-s2.0-84921018626&citeCnt=18&noHighlight=false&sort=plf-f&src=s&st1=Icts+and+the+design+of+sustainable+higher+education+teaching+models%3a+An+environmental+assessment+of+UK+courses&sid=26035ab133f3ad73602a153035fdcc00&sot=b&sdt=b&sl=125&s=TITLE-ABS-KEY%28Icts+and+the+design+of+sustainable+higher+education+teaching+models%3a+An+environmental+assessment+of+UK+courses%29&relpos=1},
abstract = {The research involved a carbon-based environmental assessment and data analysis of 30 Higher Education (HE) courses in campus-based and distance education systems in fifteen UK institutions that were using a range of teaching models to provide teaching, learning and assessment. The increasing pervasiveness of Information and Communication Technologies (ICTs) combined with new pedagogical approaches and practices to using them, is creating innovative teaching models. There has been little research on the environmental sustainability of complex HE teaching models whether face-to-face, distance-taught (print-based), online, or blended. This raises questions about whether greater use of ICTs in HE has better or worse environmental impacts than more traditional models. To be able to compare environmental impacts across a wide range of HE courses, we developed a classification of teaching models, using lecturers’ ratings to establish the use of online, face-to-face, print-based distance, or ICT-enhanced blended teaching models. Next the environmental assessment methodology was designed to inform data gathering and analysis of the key sources of carbon impacts associated with HE courses, including: staff and student travel; purchase and use of ICT devices and educational materials; residential energy consumption; and campus site operations. This chapter examines the role of ICTs in UK-based HE teaching models and their carbon-based environmental impacts and identifies models and practices that will benefit sustainability drives in HE. © Springer International Publishing Switzerland 2013.},
language = {English},
booktitle = {Sustainability {Assessment} {Tools} in {Higher} {Education} {Institutions}: {Mapping} {Trends} and {Good} {Practices} {Around} the {World}},
publisher = {Springer},
author = {Caird, S. and Lane, A. and Swithenby, E.},
editor = {Caeiro, S. and Filho, W. L. and Jabbour, C. and Azeitero, U. M.},
year = {2013},
keywords = {Carbon-based environmental assessment, Classification of teachings, Curricula, Data gathering and analysis, Digital storage, Distance education, Distance education systems, Ecodesign, Education, Education computing, Energy utilization, Environmental assessment, Environmental impact, Environmental sustainability, Greening pedagogical design with ICTs, Information and Communication Technologies, Pedagogical designs, Residential energy consumption, Sustainable development, Sustainable higher education teaching models, Teaching},
pages = {375--385},
}Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. Stewart, P. M. Ph.D. Thesis, Columbia University, United States -- New York, 2013.
Paper abstract bibtex
Paper abstract bibtex Games in science education is emerging as a popular topic of scholarly inquiry. The National Research Council recently published a report detailing a research agenda for games and science education entitled Learning Science Through Computer Games and Simulations (2011). The report recommends moving beyond typical proof-of-concept studies into more exploratory and theoretically-based work to determine how best to integrate games into K-12 classrooms for learning , as well as how scaffolds from within the game and from outside the game (from peers and teachers) support the learning of applicable science. This study uses a mixed-methods, quasi-experimental design with an 8th grade class at an independent school in southern Connecticut to answer the following questions: 1. What is the nature of the supports for science content learning provided by the game, the peer, and the teacher, when the game is used in a classroom setting? 2. How do the learning gains in the peer support condition compare to the solo play condition, both qualitatively and quantitatively? The concept-integrated physics game SURGE (Scaffolding Understanding through Redesigning Games for Education) was selected for this study, as it was developed with an ear towards specific learning theories and prior work on student understandings of impulse, force, and vectors. Stimulated recall interviews and video observations served as the primary sources and major patterns emerged through the triangulation of data sources and qualitative analysis in the software QSR NVivo 9. The first pattern which emerged indicated that scaffolding from within the game and outside the game requires a pause in game action to be effective, unless that scaffolding is directly useful to the player in the moment of action. The second major pattern indicated that both amount and type of prior gaming experience has somewhat complex effects on both the uses of supports and learning outcomes. In general, a high correlation was found between students who were more successful navigating supports from the game, the teacher, and the peer and higher gain scores from pre- to posttest. However, students with a lot of prior game experience that found the game to be easy without much assistance did not do as well from pre- to posttest as they did not need as much assistance from the game to do well and therefore missed out on important physics connections to impulse, force, and vectors. However, those students with little prior game experience did not find game scaffolds as useful and did not do as well from pre- to posttest without significant teacher and peer support to bolster or supplant the game's intended scaffolding. Implications for educators, educational game designers, and games in science education researchers are presented. It is argued that teachers must find ways to extract those scaffolds from the game which are easy to miss or require failure to activate so that all students, even those who find the game easy, are exposed to the intended learning in the game. Ideally, game designers are encouraged to find new ways to present scaffolds such that players of any ability can benefit from the connections from the game to physics.
@phdthesis{stewart_learning_2013,
address = {United States -- New York},
type = {Ph.{D}.},
title = {Learning the {Rules} of the {Game}: {The} {Nature} of {Game} and {Classroom} {Supports} {When} {Using} a {Concept}-{Integrated} {Digital} {Physics} {Game} in the {Middle} {School} {Science} {Classroom}},
copyright = {Copyright ProQuest, UMI Dissertations Publishing 2013},
shorttitle = {Learning the {Rules} of the {Game}},
url = {http://search.proquest.com/docview/1353193331/abstract/13EDB0AF624755D0C67/6?accountid=31309},
abstract = {Games in science education is emerging as a popular topic of scholarly inquiry. The National Research Council recently published a report detailing a research agenda for games and science education entitled Learning Science Through Computer Games and Simulations (2011). The report recommends moving beyond typical proof-of-concept studies into more exploratory and theoretically-based work to determine how best to integrate games into K-12 classrooms for learning , as well as how scaffolds from within the game and from outside the game (from peers and teachers) support the learning of applicable science.
This study uses a mixed-methods, quasi-experimental design with an 8th grade class at an independent school in southern Connecticut to answer the following questions: 1. What is the nature of the supports for science content learning provided by the game, the peer, and the teacher, when the game is used in a classroom setting? 2. How do the learning gains in the peer support condition compare to the solo play condition, both qualitatively and quantitatively?
The concept-integrated physics game SURGE (Scaffolding Understanding through Redesigning Games for Education) was selected for this study, as it was developed with an ear towards specific learning theories and prior work on student understandings of impulse, force, and vectors. Stimulated recall interviews and video observations served as the primary sources and major patterns emerged through the triangulation of data sources and qualitative analysis in the software QSR NVivo 9.
The first pattern which emerged indicated that scaffolding from within the game and outside the game requires a pause in game action to be effective, unless that scaffolding is directly useful to the player in the moment of action. The second major pattern indicated that both amount and type of prior gaming experience has somewhat complex effects on both the uses of supports and learning outcomes. In general, a high correlation was found between students who were more successful navigating supports from the game, the teacher, and the peer and higher gain scores from pre- to posttest. However, students with a lot of prior game experience that found the game to be easy without much assistance did not do as well from pre- to posttest as they did not need as much assistance from the game to do well and therefore missed out on important physics connections to impulse, force, and vectors. However, those students with little prior game experience did not find game scaffolds as useful and did not do as well from pre- to posttest without significant teacher and peer support to bolster or supplant the game's intended scaffolding.
Implications for educators, educational game designers, and games in science education researchers are presented. It is argued that teachers must find ways to extract those scaffolds from the game which are easy to miss or require failure to activate so that all students, even those who find the game easy, are exposed to the intended learning in the game. Ideally, game designers are encouraged to find new ways to present scaffolds such that players of any ability can benefit from the connections from the game to physics.},
language = {English},
urldate = {2013-06-24TZ},
school = {Columbia University},
author = {Stewart, Phillip Michael},
year = {2013},
keywords = {Education, Games, Middle schools, Physics games, Science classrooms}
}Twitter for teaching: Can social media be used to enhance the process of learning?. Evans, C. British Journal of Educational Technology, 45(5):902–915, 2013.
doi bibtex
doi bibtex
@article{evans_twitter_2013,
title = {Twitter for teaching: {Can} social media be used to enhance the process of learning?},
volume = {45},
issn = {0007-1013},
doi = {10.1111/bjet.12099},
number = {5},
journal = {British Journal of Educational Technology},
author = {Evans, Chris},
year = {2013},
keywords = {Education, Twitter, social media},
pages = {902--915}
}A policy at the University of Adelaide for student objections to the use of animals in teaching. Whittaker, L, A., Anderson, & I, G. Journal of veterinary medical education, 40(1):52--57, 2013.
doi abstract bibtex
doi abstract bibtex
In veterinary medical education, the use of animals or cadaveric tissue as a component of teaching practice is common. Teachers are required, during the process of ethical review, to apply the 3 Rs principle (replacement, refinement, reduction) whenever they consider using animals during a teaching exercise. This often involves use of replacement strategies, such as utilization of video footage or simulation-based training. However, aside from legislative or ethical requirements imposed by a country's regulatory framework on the institution, students are often the key advocates for using alternative teaching practices that do not make use of animals. This has prompted many institutions with veterinary and other life sciences teaching programs to develop student-conscientious objection policies to the use of animals in teaching. In this article, we discuss the procedures implemented to make provision for student-conscientious objectors at a new Australian Veterinary School, at the University of Adelaide. We also describe the processes to provide information to students and faculty on this issue and to facilitate information gathering on alternatives.
@article{ whittaker_policy_2013,
title = {A policy at the University of Adelaide for student objections to the use of animals in teaching},
volume = {40},
issn = {0748-321X},
doi = {10.3138/jvme.0411.045R1},
abstract = {In veterinary medical education, the use of animals or cadaveric tissue as a component of teaching practice is common. Teachers are required, during the process of ethical review, to apply the 3 Rs principle (replacement, refinement, reduction) whenever they consider using animals during a teaching exercise. This often involves use of replacement strategies, such as utilization of video footage or simulation-based training. However, aside from legislative or ethical requirements imposed by a country's regulatory framework on the institution, students are often the key advocates for using alternative teaching practices that do not make use of animals. This has prompted many institutions with veterinary and other life sciences teaching programs to develop student-conscientious objection policies to the use of animals in teaching. In this article, we discuss the procedures implemented to make provision for student-conscientious objectors at a new Australian Veterinary School, at the University of Adelaide. We also describe the processes to provide information to students and faculty on this issue and to facilitate information gathering on alternatives.},
language = {eng},
number = {1},
journal = {Journal of veterinary medical education},
author = {Whittaker, Alexandra L and Anderson, Gail I},
year = {2013},
pmid = {23475412},
keywords = {Animal Use Alternatives, Animal Welfare, Australia, Education, Veterinary, Guidelines as Topic, Schools, Veterinary, South Australia, Students, Health Occupations},
pages = {52--57}
}2012 (5)
"Ceaselessly circling the centre": Historical contextualization of indigenous education within Australia. Herbert, J. History of Education Review, 41(2):91–103, 2012.
doi abstract bibtex
doi abstract bibtex
Purpose ‐ The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery in this country has been used to position the nation's "first peoples" within a context of centre/periphery thinking. Design/methodology/approach ‐ The paper established an overview of the educational service provision for indigenous Australians through a review of archival materials, historical texts and education reports. This information was then aligned with the data gathered through face-to-face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous experience. Findings ‐ The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of lens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value ‐ This paper provides an historical overview of indigenous Australian education that, in clarifying some of the connections and ruptures between "centre and periphery", provides valuable insights into the full diversity of the indigenous historical experience in Australian education.
@article{herbert_ceaselessly_2012,
title = {"{Ceaselessly} circling the centre": {Historical} contextualization of indigenous education within {Australia}},
volume = {41},
shorttitle = {"{Ceaselessly} circling the centre"},
doi = {10.1108/08198691311269484},
abstract = {Purpose ‐ The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery
in this country has been used to position the nation's "first peoples" within a context of centre/periphery thinking. Design/methodology/approach ‐ The paper established an overview of the educational service provision for indigenous Australians through a review of
archival materials, historical texts and education reports. This information was then aligned with the data gathered through face-to-face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous
experience. Findings ‐ The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of
lens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value ‐ This paper provides an historical overview of indigenous Australian
education that, in clarifying some of the connections and ruptures between "centre and periphery", provides valuable insights into the full diversity of the indigenous historical experience in Australian education.},
number = {2},
journal = {History of Education Review},
author = {Herbert, Jeannie},
year = {2012},
keywords = {Australian aboriginals, Education, Empowerment, History, Indigenous studies},
pages = {91--103},
}Policy Style and Governing without Consensus: Devolution and Education Policy in Northern Ireland. Birrell, D. & Heenan, D. Social Policy & Administration, 2012.
Paper doi abstract bibtex
Paper doi abstract bibtex Devolved government was established in Northern Ireland in 1999 at the same time as Scotland and Wales with a varying range of powers, particularly over the major areas of social policy including education. Devolution in Northern Ireland was set up on the basis of statutory power-sharing in the core executive with a number of mechanisms to promote involvement by all sections of the community through their political representatives. This marked a departure from the traditional majoritarian and hierarchical model of UK government. The operation of devolved government in Northern Ireland requires a consensus on major policy items requiring legislation. The main aim of the article is to assess whether or not there is a devolved policy style in Northern Ireland and to compare this policy style with the findings of similar analysis in Scotland and Wales. Consideration is then given to the impact of both the distinctive policy processes which reflect the consociational nature of the Good Friday Agreement and wider social, political and administrative factors. Decision-making on education policy is a totally devolved function and thus serves as an important example of autonomous policy formulation and policy-making. The three main topics of current policy debate in education are selected for analysis to determine the nature of the decision-making process and the existence of a distinct devolved policy style.
@article{birrell_policy_2012,
title = {Policy {Style} and {Governing} without {Consensus}: {Devolution} and {Education} {Policy} in {Northern} {Ireland}},
copyright = {© 2012 Blackwell Publishing Ltd},
issn = {1467-9515},
shorttitle = {Policy {Style} and {Governing} without {Consensus}},
url = {http://onlinelibrary.wiley.com/doi/10.1111/spol.12000/abstract},
doi = {10.1111/spol.12000},
abstract = {Devolved government was established in Northern Ireland in 1999 at the same time as Scotland and Wales with a varying range of powers, particularly over the major areas of social policy including education. Devolution in Northern Ireland was set up on the basis of statutory power-sharing in the core executive with a number of mechanisms to promote involvement by all sections of the community through their political representatives. This marked a departure from the traditional majoritarian and hierarchical model of UK government. The operation of devolved government in Northern Ireland requires a consensus on major policy items requiring legislation. The main aim of the article is to assess whether or not there is a devolved policy style in Northern Ireland and to compare this policy style with the findings of similar analysis in Scotland and Wales. Consideration is then given to the impact of both the distinctive policy processes which reflect the consociational nature of the Good Friday Agreement and wider social, political and administrative factors. Decision-making on education policy is a totally devolved function and thus serves as an important example of autonomous policy formulation and policy-making. The three main topics of current policy debate in education are selected for analysis to determine the nature of the decision-making process and the existence of a distinct devolved policy style.},
language = {en},
urldate = {2012-10-16},
journal = {Social Policy \& Administration},
author = {Birrell, Derek and Heenan, Deirdre},
year = {2012},
keywords = {consensus, Consociational, Devolution, Education, Policy Style},
pages = {n/a--n/a},
file = {Snapshot:files/38099/Birrell and Heenan - 2013 - Policy Style and Governing without Consensus Devo.html:text/html;spol12000.pdf:files/37130/spol12000.pdf:application/pdf}
}Teacher preparation for distinctive evangelical schools. Stoner, T. S. Ph.D. Thesis, Boston University, United States – Massachusetts, 2012.
Paper abstract bibtex
Paper abstract bibtex In the current atmosphere of expanding school choice, evangelical Christian schools provide a distinctive alternative consistent with deeply held beliefs of what is required for human flourishing, and represent a significant resource for parents seeking education based on a perspective diverging from those promoted by popular culture and public schools. However, current research reveals a pervasive gap between the ideal of a school integrating Christian faith with academic instruction and the actual practice found in most evangelical Christian schools. One key to closing the gap is specialized teacher preparation. Using a conceptual model of the characteristics of distinctive schools, this research identifies beliefs, knowledge, skills and characteristics that teachers should possess in order to promote distinctive evangelical schools. The dissertation reviews literature on the philosophy of evangelical Christian schooling and conceptual models for the integration of faith in learning, and contrasts the teacher-training model for evangelical schools with that for Montessori and Waldorf schools. Surveys of education professors at evangelical Christian colleges, administrators of Christian schools, and teachers currently working in Christian schools provide extensive evidence on prevailing beliefs about the characteristics of successful teachers for such schools. Interviews with faculty of colleges in different evangelical traditions document how they provide pre-service teachers with specialized training to work in Christian schools. The research found a striking lack of alignment between the major stakeholder groups with regard to teacher preparation for evangelical schooling and a series of bad ideas and practices that further undermine evangelical schooling, including a tendency to neglect the study of the truth of general revelation and a distorted hermeneutic that views the Bible as a textbook for the academic disciplines. These factors contribute to widespread confusion concerning the academic mission of evangelical Christian schooling and limit the ability of Christian-school students to engage the culture in the various academic disciplines with a cohesive and defensible faith. The conclusions include specific recommendations for the professional associations, education professors, administrators, and teachers to promote teacher preparation for distinctive evangelical schools.
@phdthesis{stoner_teacher_2012,
address = {United States -- Massachusetts},
type = {Ed.{D}.},
title = {Teacher preparation for distinctive evangelical schools.},
copyright = {Copyright ProQuest, UMI Dissertations Publishing 2012},
url = {http://search.proquest.com.ezproxy.wheaton.edu/pqdtft/docview/1035164899/14275AC650F4D4497C6/6?accountid=15021},
abstract = {In the current atmosphere of expanding school choice, evangelical Christian schools provide a distinctive alternative consistent with deeply held beliefs of what is required for human flourishing, and represent a significant resource for parents seeking education based on a perspective diverging from those promoted by popular culture and public schools. However, current research reveals a pervasive gap between the ideal of a school integrating Christian faith with academic instruction and the actual practice found in most evangelical Christian schools. One key to closing the gap is specialized teacher preparation. Using a conceptual model of the characteristics of distinctive schools, this research identifies beliefs, knowledge, skills and characteristics that teachers should possess in order to promote distinctive evangelical schools.
The dissertation reviews literature on the philosophy of evangelical Christian schooling and conceptual models for the integration of faith in learning, and contrasts the teacher-training model for evangelical schools with that for Montessori and Waldorf schools. Surveys of education professors at evangelical Christian colleges, administrators of Christian schools, and teachers currently working in Christian schools provide extensive evidence on prevailing beliefs about the characteristics of successful teachers for such schools. Interviews with faculty of colleges in different evangelical traditions document how they provide pre-service teachers with specialized training to work in Christian schools.
The research found a striking lack of alignment between the major stakeholder groups with regard to teacher preparation for evangelical schooling and a series of bad ideas and practices that further undermine evangelical schooling, including a tendency to neglect the study of the truth of general revelation and a distorted hermeneutic that views the Bible as a textbook for the academic disciplines. These factors contribute to widespread confusion concerning the academic mission of evangelical Christian schooling and limit the ability of Christian-school students to engage the culture in the various academic disciplines with a cohesive and defensible faith.
The conclusions include specific recommendations for the professional associations, education professors, administrators, and teachers to promote teacher preparation for distinctive evangelical schools.},
language = {English},
urldate = {2013-12-20TZ},
school = {Boston University},
author = {Stoner, Thomas Stephen},
year = {2012},
keywords = {Cultural engagement, Education, Evangelical schools, FLcritique, FLfaculty, FLpraxis, Integration of faith in learning, Teacher preparation, Worldview, philosophy, religion and theology}
}The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Junco, R. Computers & Education, 58(1):162–171, 2012.
doi bibtex
doi bibtex
@article{junco_relationship_2012,
title = {The relationship between frequency of {Facebook} use, participation in {Facebook} activities, and student engagement},
volume = {58},
issn = {0360-1315},
doi = {10.1016/j.compedu.2011.08.004},
number = {1},
journal = {Computers \& Education},
author = {Junco, Reynol},
year = {2012},
keywords = {Education, General Computer Science, engagement, facebook, social media, student participation},
pages = {162--171}
}Building institutional capacity for diversity and inclusion in academic medicine. Smith, D. G Academic Medicine, 87(11):1511–5, November, 2012.
Paper doi abstract bibtex
Paper doi abstract bibtex Today, most agree that the health care system in the United States is in need of reform and that existing health disparities have huge implications for both that system and society as a whole. As a result, academic medicine has come to play a central role in addressing health disparities in a pluralistic society. Today, diversity is no longer a projection; it is a reality. Yet, most diversity efforts continue to run parallel to core institutional processes, rather than as part of the mission of the institution. Researchers agree that, to promote a healthy and vital society, leaders in academic medicine must create institutions that can serve diverse populations. To do so, they must first increase their institutional capacity for diversity. This article outlines the next generation of work on diversity and inclusion, drawing on a broad body of research and practice to identify some of the key elements for building the kind of institutional capacity necessary for sustained change in academic medicine, including a deeper engagement of mission, one that considers diversity as core to excellence; an inclusive and differentiated understanding of diversity institutionally; alignment and intentionality with respect to key institutional elements; key metrics associated with success and a serious process to monitor progress; and the identification of diverse talent for leadership at all levels.
@article{smith_building_2012,
title = {Building institutional capacity for diversity and inclusion in academic medicine},
volume = {87},
issn = {1938-808X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/23018326},
doi = {10.1097/ACM.0b013e31826d30d5},
abstract = {Today, most agree that the health care system in the United States is in need of reform and that existing health disparities have huge implications for both that system and society as a whole. As a result, academic medicine has come to play a central role in addressing health disparities in a pluralistic society. Today, diversity is no longer a projection; it is a reality. Yet, most diversity efforts continue to run parallel to core institutional processes, rather than as part of the mission of the institution. Researchers agree that, to promote a healthy and vital society, leaders in academic medicine must create institutions that can serve diverse populations. To do so, they must first increase their institutional capacity for diversity. This article outlines the next generation of work on diversity and inclusion, drawing on a broad body of research and practice to identify some of the key elements for building the kind of institutional capacity necessary for sustained change in academic medicine, including a deeper engagement of mission, one that considers diversity as core to excellence; an inclusive and differentiated understanding of diversity institutionally; alignment and intentionality with respect to key institutional elements; key metrics associated with success and a serious process to monitor progress; and the identification of diverse talent for leadership at all levels.},
number = {11},
journal = {Academic Medicine},
author = {Smith, Daryl G},
month = nov,
year = {2012},
pmid = {23018326},
keywords = {Capacity Building, Capacity Building: organization \& administration, Cultural Competency, Cultural Competency: organization \& administration, Cultural Diversity, Curriculum, Education, Faculty, Health Care Reform, Health Care Reform: organization \& administration, Healthcare Disparities, Humans, Leadership, Medical: organization \& administration, Organizational Culture, Organizational Objectives, Organizational Policy, Patient-Centered Care, Patient-Centered Care: organization \& administrati, Policy Making, Research Report, Schools, Social Change, United States, career choice, medical},
pages = {1511--5},
}2011 (7)
Do Different Hint Techniques Embedded in a Digital Game-Based Learning Tool have an effect on students ’ behavior ?. Hjert-bernardi, K., Hernández-leo, D., Melero, J., & Blat, J. In Workshop Ambient Games on International Joint Conference on Ambient Intelligence, 2011.
Paper bibtex
Paper bibtex @inProceedings{
id = {a6b630ec-5c73-3f94-95b6-8a2d0b39d6a3},
title = {Do Different Hint Techniques Embedded in a Digital Game-Based Learning Tool have an effect on students ’ behavior ?},
type = {inProceedings},
year = {2011},
keywords = {computer interaction,digital game based learning,education,human,learn to play and,mental thinking,periodic table of,play to learn},
created = {2013-03-26T11:06:32.000Z},
file_attached = {true},
profile_id = {e7747f90-d244-30f0-8ab8-040e1ce7fcca},
group_id = {eb547711-a9bc-34f4-87c4-f439162c9d1c},
last_modified = {2014-10-22T17:07:45.000Z},
read = {true},
starred = {false},
authored = {false},
confirmed = {false},
hidden = {false},
bibtype = {inProceedings},
author = {Hjert-bernardi, Kiira and Hernández-leo, Davinia and Melero, Javier and Blat, Josep},
booktitle = {Workshop Ambient Games on International Joint Conference on Ambient Intelligence}
}Social Skills Success for Students With Autism / Asperger's: Helping Adolescents on the Spectrum to Fit In. Fred Frankel & Jeffrey J. Wood John Wiley & Sons, October, 2011. C:/Users/sstra/Foreningen Talerør/Autismepodden - Dokumenter/Calibre/Fred Frankel/Social Skills Success for Students (256)/Social Skills Success for Stude - Fred Frankel.pdf
bibtex
bibtex
@book{fred_frankel_social_2011,
title = {Social {Skills} {Success} for {Students} {With} {Autism} / {Asperger}'s: {Helping} {Adolescents} on the {Spectrum} to {Fit} {In}},
isbn = {978-1-118-10861-1},
language = {eng},
publisher = {John Wiley \& Sons},
author = {{Fred Frankel} and {Jeffrey J. Wood}},
month = oct,
year = {2011},
note = {C:/Users/sstra/Foreningen Talerør/Autismepodden - Dokumenter/Calibre/Fred Frankel/Social Skills Success for Students (256)/Social Skills Success for Stude - Fred Frankel.pdf},
keywords = {Education, General, Special Education},
}Defining the ideal qualities of mentorship: a qualitative analysis of the characteristics of outstanding mentors. Cho, C. S., Ramanan, R. A., & Feldman, M. D. The American Journal of Medicine, 124(5):453–458, May, 2011.
doi abstract bibtex
doi abstract bibtex
OBJECTIVE: The study's objective was to identify the important qualities of outstanding mentors as described by their mentees' letters of nomination for a prestigious lifetime achievement award in mentorship. METHODS: The Lifetime Achievement in Mentorship Award at the University of California, San Francisco, recognizes a faculty member who has demonstrated sustained mentoring excellence in the academic health sciences. Recommendation letters in support of the top 10 nominees in 2008 (n=53 letters) were analyzed using grounded theory and constant comparative technique until thematic saturation was achieved. RESULTS: In 2008, 29 faculty members (of\textgreater1000 eligible senior faculty) were nominated. Nominees were 53 to 78 years old, and 30% were women. The nominees represented 4 schools (Medicine, Nursing, Pharmacy and Dentistry) and 22 departments/divisions. Five themes emerged from the analysis. Outstanding mentors: 1) exhibit admirable personal qualitites, including enthusiasm, compassion, and selflessness; 2) act as a career guide, offering a vision but purposefully tailoring support to each mentee; 3) make strong time commitments with regular, frequent, and high-quality meetings; 4) support personal/professional balance; and 5) leave a legacy of how to be a good mentor through role modeling and instituting policies that set global expectations and standards for mentorship. CONCLUSION: This is the first study to describe the qualities of admired mentors by analyzing nomination letters for a prestigious mentoring award. Our results give new insight into how mentors foster the careers of junior faculty in the academic health sciences. The results can guide academic leaders on how to train and evaluate mentors.
@article{cho_defining_2011,
title = {Defining the ideal qualities of mentorship: a qualitative analysis of the characteristics of outstanding mentors},
volume = {124},
issn = {1555-7162},
shorttitle = {Defining the ideal qualities of mentorship},
doi = {10.1016/j.amjmed.2010.12.007},
abstract = {OBJECTIVE: The study's objective was to identify the important qualities of outstanding mentors as described by their mentees' letters of nomination for a prestigious lifetime achievement award in mentorship.
METHODS: The Lifetime Achievement in Mentorship Award at the University of California, San Francisco, recognizes a faculty member who has demonstrated sustained mentoring excellence in the academic health sciences. Recommendation letters in support of the top 10 nominees in 2008 (n=53 letters) were analyzed using grounded theory and constant comparative technique until thematic saturation was achieved.
RESULTS: In 2008, 29 faculty members (of{\textgreater}1000 eligible senior faculty) were nominated. Nominees were 53 to 78 years old, and 30\% were women. The nominees represented 4 schools (Medicine, Nursing, Pharmacy and Dentistry) and 22 departments/divisions. Five themes emerged from the analysis. Outstanding mentors: 1) exhibit admirable personal qualitites, including enthusiasm, compassion, and selflessness; 2) act as a career guide, offering a vision but purposefully tailoring support to each mentee; 3) make strong time commitments with regular, frequent, and high-quality meetings; 4) support personal/professional balance; and 5) leave a legacy of how to be a good mentor through role modeling and instituting policies that set global expectations and standards for mentorship.
CONCLUSION: This is the first study to describe the qualities of admired mentors by analyzing nomination letters for a prestigious mentoring award. Our results give new insight into how mentors foster the careers of junior faculty in the academic health sciences. The results can guide academic leaders on how to train and evaluate mentors.},
language = {eng},
number = {5},
journal = {The American Journal of Medicine},
author = {Cho, Christine S. and Ramanan, Radhika A. and Feldman, Mitchell D.},
month = may,
year = {2011},
pmid = {21531235},
keywords = {Academic medical centers, Adult, Awards and Prizes, Career Choice, Character, Education, Medical, Empathy, Female, Humans, Intelligence, Interprofessional Relations, Male, Mentors, Middle Aged, Physician's Role, Program development, leadership},
pages = {453--458},
}The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance. von Stumm, S., Hell, B., & Chamorro-Premuzic, T. Perspectives on Psychological Science, 6(6):574–588, November, 2011.
Paper doi abstract bibtex
Paper doi abstract bibtex Over the past century, academic performance has become the gatekeeper to institutions of higher education, shaping career paths and individual life trajectories. Accordingly, much psychological research has focused on identifying predictors of academic performance, with intelligence and effort emerging as core determinants. In this article, we propose expanding on the traditional set of predictors by adding a third agency: intellectual curiosity. A series of path models based on a meta-analytically derived correlation matrix showed that (a) intelligence is the single most powerful predictor of academic performance; (b) the effects of intelligence on academic performance are not mediated by personality traits; (c) intelligence, Conscientiousness (as marker of effort), and Typical Intellectual Engagement (as marker of intellectual curiosity) are direct, correlated predictors of academic performance; and (d) the additive predictive effect of the personality traits of intellectual curiosity and effort rival that the influence of intelligence. Our results highlight that a “hungry mind” is a core determinant of individual differences in academic achievement.
@article{von_stumm_hungry_2011,
title = {The {Hungry} {Mind}: {Intellectual} {Curiosity} {Is} the {Third} {Pillar} of {Academic} {Performance}},
volume = {6},
issn = {1745-6916},
shorttitle = {The {Hungry} {Mind}},
url = {https://doi.org/10.1177/1745691611421204},
doi = {10.1177/1745691611421204},
abstract = {Over the past century, academic performance has become the gatekeeper to institutions of higher education, shaping career paths and individual life trajectories. Accordingly, much psychological research has focused on identifying predictors of academic performance, with intelligence and effort emerging as core determinants. In this article, we propose expanding on the traditional set of predictors by adding a third agency: intellectual curiosity. A series of path models based on a meta-analytically derived correlation matrix showed that (a) intelligence is the single most powerful predictor of academic performance; (b) the effects of intelligence on academic performance are not mediated by personality traits; (c) intelligence, Conscientiousness (as marker of effort), and Typical Intellectual Engagement (as marker of intellectual curiosity) are direct, correlated predictors of academic performance; and (d) the additive predictive effect of the personality traits of intellectual curiosity and effort rival that the influence of intelligence. Our results highlight that a “hungry mind” is a core determinant of individual differences in academic achievement.},
language = {en},
number = {6},
urldate = {2018-06-08},
journal = {Perspectives on Psychological Science},
author = {von Stumm, Sophie and Hell, Benedikt and Chamorro-Premuzic, Tomas},
month = nov,
year = {2011},
keywords = {Education, Rik's teaching portfolio},
pages = {574--588},
}The questionable promise of social media for education: connective learning and the commercial imperative. Friesen, N. & Lowe, S. Journal of Computer Assisted Learning, 28(3):183–194, 2011.
doi bibtex
doi bibtex
@article{friesen_questionable_2011,
title = {The questionable promise of social media for education: connective learning and the commercial imperative},
volume = {28},
issn = {0266-4909},
doi = {10.1111/j.1365-2729.2011.00426.x},
number = {3},
journal = {Journal of Computer Assisted Learning},
author = {Friesen, N. and Lowe, S.},
year = {2011},
keywords = {Computer Science Applications, Education, social media},
pages = {183--194}
}A Mind Apart: Understanding Children With Autism and Asperger Syndrome. Peter Szatmari Guilford Press, July, 2011. C:/Users/sstra/Foreningen Talerør/Autismepodden - Dokumenter/Calibre/Peter Szatmari/A Mind Apart_ Understanding Childre (184)/A Mind Apart_ Understanding Chi - Peter Szatmari.pdf
bibtex
bibtex
@book{peter_szatmari_mind_2011,
title = {A {Mind} {Apart}: {Understanding} {Children} {With} {Autism} and {Asperger} {Syndrome}},
isbn = {978-1-60918-935-8},
language = {eng},
publisher = {Guilford Press},
author = {{Peter Szatmari}},
month = jul,
year = {2011},
note = {C:/Users/sstra/Foreningen Talerør/Autismepodden - Dokumenter/Calibre/Peter Szatmari/A Mind Apart\_ Understanding Childre (184)/A Mind Apart\_ Understanding Chi - Peter Szatmari.pdf},
keywords = {Autism Spectrum Disorders, Children With Special Needs, Education, Family \& Relationships, General, Medical, Mental Health, Psychology, Psychopathology, Social Science, Social Work, Special Education},
}In our own voices: An exploratory study of psychiatric chaplaincy as a component of health care chaplaincy. Gottlieb, J. G. Ph.D. Thesis, Teachers College, Columbia University, United States -- New York, 2011. 00000
Paper abstract bibtex
Paper abstract bibtex The purpose of this qualitative research study was to explore and describe the role and experience of professional chaplains and chaplain trainees working with psychiatric inpatients. Ten chaplains were interviewed using a semi-structured interview that addressed the challenges and stressors of working with a psychiatrically ill population. A demographic questionnaire included questions about participants' training in ministry and clinical pastoral education. The role of the chaplain in psychiatry generated four themes: (a) a listening and non-judgmental presence; (b) providing spiritual support, finding meaning, and accessing spiritual resources; (c) helping patients distinguish what is real and not real; and (d) being a provider who is a treatment team and non-treatment team member. Five themes were generated in the area of stressors of chaplains and trainees: (a) managing relationships; (b) intensity of clinical pastoral education; (c) competencies; (d) role management; and (e) self/personal issues. Coping strategies themes included: (a) personal self-care; and (b) built-in supports of the clinical pastoral education program. These strategies are discussed in the context of the Transactional Model of Stress and Coping. The study concludes with implications and recommendations for further study. Psychiatric patients are not immune to the spiritual crisis often seen in patients hospitalized for other medical illnesses. Chaplains are in a unique position to contribute to the quality of care for psychiatric patients, their families, and health care providers attending to them.
@phdthesis{gottlieb_our_2011,
address = {United States -- New York},
type = {Ed.{D}.},
title = {In our own voices: {An} exploratory study of psychiatric chaplaincy as a component of health care chaplaincy},
copyright = {Copyright ProQuest, UMI Dissertations Publishing 2011},
shorttitle = {In our own voices},
url = {http://search.proquest.com/docview/861319054/E7C93BCA26784BBDPQ/3?accountid=28920},
abstract = {The purpose of this qualitative research study was to explore and describe the role and experience of professional chaplains and chaplain trainees working with psychiatric inpatients. Ten chaplains were interviewed using a semi-structured interview that addressed the challenges and stressors of working with a psychiatrically ill population. A demographic questionnaire included questions about participants' training in ministry and clinical pastoral education.
The role of the chaplain in psychiatry generated four themes: (a) a listening and non-judgmental presence; (b) providing spiritual support, finding meaning, and accessing spiritual resources; (c) helping patients distinguish what is real and not real; and (d) being a provider who is a treatment team and non-treatment team member. Five themes were generated in the area of stressors of chaplains and trainees: (a) managing relationships; (b) intensity of clinical pastoral education; (c) competencies; (d) role management; and (e) self/personal issues. Coping strategies themes included: (a) personal self-care; and (b) built-in supports of the clinical pastoral education program. These strategies are discussed in the context of the Transactional Model of Stress and Coping. The study concludes with implications and recommendations for further study.
Psychiatric patients are not immune to the spiritual crisis often seen in patients hospitalized for other medical illnesses. Chaplains are in a unique position to contribute to the quality of care for psychiatric patients, their families, and health care providers attending to them.},
language = {English},
urldate = {2015-06-09TZ},
school = {Teachers College, Columbia University},
author = {Gottlieb, Joyce Gail},
year = {2011},
note = {00000},
keywords = {Chaplains, Clinical pastoral education, Education, Health care chaplains, Hospital chaplains, Pastoral care, Philosophy, Spiritual care, religion and theology}
}2010 (4)
The liberal education of students of faith. Gaede, S. D., Wolfe, A., Astin, H. S., Astin, A. W., & Hoeckley, C. 2010.
abstract bibtex
abstract bibtex
Lectures delivered at the ninth annual Conversation on theLiberal Arts (February 26-27, 2010) --Westmont College website
@unpublished{gaede_liberal_2010,
address = {Santa Barbara, Calif},
title = {The liberal education of students of faith},
abstract = {Lectures delivered at the ninth annual Conversation on theLiberal Arts (February 26-27, 2010) --Westmont College website},
author = {Gaede, S. D. and Wolfe, Alan and Astin, Helen S. and Astin, Alexander W. and Hoeckley, Christian},
collaborator = {{Institute for the Liberal Arts (Santa Barbara, Calif.)} and {Gaede Institute for the Liberal Arts at Westmont}},
year = {2010},
keywords = {COLLEGE students, Christian universities and colleges, Education, Higher, Education, Humanistic, RELIGIOUS life, Religious aspects, UNITED States}
}Enhancing remote sensing education with GeoBrain cyberinfrastructure. Di, L. & Deng, M. In 2010 IEEE International Geoscience and Remote Sensing Symposium, pages 98–101, July, 2010.
doi abstract bibtex
doi abstract bibtex
Modern geoscience and remote sensing (RS) are increasingly data-intensive. Cyberinfrastructure (CI) plays an essential role in data-intensive geoscience and RS research and education. GeoBrain is one of NASA's significant investments in CI for facilitating data-intensive Earth science (ES) and RS research and education. The GeoBrain CI, which makes large data and computing resources interoperable and sharable over the Web by adopting and developing the latest Web service, geospatial interoperability and related information technologies, provides an innovative approach to data-intensive geospatial computing. This paper addresses the GeoBrain solution to major issues in data-intensive ES/RS education and illustrates how use of GeoBrain could greatly enhance ES/RS education.
@inproceedings{di_enhancing_2010,
title = {Enhancing remote sensing education with {GeoBrain} cyberinfrastructure},
doi = {10.1109/IGARSS.2010.5650462},
abstract = {Modern geoscience and remote sensing (RS) are increasingly data-intensive. Cyberinfrastructure (CI) plays an essential role in data-intensive geoscience and RS research and education. GeoBrain is one of NASA's significant investments in CI for facilitating data-intensive Earth science (ES) and RS research and education. The GeoBrain CI, which makes large data and computing resources interoperable and sharable over the Web by adopting and developing the latest Web service, geospatial interoperability and related information technologies, provides an innovative approach to data-intensive geospatial computing. This paper addresses the GeoBrain solution to major issues in data-intensive ES/RS education and illustrates how use of GeoBrain could greatly enhance ES/RS education.},
booktitle = {2010 {IEEE} {International} {Geoscience} and {Remote} {Sensing} {Symposium}},
author = {Di, L. and Deng, M.},
month = jul,
year = {2010},
keywords = {computer aided instruction, cyber-infrastructure, data-intensive, data-intensive geoscience, data-intensive geospatial computing, Distributed databases, Earth, Earth science, education, Education, ES education, GeoBrain CI, GeoBrain cyberinfrastructure, geophysics computing, geoscience, Geoscience, geospatial, Geospatial analysis, geospatial interoperability, information technology, interoperability, open systems, Portals, remote sensing, Remote sensing, remote sensing education, RS education, RS research, Web service, Web services},
pages = {98--101},
file = {IEEE Xplore Abstract Record:/Volumes/mini-disk1/Google Drive/_lib/zotero/storage/AQZLWRQX/5650462.html:text/html;IEEE Xplore Full Text PDF:/Volumes/mini-disk1/Google Drive/_lib/zotero/storage/TSTALJ9B/Di and Deng - 2010 - Enhancing remote sensing education with GeoBrain c.pdf:application/pdf}
}11 Strategies for Getting Students to Read What’s Assigned. Technical Report Magma Publication, 2010.
Paper abstract bibtex
Paper abstract bibtex Getting students to take their reading assignments seriously is a constant battle. Even syllabus language just short of death threats, firmly stated admonitions regularly delivered in class, and the unannounced pop quiz slapped on desks when nobody answers questions about the reading don’t necessarily change student behaviors or attitudes. Despite the correlation between reading and course success, many students remain committed to trying to get by without doing the reading, or only doing it very superficially, or only doing it just prior to exam dates. In return, some exasperated instructors fall into the trap of using valuable class time to summarize key points of the readings. It’s not a new problem, and clearly we can’t simply bemoan the fact that students don’t read. Furthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter summaries — has failed to solve the problem. The better solution involves designing courses so that students can’t do well without reading, and creating assignments that require students to do more than just passively read. Featuring 11 articles from The Teaching Professor , this special report was created to give faculty new ways of attacking an age-old problem. Articles in the report include: • Enhancing Students’ Readiness to Learn • What Textbook Reading Teaches Students • Helping Students Use Their Textbooks More Effectively • Text Highlighting: Helping Students Understand What They Read • When Students Don’t Do the Reading • Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning Whether your students struggle with the material or simply lack the motivation to read what’s assigned, this report will help ensure your students read and understand their assignments.
@techreport{weimer_11_2010,
title = {11 {Strategies} for {Getting} {Students} to {Read} {What}’s {Assigned}},
url = {https://www.canadacollege.edu/inside/CIETL/getting_students_to_read.pdf},
abstract = {Getting students to take their reading assignments seriously is a constant battle. Even syllabus
language just short of death threats, firmly stated admonitions regularly delivered in class, and
the unannounced pop quiz slapped on desks when nobody answers questions about the
reading don’t necessarily change student behaviors or attitudes.
Despite the correlation between reading and course success, many students remain committed
to trying to get by without doing the reading, or only doing it very superficially, or only doing
it just prior to exam dates. In return, some exasperated instructors fall into the trap of using
valuable class time to summarize key points of the readings.
It’s not a new problem, and clearly we can’t simply bemoan the fact that students don’t read.
Furthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter
summaries — has failed to solve the problem. The better solution involves designing courses
so that students can’t do well without reading, and creating assignments that require students
to do more than just passively read.
Featuring 11 articles from
The Teaching Professor
, this special report was created to give faculty
new ways of attacking an age-old problem. Articles in the report include:
• Enhancing Students’ Readiness to Learn
• What Textbook Reading Teaches Students
• Helping Students Use Their Textbooks More Effectively
• Text Highlighting: Helping Students Understand What They Read
• When Students Don’t Do the Reading
• Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning
Whether your students struggle with the material or simply lack the motivation to read what’s
assigned, this report will help ensure your students read and understand their assignments.},
language = {English},
institution = {Magma Publication},
collaborator = {Weimer, Maryellen},
year = {2010},
keywords = {available: online, costs: free, education}
}Muslim women and medical students in the clinical encounter. McLean, M., Ahbabi, S. A., Ameri, M. A., Mansoori, M. A., Yahyaei, F. A., & Bernsen, R. Medical education, 44(3):306--315, March, 2010.
doi abstract bibtex
doi abstract bibtex
CONTEXT: Increasingly, male medical students report being refused by female patients, particularly in obstetrics and gynaecology, which is impacting on recruitment into the discipline. However, little has been documented in terms of Muslim patients and medical students in the clinical consultation. METHODS: Female Emirati nationals (n = 218) attending out-patient clinics at a public hospital in Al Ain, United Arab Emirates (UAE), were interviewed by medical students. Participants were provided with four hypothetical clinical scenarios (three personal, one concerning a pre-pubertal child) and asked whether they would allow male and female students to be present at a consultation, take a history or perform an examination. They were also canvassed about their past experiences with medical students and their social responsibility to contribute towards the training of Emirati doctors. RESULTS: Significant differences were recorded in terms of female versus male student involvement for all activities (P \textless 0.05-0.0005). For gynaecological and abdominal problems, patients would generally refuse male students. More than 50% of interviewees would not allow a male student to examine their face. Students of either gender could, however, examine their 8-year-old child. Although 47% of the women had had previous clinical encounters with students, in only 58% of consultations had the attending doctor asked their permission. Despite this, the women had generally felt comfortable, although satisfaction decreased with increasing age (P = 0.088). Almost 90% of the women believed that Emiratis had a social responsibility to contribute towards the training of Emirati doctors, but this decreased with increasing income (P = 0.004). CONCLUSIONS: As many medical students will encounter Muslim patients during their training, they need to be sensitive to religious and cultural issues, particularly for personal examinations. In contexts where most patients are Muslim, alternative options (e.g. manikins, international rotations) may be required for male students. In the UAE, patient education may improve history-taking opportunities but will probably not transcend religious and cultural beliefs without intervention from religious leaders.
@article{ mclean_muslim_2010,
title = {Muslim women and medical students in the clinical encounter},
volume = {44},
issn = {1365-2923},
doi = {10.1111/j.1365-2923.2009.03599.x},
abstract = {{CONTEXT}: Increasingly, male medical students report being refused by female patients, particularly in obstetrics and gynaecology, which is impacting on recruitment into the discipline. However, little has been documented in terms of Muslim patients and medical students in the clinical consultation.
{METHODS}: Female Emirati nationals (n = 218) attending out-patient clinics at a public hospital in Al Ain, United Arab Emirates ({UAE}), were interviewed by medical students. Participants were provided with four hypothetical clinical scenarios (three personal, one concerning a pre-pubertal child) and asked whether they would allow male and female students to be present at a consultation, take a history or perform an examination. They were also canvassed about their past experiences with medical students and their social responsibility to contribute towards the training of Emirati doctors.
{RESULTS}: Significant differences were recorded in terms of female versus male student involvement for all activities (P {\textless} 0.05-0.0005). For gynaecological and abdominal problems, patients would generally refuse male students. More than 50% of interviewees would not allow a male student to examine their face. Students of either gender could, however, examine their 8-year-old child. Although 47% of the women had had previous clinical encounters with students, in only 58% of consultations had the attending doctor asked their permission. Despite this, the women had generally felt comfortable, although satisfaction decreased with increasing age (P = 0.088). Almost 90% of the women believed that Emiratis had a social responsibility to contribute towards the training of Emirati doctors, but this decreased with increasing income (P = 0.004).
{CONCLUSIONS}: As many medical students will encounter Muslim patients during their training, they need to be sensitive to religious and cultural issues, particularly for personal examinations. In contexts where most patients are Muslim, alternative options (e.g. manikins, international rotations) may be required for male students. In the {UAE}, patient education may improve history-taking opportunities but will probably not transcend religious and cultural beliefs without intervention from religious leaders.},
language = {eng},
number = {3},
journal = {Medical education},
author = {McLean, Michelle and Al Ahbabi, Salma and Al Ameri, Mouza and Al Mansoori, Muneera and Al Yahyaei, Fatima and Bernsen, Roos},
month = {March},
year = {2010},
pmid = {20444062},
keywords = {Abdomen, Adolescent, Adult, Aged, Child, Choice Behavior, Education, Medical, Face, Female, Gynecology, Humans, Islam, Male, Middle Aged, Outpatient Clinics, Hospital, Patient Acceptance of Health Care, Patient Satisfaction, Questionnaires, Sex Factors, Social Responsibility, Students, Medical, United Arab Emirates, Young Adult},
pages = {306--315}
}2009 (4)
Substitution and Schumpeterian Effects Over the Life Cycle of Copyrighted Works. Katz, A. Jurimetrics, 49(2):113–153, 2009.
Paper abstract bibtex 2 downloads
Paper abstract bibtex 2 downloads This article develops two key insights. First, copyrighted works are affected by two types of competitive forces: substitutive competition and Schumpeterian competition. Second, the relevant magnitude of each of these competitive forces changes at various points over the life cycle of copyrighted works. The earlier stages of a work's life cycle are dominated by substitution effects, whereby many other works can function as very close substitutes. As the work develops to a full product, to which many other inputs have been added, it becomes less easily substitutable. This process intensifies as network effects of various kinds secure successful works' market position and render them less vulnerable to competition from close imitations. The competitive threat to which such works may be exposed becomes more Schumpeterian in nature: competition from other works that offer something new, and potentially preferable. Generally, copyright law unequivocally discourages merely substitutive competition, but is much less interested in discouraging Schumpeterian competition. This article's time-based analysis provides both a justification for this distinction, as well as grounds for evaluating various existing rules and doctrines. It suggests that broader copyright protection (perhaps broader than the current protection) may be desirable at the early stages of works' life cycle, whereas narrower protection (perhaps narrower than the current) may be justified at later stages. [PUBLICATION ABSTRACT]
@article{katz_substitution_2009,
title = {Substitution and {Schumpeterian} {Effects} {Over} the {Life} {Cycle} of {Copyrighted} {Works}},
volume = {49},
copyright = {Copyright American Bar Association Winter 2009},
issn = {08971277},
url = {http://search.proquest.com.myaccess.library.utoronto.ca/docview/223213710},
abstract = {This article develops two key insights. First, copyrighted works are affected by two types of competitive forces: substitutive competition and Schumpeterian competition. Second, the relevant magnitude of each of these competitive forces changes at various points over the life cycle of copyrighted works. The earlier stages of a work's life cycle are dominated by substitution effects, whereby many other works can function as very close substitutes. As the work develops to a full product, to which many other inputs have been added, it becomes less easily substitutable. This process intensifies as network effects of various kinds secure successful works' market position and render them less vulnerable to competition from close imitations. The competitive threat to which such works may be exposed becomes more Schumpeterian in nature: competition from other works that offer something new, and potentially preferable. Generally, copyright law unequivocally discourages merely substitutive competition, but is much less interested in discouraging Schumpeterian competition. This article's time-based analysis provides both a justification for this distinction, as well as grounds for evaluating various existing rules and doctrines. It suggests that broader copyright protection (perhaps broader than the current protection) may be desirable at the early stages of works' life cycle, whereas narrower protection (perhaps narrower than the current) may be justified at later stages. [PUBLICATION ABSTRACT]},
language = {English},
number = {2},
urldate = {2012-11-29},
journal = {Jurimetrics},
author = {Katz, Ariel},
year = {2009},
keywords = {Competition, Education, Grants, Law, Legislation, copyright},
pages = {113--153},
}The future of learning institutions in a digital age. Davidson, C. N. & Goldberg, D. T. MIT Press, Cambridge, Mass, 2009. OCLC: ocn313718801
Paper bibtex
Paper bibtex @book{davidson_future_2009,
address = {Cambridge, Mass},
series = {The {John} {D}. and {Catherine} {T}. {MacArthur} {Foundation} {Reports} on {Digital} {Media} and {Learning}},
title = {The future of learning institutions in a digital age},
isbn = {978-0-262-51359-3},
url = {https://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513593_Future_of_Learning.pdf},
publisher = {MIT Press},
author = {Davidson, Cathy N. and Goldberg, David Theo},
year = {2009},
note = {OCLC: ocn313718801},
keywords = {Educational change, Educational technology, Effect of technological innovations on, Internet in education, Organizational change, education}
}Handbuch Bildungsforschung. Tippelt, R. & Schmidt-Hertha, B., editors VS, Verlag für Sozialwissenschaften, Wiesbaden, 2., überarbeitete und erw. Aufl edition, 2009.
bibtex
bibtex
@book{tippelt_handbuch_2009,
address = {Wiesbaden},
edition = {2., überarbeitete und erw. Aufl},
title = {Handbuch {Bildungsforschung}},
isbn = {978-3-531-15481-7},
language = {de},
publisher = {VS, Verlag für Sozialwissenschaften},
editor = {Tippelt, Rudolf and Schmidt-Hertha, Bernhard},
year = {2009},
keywords = {Education, Handbooks, manuals, etc, Research},
}Patient safety: detection and prevention of adverse drug events. Beuscart, R., McNair, P., Darmoni, S. J., Koutkia, V., Maglaveras, N., Beuscart-Zephir, M., Nohr, C., & PSIP Project Consortium Studies in Health Technology and Informatics, 150:968–971, 2009.
abstract bibtex
abstract bibtex
Adverse Drug Events (ADE) represent a key problem in Public Health. The detection and prevention of ADE is a real challenge for hospitals and healthcare professionals. Healthcare Information and Communication Technologies can contribute to reduce the incidence of preventable ADE. During this workshop, we will discuss the various aspects of detection of ADE through methods like data and semantic mining in medical databases; the possibility of preventing ADE by using clinical decision support systems; the importance of Human Factors Engineering and the contextualization of knowledge. Examples and demonstrations will come from the European Project PSIP, devoted to the detection and prevention of ADE in Hospitals.
@article{beuscart_patient_2009,
title = {Patient safety: detection and prevention of adverse drug events},
volume = {150},
issn = {0926-9630},
shorttitle = {Patient safety},
abstract = {Adverse Drug Events (ADE) represent a key problem in Public Health. The detection and prevention of ADE is a real challenge for hospitals and healthcare professionals. Healthcare Information and Communication Technologies can contribute to reduce the incidence of preventable ADE. During this workshop, we will discuss the various aspects of detection of ADE through methods like data and semantic mining in medical databases; the possibility of preventing ADE by using clinical decision support systems; the importance of Human Factors Engineering and the contextualization of knowledge. Examples and demonstrations will come from the European Project PSIP, devoted to the detection and prevention of ADE in Hospitals.},
language = {eng},
journal = {Studies in Health Technology and Informatics},
author = {Beuscart, Régis and McNair, Peter and Darmoni, Stéfan J. and Koutkia, Vassilis and Maglaveras, Nicos and Beuscart-Zephir, Marie-Catherine and Nohr, Christian and {PSIP Project Consortium}},
year = {2009},
pmid = {19745457},
keywords = {Decision Support Systems, Clinical, Education, Humans, Medication Errors, Quality of Health Care, Safety Management, public health},
pages = {968--971}
}2008 (1)
Exploring marine bacterial diversity in coastal Georgia salt marshes using DNA technology. Dong, Y., Guerrero, S., & Moran, M. A. The American Biology Teacher, 2008.
abstract bibtex
abstract bibtex
An important aspect of teaching biology is to expose students to the concept of biodiversity. For this purpose, bacteria are excellent examples. Prokaryotes were the first inhabitants on Earth, surviving and even thriving under very harsh conditions as new species continuously evolved. In fact, it is believed that there are more than 5 x 10\textasciicircum30 prokaryotes living on Earth today (Whitman et al., 1998). Our current knowledge of these tiny organisms is very limited, and less than 1% of all bacterial species have been described (Horner-Devine et al., 2004). However, the prominent roles bacteria play in nature are not easy to overlook: Their functions range from providing essential nutrients to plants through nitrogen-fixation (such as for Rhizobium leguminosarum) to enhancement of nutrient absorption in animal intestines (such as for Escherichia coli). As a result, identifying unknown species of bacteria and extending our understanding of known ones are important tasks for 21st Century scientists.
@article{dong_exploring_2008,
title = {Exploring marine bacterial diversity in coastal {Georgia} salt marshes using {DNA} technology},
volume = {70},
abstract = {An important aspect of teaching biology is to expose students to the concept of biodiversity. For this purpose, bacteria are excellent examples. Prokaryotes were the first inhabitants on Earth, surviving and even thriving under very harsh conditions as new species continuously evolved. In fact, it is believed that there are more than 5 x 10{\textasciicircum}30 prokaryotes living on Earth today (Whitman et al., 1998). Our current knowledge of these tiny organisms is very limited, and less than 1\% of all bacterial species have been described (Horner-Devine et al., 2004). However, the prominent roles bacteria play in nature are not easy to overlook: Their functions range from providing essential nutrients to plants through nitrogen-fixation (such as for Rhizobium leguminosarum) to enhancement of nutrient absorption in animal intestines (such as for Escherichia coli). As a result, identifying unknown species of bacteria and extending our understanding of known ones are important tasks for 21st Century scientists.},
journal = {The American Biology Teacher},
author = {Dong, Yihe. and Guerrero, Stella. and Moran, Mary Ann.},
year = {2008},
keywords = {GCE, microbial ecology, salt marshes, diversity, bacteria, dna, education, molecular biology}
}2007 (2)
Proceedings of the 18th Conference of the Australasian Association for Engineering Education. Søndergaard, H. & Hadgraft, R., editors Volume Department of Computer Science and Software Engineering, The University of Melbourne, Vic 3010, Australia. December, 2007. Published on CD-ROM and online
bibtex
bibtex
@Proceedings{Son-Had_AAEE07,
editor = {Harald S{\o}ndergaard and
Roger Hadgraft},
title = {Proceedings of the 18th Conference of the
Australasian Association for Engineering Education},
publisher = {Department of Computer Science and Software Engineering,
The University of Melbourne, Vic 3010, Australia},
month = {December},
year = {2007},
isbn = {978--0--9757172--1--9},
note = {Published on CD-ROM and online},
keywords = {Education},
}Management academy for public health: creating entrepreneurial managers. Orton, S., Umble, K., Zelt, S., Porter, J., & Johnson, J. Am J Public Health, 97(4):601-605, 2007.
Website abstract bibtex
Website abstract bibtex The Management Academy for Public Health develops public health managers' management skills. Ultimately, the program aims to develop civic entrepreneurs who can improve the efficiency and the effectiveness of their organizations. With help from a coach, teams write public health business plans to meet needs in their communities. An external evaluation found that 119 teams trained during the first 3 years of the program generated more than $6 million in enhanced revenue-including grants, contracts, and fees through their business plans--from $2 million in program funding. Approximately 38% of the teams expected to generate revenue from an academy business plan or a spin-off plan. Action-learning methods can help midcareer managers transfer their training to the workplace and build entrepreneurial skills.
@article{
title = {Management academy for public health: creating entrepreneurial managers},
type = {article},
year = {2007},
identifiers = {[object Object]},
keywords = {*Entrepreneurship,*Public Health Administration,Education, Public Health Professional/*trends,Goals,Humans,Leadership,Learning,Workplace},
pages = {601-605},
volume = {97},
websites = {http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=17329658},
edition = {2007/03/03},
id = {cbe07419-9041-35fa-9bda-5461baa934b5},
created = {2017-06-19T13:45:30.273Z},
file_attached = {false},
profile_id = {de68dde1-2ff3-3a4e-a214-ef424d0c7646},
group_id = {b2078731-0913-33b9-8902-a53629a24e83},
last_modified = {2017-06-19T13:45:30.376Z},
read = {false},
starred = {false},
authored = {false},
confirmed = {true},
hidden = {false},
source_type = {Journal Article},
language = {eng},
notes = {<m:note>Orton, Stephen<m:linebreak/>Umble, Karl<m:linebreak/>Zelt, Sue<m:linebreak/>Porter, Janet<m:linebreak/>Johnson, Jim<m:linebreak/>Research Support, Non-U.S. Gov't<m:linebreak/>Research Support, U.S. Gov't, P.H.S.<m:linebreak/>United States<m:linebreak/>American journal of public health<m:linebreak/>Ajph.2005.082263<m:linebreak/>Am J Public Health. 2007 Apr;97(4):601-5. Epub 2007 Feb 28.</m:note>},
abstract = {The Management Academy for Public Health develops public health managers' management skills. Ultimately, the program aims to develop civic entrepreneurs who can improve the efficiency and the effectiveness of their organizations. With help from a coach, teams write public health business plans to meet needs in their communities. An external evaluation found that 119 teams trained during the first 3 years of the program generated more than $6 million in enhanced revenue-including grants, contracts, and fees through their business plans--from $2 million in program funding. Approximately 38% of the teams expected to generate revenue from an academy business plan or a spin-off plan. Action-learning methods can help midcareer managers transfer their training to the workplace and build entrepreneurial skills.},
bibtype = {article},
author = {Orton, S and Umble, K and Zelt, S and Porter, J and Johnson, J},
journal = {Am J Public Health},
number = {4}
}2006 (1)
Cross-country efficiency of secondary education provision: A semi-parametric analysis with non-discretionary inputs. Afonso, A. & Aubyn, M. S. Economic Modelling, 23(3):476--491, May, 2006.
Paper bibtex
Paper bibtex @article{ Afonso2006,
added-at = {2008-04-28T13:05:01.000+0200},
author = {Afonso, António and Aubyn, Miguel St.},
biburl = {http://www.bibsonomy.org/bibtex/2209e68be9baf3de772c5591bf9c885aa/smicha},
interhash = {ba5bcbfaae5e5477e57f4285e8370dc0},
intrahash = {209e68be9baf3de772c5591bf9c885aa},
journal = {Economic Modelling},
keywords = {Education},
month = {May},
number = {3},
pages = {476--491},
title = {Cross-country efficiency of secondary education provision: A semi-parametric analysis with non-discretionary inputs},
url = {http://www.sciencedirect.com/science/article/B6VB1-4JFHFC6-1/1/0a1283ac759b8ea674cb3d4f1b9d67d1},
volume = {23},
year = {2006}
}2005 (4)
Making Connections: First Year Transition for Computer Science and Software Engineering Students. Moffat, A., Hughes, B., Søndergaard, H., & Gruba, P. In Young, A. & Tolhurst, D., editors, Proceedings of the Seventh Australasian Computing Education Conference (ACE2005), volume 42, of Conferences in Research and Practice in Information Technology, pages 229–238, 2005.
abstract bibtex
abstract bibtex
During the last decade, an increasing emphasis has been placed on the need for carefully planned transition programs to help first-year students integrate into university. In this paper we critically examine our experiences in designing and running successive transition programs for Computer Science and Software Engineering students. Over the last three years we have trialled several models. At present, our program requires all entering students to be enrolled in a transition subject, ``Making Connections'', which runs for half a semester. The subject, led by designated academic staff, serves as a forum for students to learn about each other, the department and the university. The program includes a computer-based language and study skills assessment component, including self-assessment tasks. Students can extend the subject by taking academic skills workshops run by the university's student support services. We have found compulsion to be a useful facilitator of student engagement, and the addition of an objective assessment task has been beneficial.
@InProceedings{Mof-Hug-Son-Gru_ACE05,
author = {Alistair Moffat and
Baden Hughes and
Harald S{\o}ndergaard and
Paul Gruba},
title = {Making Connections: First Year Transition for Computer
Science and Software Engineering Students},
editor = {A. Young and D. Tolhurst},
booktitle = {Proceedings of the Seventh Australasian Computing Education
Conference (ACE2005)},
series = {Conferences in Research and Practice in Information Technology},
volume = {42},
pages = {229--238},
year = {2005},
abstract = {During the last decade, an increasing emphasis has been placed
on the need for carefully planned transition programs to help
first-year students integrate into university. In this paper
we critically examine our experiences in designing and running
successive transition programs for Computer Science and
Software Engineering students. Over the last three years we
have trialled several models. At present, our program requires
all entering students to be enrolled in a transition subject,
``Making Connections'', which runs for half a semester. The
subject, led by designated academic staff, serves as a forum
for students to learn about each other, the department and the
university. The program includes a computer-based language and
study skills assessment component, including self-assessment
tasks. Students can extend the subject by taking academic
skills workshops run by the university's student support
services. We have found compulsion to be a useful facilitator
of student engagement, and the addition of an objective
assessment task has been beneficial.},
keywords = {Education, Student transition programs},
}Catholic education: ensuring a future. Mulligan, J. T. Novalis, Ottawa, Ont, 2nd ed edition, 2005.
bibtex
bibtex
@book{mulligan_catholic_2005,
address = {Ottawa, Ont},
edition = {2nd ed},
title = {Catholic education: ensuring a future},
isbn = {978-2-89507-671-1},
shorttitle = {Catholic education},
publisher = {Novalis},
author = {Mulligan, James T.},
year = {2005},
keywords = {Canada, Catholic Church, Education},
}Defining science/defining stories: Teachers. Hembree, P. A. Ph.D. Thesis, University of Georgia, Athens, Georgia, 2005.
abstract bibtex
abstract bibtex
This qualitative study investigated teacher understandings and experiences as they came to redefine science through their participation in a program that supports teacher-scientist collaborations in field-based scientific research. This summer residential experience in ecology for teachers was designed to answer the call for opportunities for teachers to conduct real world, long-term scientific inquiry projects and thus provide for greater teacher-as-scientist authenticity in the classroom. The program intended to connect several issues in recent science education literature: the conflict between real science and school science; science knowledge construction; and authentic science experiences for teachers and students. In this field-based research setting, teachers were challenged to expand their understanding of how science is conducted and how science knowledge is constructed. The teachers came to recognize the essential role of exchanging ideas and brainstorming in informal, social settings in the knowledge acquisition process. They recognized that research ideas and the designs of experiments within this research community were not considered rigid or procedural. Instead, they saw those ideas and designs as flexible and under continuous development and revision
@phdthesis{hembree_defining_2005,
address = {Athens, Georgia},
title = {Defining science/defining stories: {Teachers}},
abstract = {This qualitative study investigated teacher understandings and experiences as they came to redefine science through their participation in a program that supports teacher-scientist collaborations in field-based scientific research. This summer residential experience in ecology for teachers was designed to answer the call for opportunities for teachers to conduct real world, long-term scientific inquiry projects and thus provide for greater teacher-as-scientist authenticity in the classroom. The program intended to connect several issues in recent science education literature: the conflict between real science and school science; science knowledge construction; and authentic science experiences for teachers and students. In this field-based research setting, teachers were challenged to expand their understanding of how science is conducted and how science knowledge is constructed. The teachers came to recognize the essential role of exchanging ideas and brainstorming in informal, social settings in the knowledge acquisition process. They recognized that research ideas and the designs of experiments within this research community were not considered rigid or procedural. Instead, they saw those ideas and designs as flexible and under continuous development and revision},
school = {University of Georgia},
author = {Hembree, Patricia A.},
year = {2005},
keywords = {GCE, education, collaborations, science knowledge, stories}
}Environmental Health and Nursing: Piloting a Technology-Enhanced Distance Learning Module. Olson, M., Stedman-Smith, B., & Fredrickson, B. AAOHN Journal, 53(8):353–359, August, 2005.
Paper doi abstract bibtex
Paper doi abstract bibtex The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Knowles, Holton, and Swanson (1998); and satisfaction were measured among participating RNs (N = 34). A 6% mean gain in learning occurred between pre- and post-tests (95% CI .51 to 1.37, p \textless .0001). No significant differences in learning occurred for those who prefer face-to-face instruction and those who tend to procrastinate. Ninety-four percent of respondents indicated they were satisfied or very satisfied with the module. A strong association was found between recognition of adult learning principles as enhancing the assimilation of knowledge and competencies of environmental health and high satisfaction with the module. Distance learning via the Internet shows promise as a format to promote environmental health education for nurses.
@article{olson_environmental_2005,
title = {Environmental {Health} and {Nursing}: {Piloting} a {Technology}-{Enhanced} {Distance} {Learning} {Module}},
volume = {53},
issn = {08910162},
url = {https://www.proquest.com/scholarly-journals/environmental-health-nursing-piloting-technology/docview/219331660/se-2?accountid=14719},
doi = {10/ggpcdp},
abstract = {The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Knowles, Holton, and Swanson (1998); and satisfaction were measured among participating RNs (N = 34). A 6\% mean gain in learning occurred between pre- and post-tests (95\% CI .51 to 1.37, p {\textless} .0001). No significant differences in learning occurred for those who prefer face-to-face instruction and those who tend to procrastinate. Ninety-four percent of respondents indicated they were satisfied or very satisfied with the module. A strong association was found between recognition of adult learning principles as enhancing the assimilation of knowledge and competencies of environmental health and high satisfaction with the module. Distance learning via the Internet shows promise as a format to promote environmental health education for nurses.},
language = {English},
number = {8},
journal = {AAOHN Journal},
author = {Olson, MPH, RN, Debra and Stedman-Smith, BA, MPH, MS, RN, Maggie and Fredrickson, BA, Ann},
month = aug,
year = {2005},
keywords = {33411:Computer and Peripheral Equipment Manufacturing, 61142:Computer Training, Adult, Adult learning, Adult students, Analysis of Variance, Case studies, Distance learning, Education, Distance, Education, Nursing, Continuing, Educational technology, Environmental Health, Environmental health, Environmental impact, Environmental justice, Environmental protection, Female, Health education, Health promotion, Humans, Interactive television, Internet, Medical Sciences--Nurses And Nursing, Middle Aged, Nurses, Nursing, Occupational health, Personal computers, Pilot Projects, Polls \& surveys, Problem solving, Professional education, Professionals, United States},
pages = {353--359},
}2004 (3)
Effective Feedback to Small and Large Classes. Søndergaard, H. & Thomas, D. In Proceedings of the 2004 ASEE/IEEE Frontiers in Education Conference (FIE2004), pages F1E-9–F1E-14, oct, 2004.
doi abstract bibtex
doi abstract bibtex
Educational experts appear to be in broad agreement when it comes to the importance of feedback for effective learning. Students benefit from plenty of opportunity and encouragement to express their understanding, and from informed, supportive, possibly challenging, feedback. At the same time, we observe that many students at our university do not find that they receive helpful feedback. One in three Engineering students disagree or strongly disagree with the Quality of Teaching questionnaire's ``I received helpful feedback on how I was going'' in the individual course, and most other disciplines find themselves in a similar situation. For the university as a whole, student responses to this question are clearly less positive than to other questions on quality of teaching, intellectual stimulation, staff interest, workload, and so on, and this state of affairs seems quite common in the Australian context. We discuss best practice in feedback provision, partly based on our interviews with students and staff. We have been particularly interested in identifying cost-effective ways of providing informed and constructive feedback to large classes. Feedback is often understood, by Engineering students and staff alike, simply as comments on submitted work—typically written assignments. We argue in favour of a broader concept that covers a multitude of ways for a student to develop deep learning through conversation, including questions and answers provided by others, team work, study groups, and formative teacher-provided feedback during an assessment task. We emphasise the coaching role of the teacher, and feedback designed to encourage students to monitor own learning. Large classes pose particular logistic problems. We identify staff development as a crucial factor for consistent, effective feedback, and point to web-based feedback provision as a workable solution to some logistic problems. We briefly discuss the role of information technology more broadly, both for learning enhancement and for automated feedback provision.
@InProceedings{Son-Tho_FIE04,
author = {Harald S{\o}ndergaard and
Doreen Thomas},
title = {Effective Feedback to Small and Large Classes},
booktitle = {Proceedings of the 2004 ASEE/IEEE Frontiers in
Education Conference (FIE2004)},
pages = {F1E-9--F1E-14},
location = {Savannah GA},
month = {oct},
year = {2004},
doi = {10.1109/FIE.2004.1408573},
abstract = {Educational experts appear to be in broad agreement when it
comes to the importance of feedback for effective learning.
Students benefit from plenty of opportunity and encouragement
to express their understanding, and from informed, supportive,
possibly challenging, feedback. At the same time, we observe
that many students at our university do not find that they
receive helpful feedback. One in three Engineering students
disagree or strongly disagree with the Quality of Teaching
questionnaire's ``I received helpful feedback on how I was
going'' in the individual course, and most other disciplines
find themselves in a similar situation. For the university as
a whole, student responses to this question are clearly less
positive than to other questions on quality of teaching,
intellectual stimulation, staff interest, workload, and so on,
and this state of affairs seems quite common in the Australian
context. We discuss best practice in feedback provision, partly
based on our interviews with students and staff. We have been
particularly interested in identifying cost-effective ways of
providing informed and constructive feedback to large classes.
Feedback is often understood, by Engineering students and staff
alike, simply as comments on submitted work---typically written
assignments. We argue in favour of a broader concept that
covers a multitude of ways for a student to develop deep
learning through conversation, including questions and answers
provided by others, team work, study groups, and formative
teacher-provided feedback during an assessment task. We
emphasise the coaching role of the teacher, and feedback
designed to encourage students to monitor own learning. Large
classes pose particular logistic problems. We identify staff
development as a crucial factor for consistent, effective
feedback, and point to web-based feedback provision as a
workable solution to some logistic problems. We briefly discuss
the role of information technology more broadly, both for
learning enhancement and for automated feedback provision.},
keywords = {Education},
}Estimating the Reliability of a Test Battery Composite or a Test Score Based on Weighted Item Scoring. Feldt, L. S. Measurement & Evaluation in Counseling & Development, 37(3):184–190, October, 2004. In some settings, the validity of a battery composite or a test score is enhanced by weighting some parts or items more heavily than others in the total score. This article describes methods of estimating the total score reliability coefficient when differential weights are used with items or parts. ABSTRACT FROM AUTHOR Copyright of Measurement & Evaluation in Counseling & Development is the property of American Counseling Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
Paper doi abstract bibtex
Paper doi abstract bibtex In some settings, the validity of a battery composite or a test score is enhanced by weighting some parts or items more heavily than others in the total score. This article describes methods of estimating the total score reliability coefficient when differential weights are used with items or parts. ABSTRACT FROM AUTHOR Copyright of Measurement & Evaluation in Counseling & Development is the property of American Counseling Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
@article{feldt_estimating_2004,
title = {Estimating the {Reliability} of a {Test} {Battery} {Composite} or a {Test} {Score} {Based} on {Weighted} {Item} {Scoring}.},
volume = {37},
issn = {07481756},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=14928709&site=ehost-live},
doi = {Article},
abstract = {In some settings, the validity of a battery composite or a test score is enhanced by weighting some parts or items more heavily than others in the total score. This article describes methods of estimating the total score reliability coefficient when differential weights are used with items or parts. ABSTRACT FROM AUTHOR Copyright of Measurement \& Evaluation in Counseling \& Development is the property of American Counseling Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)},
number = {3},
urldate = {2008-02-12},
journal = {Measurement \& Evaluation in Counseling \& Development},
author = {Feldt, Leonard S.},
month = oct,
year = {2004},
note = {In some settings, the validity of a battery composite or a test score is enhanced by weighting some parts or items more heavily than others in the total score. This article describes methods of estimating the total score reliability coefficient when differential weights are used with items or parts. ABSTRACT FROM AUTHOR Copyright of Measurement \& Evaluation in Counseling \& Development is the property of American Counseling Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)},
keywords = {ACCELERATED life testing, EDUCATION, EDUCATIONAL tests \& measurements, EXAMINATIONS -- Scoring, METHODOLOGY},
pages = {184--190},
}Effectiveness and efficiency of guideline dissemination and implementation strategies. Grimshaw, J., M., Thomas, R., E., MacLennan, G., Fraser, C., Ramsay, C., R., Vale, L., Whitty, P., Eccles, M., P., Matowe, L., Shirran, L., Wensing, M., Dijkstra, R., & Donaldson, C. Health technology assessment, 8(6):iii-72, 2004.
Website abstract bibtex
Website abstract bibtex Objectives: To undertake a systematic review of the effectiveness and costs of different guideline development, dissemination and implementation strategies. To estimate the resource implications of these strategies. To develop a framework for deciding when it is efficient to develop anal introduce clinical guidelines. Data sources: Medline, Healthstar, Cochrane Controlled Trial Register, EMBASE, SIGLE and the specialised register of the Cochrane Effective Practice and Organisation of Care (EPOC) group. Review methods: Single estimates of dichotomous process variables were derived for each study comparison based upon the primary end-point or the median measure across several reported end-points. Separate analyses were undertaken for comparisons of different types of intervention. The study also explored whether the effects of multifaceted interventions increased with the number of intervention components. Studies reporting economic data were also critically appraised. A survey to estimate the feasibility and likely resource requirements of guideline dissemination and implementation strategies in UK settings was carried out with key informants from primary and secondary care. Results: In total, 235 studies reporting 309 comparisons met the inclusion criteria; of these 73% of comparisons evaluated multifaceted interventions, although the maximum number of replications of a specific multifaceted intervention was 11 comparisons. Overall, the majority of comparisons reporting dichotomous process data observed improvements in care; however, there was considerable variation in the observed effects both within and across interventions. Commonly evaluated single interventions were reminders, dissemination of educational materials, and audit and feedback. There were 23 comparisons of multifaceted interventions involving educational outreach. The majority of interventions observed modest to moderate improvements in care. No relationship was found between the number of component interventions and the effects of multifaceted interventions. Only 29.4% of comparisons reported any economic data. The majority of studies only reported costs of treatment; only 25 studies reported data on the costs of guideline development or guideline dissemination and implementation. The majority of studies used process measures for their primary end-point, despite the fact that only three guidelines were explicitly evidence based (and may not have been efficient). Respondents to the key informant survey rarely identified existing budgets to support guideline dissemination and implementation strategies. In general, the respondents thought that only dissemination of educational materials and short (lunchtime) educational meetings were generally feasible within current resources. Conclusions: There is an imperfect evidence base to support decisions about which guideline dissemination and implementation strategies are likely to be efficient under different circumstances. Decision makers need to use considerable judgement about how best to use the limited resources they have for clinical governance and related activities to maximise population benefits. They need to consider the potential clinical areas for clinical effectiveness activities, the likely benefits and costs required to introduce guidelines and the likely benefits and costs as a result of any changes in provider behaviour. Further research is required to: develop and validate a coherent theoretical framework of health professional and organisational behaviour and behaviour change to inform better the choice of interventions in research and service settings, and to estimate the efficiency of dissemination and implementation strategies in the presence of different barriers and effect modifiers. © Queen's Printer and Controller of HMSO 2004. All rights reserved.
@article{
title = {Effectiveness and efficiency of guideline dissemination and implementation strategies},
type = {article},
year = {2004},
identifiers = {[object Object]},
keywords = {Cochrane Library,EMBASE,MEDLINE,United Kingdom,clinical practice,clinical research,cost benefit analysis,cost effectiveness analysis,education,epidemiology,feasibility study,health care organization,health care personnel,health care planning,health care policy,health economics,health survey,human,information dissemination,information retrieval,medical audit,medical decision making,practice guideline,primary medical care,register,review},
pages = {iii-72},
volume = {8},
websites = {http://www.scopus.com/inward/record.url?eid=2-s2.0-10744224331&partnerID=40&md5=3c257899cd02a20f42bae7e74745d8b2},
city = {Affiliation: Health Services Research Unit, University of Aberdeen, Aberdeen, United Kingdom; Affiliation: Health Economics Research Unit, University of Aberdeen, Aberdeen, United Kingdom; Affiliation: Dept. of Epidemiology/Public Health, University of Ne},
id = {f9c473fa-9431-320d-9e25-c5cf0ccc5bb0},
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source_type = {JOUR},
notes = {Cited By (since 1996): 851},
folder_uuids = {028056a6-dab5-46a4-b9bf-02542e7cfa2b},
private_publication = {false},
abstract = {Objectives: To undertake a systematic review of the effectiveness and costs of different guideline development, dissemination and implementation strategies. To estimate the resource implications of these strategies. To develop a framework for deciding when it is efficient to develop anal introduce clinical guidelines. Data sources: Medline, Healthstar, Cochrane Controlled Trial Register, EMBASE, SIGLE and the specialised register of the Cochrane Effective Practice and Organisation of Care (EPOC) group. Review methods: Single estimates of dichotomous process variables were derived for each study comparison based upon the primary end-point or the median measure across several reported end-points. Separate analyses were undertaken for comparisons of different types of intervention. The study also explored whether the effects of multifaceted interventions increased with the number of intervention components. Studies reporting economic data were also critically appraised. A survey to estimate the feasibility and likely resource requirements of guideline dissemination and implementation strategies in UK settings was carried out with key informants from primary and secondary care. Results: In total, 235 studies reporting 309 comparisons met the inclusion criteria; of these 73% of comparisons evaluated multifaceted interventions, although the maximum number of replications of a specific multifaceted intervention was 11 comparisons. Overall, the majority of comparisons reporting dichotomous process data observed improvements in care; however, there was considerable variation in the observed effects both within and across interventions. Commonly evaluated single interventions were reminders, dissemination of educational materials, and audit and feedback. There were 23 comparisons of multifaceted interventions involving educational outreach. The majority of interventions observed modest to moderate improvements in care. No relationship was found between the number of component interventions and the effects of multifaceted interventions. Only 29.4% of comparisons reported any economic data. The majority of studies only reported costs of treatment; only 25 studies reported data on the costs of guideline development or guideline dissemination and implementation. The majority of studies used process measures for their primary end-point, despite the fact that only three guidelines were explicitly evidence based (and may not have been efficient). Respondents to the key informant survey rarely identified existing budgets to support guideline dissemination and implementation strategies. In general, the respondents thought that only dissemination of educational materials and short (lunchtime) educational meetings were generally feasible within current resources. Conclusions: There is an imperfect evidence base to support decisions about which guideline dissemination and implementation strategies are likely to be efficient under different circumstances. Decision makers need to use considerable judgement about how best to use the limited resources they have for clinical governance and related activities to maximise population benefits. They need to consider the potential clinical areas for clinical effectiveness activities, the likely benefits and costs required to introduce guidelines and the likely benefits and costs as a result of any changes in provider behaviour. Further research is required to: develop and validate a coherent theoretical framework of health professional and organisational behaviour and behaviour change to inform better the choice of interventions in research and service settings, and to estimate the efficiency of dissemination and implementation strategies in the presence of different barriers and effect modifiers. © Queen's Printer and Controller of HMSO 2004. All rights reserved.},
bibtype = {article},
author = {Grimshaw, J M and Thomas, R E and MacLennan, G and Fraser, C and Ramsay, C R and Vale, L and Whitty, P and Eccles, M P and Matowe, L and Shirran, L and Wensing, M and Dijkstra, R and Donaldson, C},
journal = {Health technology assessment},
number = {6}
}2003 (3)
Identification and descriptive analysis of selected characteristics of Juvenile Justice Alternative Education Program administrators. Villegas, E. Ph.D. Thesis, Ann Arbor, United States, 2003.
Paper abstract bibtex
Paper abstract bibtex The purpose of this study was to describe selected characteristics of individuals serving as administrators in Juvenile Justice Alternative Education Programs (JJAEP's). In 1997, the Texas Legislature mandated the implementation of Juvenile Justice Alternative Education Programs (JJAEP's) for some of our most at-risk students. These programs were to be a special category of programs designed to go one step beyond some form of adjudication. The purpose of these programs was to allow disruptive students to be removed from class, but still remain within the educational system. The Texas Education Code, Chapter 37 mandated the development and implementation of Juvenile Justice Alternative Education Program subject to the approval of the Texas Juvenile Probation Commission (TJPC) in counties with populations of more then 125,000. Each juvenile board is required to have a “memorandum of understanding” detailing the operation of the JJAEP. There are currently twenty-six mandated JJAEP's in the State of Texas. The purpose of this study was to describe and document selected demographic, professional, and attitudinal characteristics of individuals currently serving as administrators in these Juvenile Justice Alternative Education Programs. Descriptive statistics were utilized to analyze data reported by survey respondents. Twenty-five of the twenty-six total JJAEP administrators returned a completed survey. The results were reported by frequency of each response and by percentages. The results were summarized as findings, implications for practice, and recommendations for further research.
@phdthesis{villegas_identification_2003,
address = {Ann Arbor, United States},
type = {Ed.{D}.},
title = {Identification and descriptive analysis of selected characteristics of {Juvenile} {Justice} {Alternative} {Education} {Program} administrators},
copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.},
url = {https://search.proquest.com/docview/305342814/abstract/730AD495D4BB4DC6PQ/89},
abstract = {The purpose of this study was to describe selected characteristics of individuals serving as administrators in Juvenile Justice Alternative Education Programs (JJAEP's). In 1997, the Texas Legislature mandated the implementation of Juvenile Justice Alternative Education Programs (JJAEP's) for some of our most at-risk students. These programs were to be a special category of programs designed to go one step beyond some form of adjudication. The purpose of these programs was to allow disruptive students to be removed from class, but still remain within the educational system.
The Texas Education Code, Chapter 37 mandated the development and implementation of Juvenile Justice Alternative Education Program subject to the approval of the Texas Juvenile Probation Commission (TJPC) in counties with populations of more then 125,000. Each juvenile board is required to have a “memorandum of understanding” detailing the operation of the JJAEP.
There are currently twenty-six mandated JJAEP's in the State of Texas. The purpose of this study was to describe and document selected demographic, professional, and attitudinal characteristics of individuals currently serving as administrators in these Juvenile Justice Alternative Education Programs.
Descriptive statistics were utilized to analyze data reported by survey respondents. Twenty-five of the twenty-six total JJAEP administrators returned a completed survey.
The results were reported by frequency of each response and by percentages. The results were summarized as findings, implications for practice, and recommendations for further research.},
language = {Anglais},
urldate = {2017-07-21},
author = {Villegas, Elsa},
year = {2003},
keywords = {Administrators, Alternative education, At risk, Education, Juvenile Justice Alternative Education Program, Social sciences, Texas},
}Competency in interpretation of 12-lead electrocardiograms: a summary and appraisal of published evidence. Salerno, S. M, Alguire, P. C, & Waxman, H. S Annals of internal medicine, 138(9):751–760, May, 2003.
abstract bibtex
abstract bibtex
BACKGROUND: There have been many proposals for objective standards designed to optimize training, testing, and maintaining competency in interpretation of electrocardiograms (ECGs). However, most of these recommendations are consensus based and are not derived from clinical trials that include patient outcomes. PURPOSE: To critically review the available data on training, accuracy, and outcomes of computer and physician interpretation of 12-lead resting ECGs. DATA SOURCES: English-language articles were retrieved by searching MEDLINE (1966 to 2002), EMBASE (1974 to 2002), and the Cochrane Controlled Trials Register (1975-2002). The references in articles selected for analysis were also reviewed for relevance. STUDY SELECTION: All articles on training, accuracy, and outcomes of ECG interpretations were analyzed. DATA EXTRACTION: Study design and results were summarized in evidence tables. Information on physician interpretation compared to a "gold standard," typically a consensus panel of expert electrocardiographers, was extracted. The clinical context of and outcomes related to the ECG interpretation were obtained whenever possible. DATA SYNTHESIS: Physicians of all specialties and levels of training, as well as computer software for interpreting ECGs, frequently made errors in interpreting ECGs when compared to expert electrocardiographers. There was also substantial disagreement on interpretations among cardiologists. Adverse patient outcomes occurred infrequently when ECGs were incorrectly interpreted. CONCLUSIONS: There is no evidence-based minimum number of ECG interpretations that is ideal for attaining or maintaining competency in ECG interpretation skills. Further research is needed to clarify the optimal way to build and maintain ECG interpretation skills based on patient outcomes.
@article{salerno_competency_2003,
title = {Competency in interpretation of 12-lead electrocardiograms: a summary and appraisal of published evidence},
volume = {138},
issn = {1539-3704},
shorttitle = {Competency in interpretation of 12-lead electrocardiograms},
abstract = {BACKGROUND: There have been many proposals for objective standards designed to optimize training, testing, and maintaining competency in interpretation of electrocardiograms (ECGs). However, most of these recommendations are consensus based and are not derived from clinical trials that include patient outcomes.
PURPOSE: To critically review the available data on training, accuracy, and outcomes of computer and physician interpretation of 12-lead resting ECGs.
DATA SOURCES: English-language articles were retrieved by searching MEDLINE (1966 to 2002), EMBASE (1974 to 2002), and the Cochrane Controlled Trials Register (1975-2002). The references in articles selected for analysis were also reviewed for relevance.
STUDY SELECTION: All articles on training, accuracy, and outcomes of ECG interpretations were analyzed.
DATA EXTRACTION: Study design and results were summarized in evidence tables. Information on physician interpretation compared to a "gold standard," typically a consensus panel of expert electrocardiographers, was extracted. The clinical context of and outcomes related to the ECG interpretation were obtained whenever possible.
DATA SYNTHESIS: Physicians of all specialties and levels of training, as well as computer software for interpreting ECGs, frequently made errors in interpreting ECGs when compared to expert electrocardiographers. There was also substantial disagreement on interpretations among cardiologists. Adverse patient outcomes occurred infrequently when ECGs were incorrectly interpreted.
CONCLUSIONS: There is no evidence-based minimum number of ECG interpretations that is ideal for attaining or maintaining competency in ECG interpretation skills. Further research is needed to clarify the optimal way to build and maintain ECG interpretation skills based on patient outcomes.},
language = {eng},
number = {9},
journal = {Annals of internal medicine},
author = {Salerno, Stephen M and Alguire, Patrick C and Waxman, Herbert S},
month = may,
year = {2003},
pmid = {12729431},
keywords = {Cardiology, Clinical Competence, Diagnosis, Computer-Assisted, Diagnostic Errors, Education, Medical, Continuing, Electrocardiography, Evidence-Based Medicine, Humans, Medical Staff, Hospital, Reference Standards},
pages = {751--760}
}Te Rere a Te Amokura Hei Tautoko i te Whakaora an ̲me te Whaka. Skerrett-White, M., New Zealand. Ministry of Education, & New Zealand. Learning Media Published for the Ministry of Education by Learning Media, 2003.
abstract bibtex
abstract bibtex
"This video is a case study of how a particular kh̲anga reo is supporting childrens Maori language development." E whakaatu ana tenei ripene whakaata i te ahua o nga tautoko a tetahi kohanga reo i te whanaketanga o te reo Maori o nga tamariki. E pa ana ki nga mahi whakaora, whakau hoki i te reo Maori i roto i nga tamariki, i roto ano hoki i nga whanau, me te hapori. This video is a case study of how this kohanga reo supports the children's Maori language development. It is about the regeneration and maintenance of the language, not only amongst the children but also in their families and in the community. Includes booklet.
@book{skerrett-white_te_2003,
title = {Te {Rere} a {Te} {Amokura} {Hei} {Tautoko} i te {Whakaora} an ̲me te {Whaka}.},
abstract = {"This video is a case study of how a particular kh̲anga reo is supporting childrens Maori language development." E whakaatu ana tenei ripene whakaata i te ahua o nga tautoko a tetahi kohanga reo i te whanaketanga o te reo Maori o nga tamariki. E pa ana ki nga mahi whakaora, whakau hoki i te reo Maori i roto i nga tamariki, i roto ano hoki i nga whanau, me te hapori. This video is a case study of how this kohanga reo supports the children's Maori language development. It is about the regeneration and maintenance of the language, not only amongst the children but also in their families and in the community. Includes booklet.},
language = {mao},
publisher = {Published for the Ministry of Education by Learning Media},
author = {Skerrett-White, Mere and {New Zealand. Ministry of Education} and {New Zealand. Learning Media}},
year = {2003},
keywords = {Education, Kh̲anga reo., Kōhanga reo., Maori (New Zealand people) Education (Preschool), Maori language Revival., Maori language Study and teaching (Preschool), Matareo., Preschool New Zealand., Te Kh̲anga Reo o Te Amokura.},
}2001 (2)
Seven Complex Lessons in Education for the Future. Morin, E. UNESCO, 2001.
abstract bibtex
abstract bibtex
Examines fundamental problems often overlooked or neglected in education. These problems are presented as "seven complex lessons" that should be covered in an education of the future in all societies in every culture, according to means and rules appropriate to those societies and cultures.
@book{morinSevenComplexLessons2001,
title = {Seven Complex Lessons in Education for the Future},
author = {Morin, Edgar},
year = {2001},
publisher = {{UNESCO}},
abstract = {Examines fundamental problems often overlooked or neglected in education. These problems are presented as "seven complex lessons" that should be covered in an education of the future in all societies in every culture, according to means and rules appropriate to those societies and cultures.},
isbn = {92-3-103778-1},
keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-13337437,control-problem,democracy,education,feedback,science-ethics,system-theory},
lccn = {INRMM-MiD:c-13337437}
}Ethical considerations in engineering design processes. van Gorp, A. & van de Poel, I. IEEE Technology and Society Magazine, 20(3):15–22, 2001. Conference Name: IEEE Technology and Society Magazine
doi bibtex
doi bibtex
1998 (2)
Design Principles of Mathpert: Software to support education in algebra and calculus. Beeson, M. In Computer-Human Interaction in Symbolic Computation, pages 89-115. Springer-Verlag, Berlin Heidelberg New York, 1998.
Pdf bibtex
Pdf bibtex @incollection{beeson1998a,
address = {Berlin Heidelberg New York},
author = {Michael Beeson},
booktitle = {Computer-Human Interaction in Symbolic Computation},
date-added = {2014-11-13 23:48:07 +0000},
date-modified = {2018-01-29 08:35:21 +0000},
editor = {Norman Kajler},
keywords = {MathXpert, Education},
pages = {89-115},
publisher = {Springer-Verlag},
title = {Design Principles of {M}athpert: Software to support education in algebra and calculus},
url_pdf = {hisc.pdf},
year = {1998}}"Dat Teacher Be Hollin at Us": What Is Ebonics?. Smitherman, G. TESOL Quarterly, 32(1):139, 1998.
Paper doi bibtex
Paper doi bibtex @article{smitherman_dat_1998,
title = {"{Dat} {Teacher} {Be} {Hollin} at {Us}": {What} {Is} {Ebonics}?},
volume = {32},
issn = {00398322},
shorttitle = {"{Dat} {Teacher} {Be} {Hollin} at {Us}"},
url = {https://www.jstor.org/stable/3587911?origin=crossref},
doi = {10.2307/3587911},
number = {1},
urldate = {2020-07-03},
journal = {TESOL Quarterly},
author = {Smitherman, Geneva},
year = {1998},
keywords = {Education, Oakland Ebonics Controversy, Teaching},
pages = {139},
}1996 (1)
Self-Formulated Goals and Self-Evaluation in Music Education. Brändström, S. 1996.
abstract bibtex
abstract bibtex
Discusses results of an higher education project at Lulea University at Pitea, Sweden, in which 53 students were allowed to schedule their own individual piano lessons, set their own performance goals and evaluated their own progress. Examines result of project in which more than 75 percent of the participants were "positive" about the project and the project's relationship to the educational philosophies of Jerome S. Bruner and Carl Rogers. Also includes 14 references.
@misc{
title = {Self-Formulated Goals and Self-Evaluation in Music Education},
type = {misc},
year = {1996},
source = {Bulletin of the Council for Research in Music Education},
identifiers = {[object Object]},
keywords = {Analysis,Curricula,Education,Educational Influences,Higher Education,Music Education,Music Students,Pianists,Piteå,Polls and Surveys,Sweden},
pages = {16-21},
websites = {http://search.proquest.com/docview/1036389?accountid=14556\nhttp://vv6tt6sy5c.search.serialssolutions.com/directLink?&atitle=Self-Formulated+Goals+and+Self-Evaluation+in+Music+Education&author=Brandstrom,+Sture&issn=00109894&title=Bulletin+of+the+Counci},
id = {f067f2f9-ec0e-3dbb-b218-fe7a348b35fe},
created = {2015-10-12T18:17:16.000Z},
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profile_id = {67edaefc-f885-37e4-bc00-882f4d80d81f},
group_id = {0838b8f1-9c9e-3c79-8522-3879cfb89b62},
last_modified = {2015-10-12T18:17:16.000Z},
tags = {papers,rol profesor},
read = {true},
starred = {false},
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confirmed = {true},
hidden = {false},
abstract = {Discusses results of an higher education project at Lulea University at Pitea, Sweden, in which 53 students were allowed to schedule their own individual piano lessons, set their own performance goals and evaluated their own progress. Examines result of project in which more than 75 percent of the participants were "positive" about the project and the project's relationship to the educational philosophies of Jerome S. Bruner and Carl Rogers. Also includes 14 references.},
bibtype = {misc},
author = {Brändström, Sture}
}1992 (1)
La storiografia nell'educazione antica. Nicolai, R. Giardini, Pisa, 1992.
bibtex
bibtex
@book{nicolai_storiografia_1992,
address = {Pisa},
series = {Biblioteca di "{Materiali} e discussioni per l'analisi dei testi classici"},
title = {La storiografia nell'educazione antica},
number = {10},
publisher = {Giardini},
author = {Nicolai, Roberto},
year = {1992},
keywords = {Ancient, Education, Greece, Historiography, Nicolai1992, Rhetoric, Rome, Study and teaching History}
}1990 (1)
A computerized environment for learning algebra, trigonometry, and calculus. Beeson, M. Journal of Artificial Intelligence and Education, 1:65-76, 1990.
bibtex
bibtex
@article{beeson1990,
author = {Michael Beeson},
date-added = {2014-11-14 21:55:49 +0000},
date-modified = {2014-11-14 21:56:52 +0000},
journal = {Journal of Artificial Intelligence and Education},
keywords = {MathXpert, Education},
pages = {65-76},
title = {A computerized environment for learning algebra, trigonometry, and calculus},
volume = {1},
year = {1990}}1981 (1)
Kleine politische Schriften (I-IV). Habermas, J., editor Suhrkamp, Frankfurt am Main, 1. edition, 1981.
bibtex
bibtex
@book{habermas_kleine_1981,
address = {Frankfurt am Main},
edition = {1.},
title = {Kleine politische {Schriften} ({I}-{IV})},
isbn = {978-3-518-06561-7},
publisher = {Suhrkamp},
editor = {Habermas, J.},
year = {1981},
keywords = {Education, Filosofia contemporânea, Higher, Politiek, Politieke filosofie, Psychologie politique, Radicalism, Science politique, Social history, Sociologists, Student movements},
}1978 (1)
The Perpetual Dream: Reform and Experiment in the American College. Grant, G. & Riesman, D. University of Chicago Press, Chicago, 1978.
bibtex
bibtex
@book{grant_perpetual_1978,
address = {Chicago},
title = {The {Perpetual} {Dream}: {Reform} and {Experiment} in the {American} {College}},
isbn = {0-226-30605-4},
shorttitle = {The perpetual dream},
publisher = {University of Chicago Press},
author = {Grant, Gerald and Riesman, David},
year = {1978},
keywords = {IAALA, education}
}1972 (1)
Report on map librarianship course at Toronto. Winearls, J. Western Association of Map Libraries Information Bulletin, 1972. ID: 120
bibtex
bibtex
@article{winearls_report_1972,
title = {Report on map librarianship course at {Toronto}},
number = {3},
journal = {Western Association of Map Libraries Information Bulletin},
author = {Winearls, J.},
year = {1972},
note = {ID: 120},
keywords = {canada;, education, librarianship, map},
}1971 (1)
The Growth of the Montessori Movement in the United States, 1909-1970. Appelbaum, P. Ph.D. Thesis, New York University, New York, NY, 1971.
Paper bibtex
Paper bibtex @phdthesis{appelbaum_growth_1971,
address = {New York, NY},
type = {Doctoral {Dissertation}},
title = {The {Growth} of the {Montessori} {Movement} in the {United} {States}, 1909-1970},
url = {http://www.worldcat.org/oclc/276879836},
language = {eng},
school = {New York University},
author = {Appelbaum, Phyllis},
year = {1971},
keywords = {Education}
}1930 (1)
Developing a Project Curriculum for Village Schools in India: A Suggestive Method of Procedure. McKee, W. J. University of North Carolina Press, Chapel Hill, North Carolina, 1930.
Paper abstract bibtex
Paper abstract bibtex Specifically see section related to the work of Tagore and his school at Santiniketan which incorporates a Montessori-like method of education. Also published under the title, "New Schools for Young India: A Survey of Educational, Economic and Social Conditions in India with Special Reference to More Effective Education"
@book{mckee_developing_1930,
address = {Chapel Hill, North Carolina},
title = {Developing a {Project} {Curriculum} for {Village} {Schools} in {India}: {A} {Suggestive} {Method} of {Procedure}.},
url = {https://catalog.hathitrust.org/Record/009067709},
abstract = {Specifically see section related to the work of Tagore and his school at Santiniketan which incorporates a Montessori-like method of education. Also published under the title, "New Schools for Young India: A Survey of Educational, Economic and Social Conditions in India with Special Reference to More Effective Education"},
language = {eng},
publisher = {University of North Carolina Press},
author = {McKee, William John},
year = {1930},
keywords = {Education, History, India, India., Project method in teaching, Punjab (India), Punjab., Rural schools, Social conditions.}
}undefined (7)
More than the Sum of Their Parts? Interdisciplinarity and Sustainability. Jones, P., Selby, D., & Sterling, S. R. In Sustainability Education : Perspectives and Practice across Higher Education. Earthscan.
Paper bibtex
Paper bibtex @incollection{jonesMoreSumTheir2010,
title = {More than the Sum of Their Parts? {{Interdisciplinarity}} and Sustainability},
booktitle = {Sustainability Education : Perspectives and Practice across Higher Education},
author = {Jones, Paula and Selby, David and Sterling, Stephen R.},
date = {2010},
publisher = {{Earthscan}},
url = {http://www.worldcat.org/isbn/9781844078776},
isbn = {978-1-84407-877-6},
keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-11620837,cross-disciplinary-perspective,education,local-over-complication,sustainability,transdisciplinary-research}
}Beyond Hierarchical One-on-One Mentoring. Sills, J., Horner-Devine, M. C., Gonsalves, T., Margherio, C., Mizumori, S. J., & Yen, J. W. 362(6414):532.
Paper doi abstract bibtex
Paper doi abstract bibtex [Excerpt] [...] traditional hierarchical mentoring relationships, when they work, can be sources of incredible psychosocial and practical support. However, when these relationships are not strong, they can hinder or even harm mentees [...]. The unequal power dynamic of a senior mentor [...] and junior mentee can be especially problematic for individuals belonging to systematically marginalized identity groups [...] and can exacerbate a sense of isolation for the mentee. [...] A mentoring network with multiple modes of mentoring dismantles the guru mentor myth, which suggests that one senior mentor is a necessary and sufficient source of mentoring. Instead, a mentoring network framework centers on the mentees and what they need and desire to thrive in their career; it then meets their varied needs through a host of mentoring relationships [...] Evidence suggests that peer mentoring is most effective with groups of five to eight participants who are all at a similar career stage, have complementary fields of expertise, and share social identities [...]. There is no senior mentor, and thus the model asserts that each peer mentoring participant has useful wisdom and perspectives to share as well as areas in which they need advice. [...]
@article{sillsHierarchicalOneononeMentoring2018,
title = {Beyond Hierarchical One-on-One Mentoring},
author = {Sills, Jennifer and Horner-Devine, M. Claire and Gonsalves, Torie and Margherio, Cara and Mizumori, Sheri J. and Yen, Joyce W.},
date = {2018-11},
journaltitle = {Science},
volume = {362},
pages = {532},
issn = {1095-9203},
doi = {10.1126/science.aav7656},
url = {https://doi.org/10.1126/science.aav7656},
abstract = {[Excerpt] [...] traditional hierarchical mentoring relationships, when they work, can be sources of incredible psychosocial and practical support. However, when these relationships are not strong, they can hinder or even harm mentees [...]. The unequal power dynamic of a senior mentor [...] and junior mentee can be especially problematic for individuals belonging to systematically marginalized identity groups [...] and can exacerbate a sense of isolation for the mentee. [...] A mentoring network with multiple modes of mentoring dismantles the guru mentor myth, which suggests that one senior mentor is a necessary and sufficient source of mentoring. Instead, a mentoring network framework centers on the mentees and what they need and desire to thrive in their career; it then meets their varied needs through a host of mentoring relationships [...] Evidence suggests that peer mentoring is most effective with groups of five to eight participants who are all at a similar career stage, have complementary fields of expertise, and share social identities [...]. There is no senior mentor, and thus the model asserts that each peer mentoring participant has useful wisdom and perspectives to share as well as areas in which they need advice. [...]},
keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-14652924,education,research-management,scientific-community-self-correction,scientific-creativity,scientific-knowledge-sharing,team-diversity},
number = {6414}
}CodeUur - Programmeerles op de basisschool.
Paper abstract bibtex
Paper abstract bibtex Digitaal vaardige kinderen door programmeren in het basisschool curriculum te krijgen
@misc{noauthor_codeuur_nodate,
title = {{CodeUur} - {Programmeerles} op de basisschool},
url = {http://www.codeuur.nl/},
abstract = {Digitaal vaardige kinderen door programmeren in het basisschool curriculum te krijgen},
urldate = {2016-01-20TZ},
keywords = {Netherlands, children, coding, education, school, scratch}
}ENSO as an Integrating Concept in Earth Science. McPhaden, M. J., Zebiak, S. E., & Glantz, M. H. 314(5806):1740–1745.
Paper doi abstract bibtex
Paper doi abstract bibtex The El Niño-Southern Oscillation (ENSO) cycle of alternating warm El Niño and cold La Niña events is the dominant year-to-year climate signal on Earth. ENSO originates in the tropical Pacific through interactions between the ocean and the atmosphere, but its environmental and socioeconomic impacts are felt worldwide. Spurred on by the powerful 1997-1998 El Niño, efforts to understand the causes and consequences of ENSO have greatly expanded in the past few years. These efforts reveal the breadth of ENSO's influence on the Earth system and the potential to exploit its predictability for societal benefit. However, many intertwined issues regarding ENSO dynamics, impacts, forecasting, and applications remain unresolved. Research to address these issues will not only lead to progress across a broad range of scientific disciplines but also provide an opportunity to educate the public and policy makers about the importance of climate variability and change in the modern world.
@article{mcphadenENSOIntegratingConcept2006,
title = {{{ENSO}} as an Integrating Concept in {{Earth}} Science},
author = {McPhaden, Michael J. and Zebiak, Stephen E. and Glantz, Michael H.},
date = {2006},
journaltitle = {Science},
volume = {314},
pages = {1740--1745},
issn = {1095-9203},
doi = {10.1126/science.1132588},
url = {https://doi.org/10.1126/science.1132588},
abstract = {The El Niño-Southern Oscillation (ENSO) cycle of alternating warm El Niño and cold La Niña events is the dominant year-to-year climate signal on Earth. ENSO originates in the tropical Pacific through interactions between the ocean and the atmosphere, but its environmental and socioeconomic impacts are felt worldwide. Spurred on by the powerful 1997-1998 El Niño, efforts to understand the causes and consequences of ENSO have greatly expanded in the past few years. These efforts reveal the breadth of ENSO's influence on the Earth system and the potential to exploit its predictability for societal benefit. However, many intertwined issues regarding ENSO dynamics, impacts, forecasting, and applications remain unresolved. Research to address these issues will not only lead to progress across a broad range of scientific disciplines but also provide an opportunity to educate the public and policy makers about the importance of climate variability and change in the modern world.},
keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-14007188,climate,education,el-nino,enso,uncertainty},
number = {5806}
}The Literacies of Science. Lemke, J. L. In Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice, pages 33–47. International Reading Association.
Paper doi abstract bibtex
Paper doi abstract bibtex One starting point for a dialogue between literacy education and science education is the way in which science uses multiple literacies. Literacy education usually begins with an emphasis on language and on texts: how they're made, what they mean. Science education begins with questions about how things happen in the world. We might imagine a scientist studying literacy to be a bit like an ethnographer. An ethnographer of science and its literacies will come across other scientists making and using texts, but will look at the properties of texts only in relation to how they function in meaningful social and cultural activity.
@incollection{lemkeLiteraciesScience2004,
title = {The Literacies of Science},
booktitle = {Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice},
author = {Lemke, Jay L.},
editor = {Saul, E. Wendy},
date = {2004},
pages = {33--47},
publisher = {{International Reading Association}},
doi = {10.1598/0872075192.2},
url = {https://doi.org/10.1598/0872075192.2},
abstract = {One starting point for a dialogue between literacy education and science education is the way in which science uses multiple literacies. Literacy education usually begins with an emphasis on language and on texts: how they're made, what they mean. Science education begins with questions about how things happen in the world. We might imagine a scientist studying literacy to be a bit like an ethnographer. An ethnographer of science and its literacies will come across other scientists making and using texts, but will look at the properties of texts only in relation to how they function in meaningful social and cultural activity.},
isbn = {0-87207-519-2},
keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-11689426,education,epistemology,mathematical-reasoning,mathematics}
}Core Foundations of Abstract Geometry. Dillon, M. R., Huang, Y., & Spelke, E. S. 110(35):14191–14195.
Paper doi abstract bibtex
Paper doi abstract bibtex Human adults from diverse cultures share intuitions about the points, lines, and figures of Euclidean geometry. Do children develop these intuitions by drawing on phylogenetically ancient and developmentally precocious geometric representations that guide their navigation and their analysis of object shape? In what way might these early-arising representations support later-developing Euclidean intuitions? To approach these questions, we investigated the relations among young children's use of geometry in tasks assessing: navigation; visual form analysis; and the interpretation of symbolic, purely geometric maps. Children's navigation depended on the distance and directional relations of the surface layout and predicted their use of a symbolic map with targets designated by surface distances. In contrast, children's analysis of visual forms depended on the size-invariant shape relations of objects and predicted their use of the same map but with targets designated by corner angles. Even though the two map tasks used identical instructions and map displays, children's performance on these tasks showed no evidence of integrated representations of distance and angle. Instead, young children flexibly recruited geometric representations of either navigable layouts or objects to interpret the same spatial symbols. These findings reveal a link between the early-arising geometric representations that humans share with diverse animals and the flexible geometric intuitions that give rise to human knowledge at its highest reaches. Although young children do not appear to integrate core geometric representations, children's use of the abstract geometry in spatial symbols such as maps may provide the earliest clues to the later construction of Euclidean geometry.
@article{dillonCoreFoundationsAbstract2013,
title = {Core Foundations of Abstract Geometry},
author = {Dillon, Moira R. and Huang, Yi and Spelke, Elizabeth S.},
date = {2013-08},
journaltitle = {Proceedings of the National Academy of Sciences},
volume = {110},
pages = {14191--14195},
issn = {1091-6490},
doi = {10.1073/pnas.1312640110},
url = {https://doi.org/10.1073/pnas.1312640110},
abstract = {Human adults from diverse cultures share intuitions about the points, lines, and figures of Euclidean geometry. Do children develop these intuitions by drawing on phylogenetically ancient and developmentally precocious geometric representations that guide their navigation and their analysis of object shape? In what way might these early-arising representations support later-developing Euclidean intuitions? To approach these questions, we investigated the relations among young children's use of geometry in tasks assessing: navigation; visual form analysis; and the interpretation of symbolic, purely geometric maps. Children's navigation depended on the distance and directional relations of the surface layout and predicted their use of a symbolic map with targets designated by surface distances. In contrast, children's analysis of visual forms depended on the size-invariant shape relations of objects and predicted their use of the same map but with targets designated by corner angles. Even though the two map tasks used identical instructions and map displays, children's performance on these tasks showed no evidence of integrated representations of distance and angle. Instead, young children flexibly recruited geometric representations of either navigable layouts or objects to interpret the same spatial symbols. These findings reveal a link between the early-arising geometric representations that humans share with diverse animals and the flexible geometric intuitions that give rise to human knowledge at its highest reaches. Although young children do not appear to integrate core geometric representations, children's use of the abstract geometry in spatial symbols such as maps may provide the earliest clues to the later construction of Euclidean geometry.},
keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-12605740,cognitive-structure,education,mathematics,psychology},
number = {35}
}Christian Education Journal.
Paper abstract bibtex
Paper abstract bibtex The purpose of the journal is to strengthen the conception and practice of Christian education in church and parachurch settings through: -Encouraging reflection on the foundations of Christian education and implications for ministry practice -Exploring the integration and application of social science theory and research to educational ministry concerns -Fostering improved teaching in the field of Christian education at colleges and seminaries, equipping people for leadership in this field -Promoting the assessment of our changing cultural context and of contemporary educational ministry needs, models, and trends -Providing reviews of new books in the field of Christian education and other related disciplines that impact educational ministry
@misc{noauthor_christian_nodate-1,
title = {Christian {Education} {Journal}},
url = {http://journals.biola.edu/ns/cej/},
abstract = {The purpose of the journal is to strengthen the conception and practice of Christian education in church and parachurch settings through:
-Encouraging reflection on the foundations of Christian education and implications for ministry practice
-Exploring the integration and application of social science theory and research to educational ministry concerns
-Fostering improved teaching in the field of Christian education at colleges and seminaries, equipping people for leadership in this field
-Promoting the assessment of our changing cultural context and of contemporary educational ministry needs, models, and trends
-Providing reviews of new books in the field of Christian education and other related disciplines that impact educational ministry},
keywords = {Education},
}