ethanporcaro/eric-fulltext-meta huggingface dataset:
The Quest for Authenticity: A Study of an Online Discussion Forum and the Needs of Adult Learners
Author: McDougall, Jenny
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Computer Mediated Communication,Adult Learning,Adult Education,Adult Educators,Critical Thinking,Group Discussion,Distance Education,Asynchronous Communication,Integrated Learning Systems,College Preparation,Universities,Educational Benefits,Qualitative Research

The objective of achieving a sense of &quot;authenticity&quot; in an educational context is one that might have immediate appeal, though how this is defined, let alone achieved, remains contested. The concept of &quot;authentic discussion&quot; has traditionally been used in the context of classroom English teaching in schools, but this paper explores its possible application to an online discussion forum at university. Participants in this forum were students in a program designed to prepare adult learners for higher education. Though communication in an online environment differs from face-to-face dialogue, it was found not to be a barrier to &quot;authenticity&quot; in some respects. Multiple perspectives were evident with students building on the ideas of each other, but also being prepared to disagree. The level of support and respect was such that they were willing to tackle sensitive issues, and share in an honest and sometimes revealing way. The role of the lecturer emerged as a critical component in achieving such outcomes. Though claims of &quot;authenticity&quot; are always difficult to substantiate, this study concludes that elements of an &quot;authentic discussion&quot; can be achieved in an online environment and this objective has a particular salience in the context of adult learning.
Epistemological Development and Critical Thinking in Post-Secondary
Author: Ouellette-Schramm, Jennifer
Date: 2015-04-00
Type: Journal Articles
Subjects: Epistemology,Critical Thinking,Summative Evaluation,Skill Development,Literacy,Academic Discourse,Case Studies,Scoring Rubrics,Adult Learning,Participant Characteristics,Adult Basic Education,Structured Interviews

Using Kegan's constructive-developmental theory, this study explores to what extent epistemological development is a factor in critical thinking performance and learning in reading and writing among a diverse group of six adult learners. Analysis of a developmental interview, a summative assessment and participant surveys indicated that learners constructing meaning from earlier developmental perspectives demonstrated lower critical thinking in reading and writing, and expressed successes and challenges in accordance with their developmental perspectives. Implications are discussed for supporting critical thinking growth for developmentally diverse adult learners.
Learning Cities on the Move
Author: Kearns, Peter
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Municipalities,Educational Development,Educational Innovation

The modern Learning City concept emerged from the work of OECD on lifelong learning with streams of Learning Cities and Educating Cities having much in common but having little contact with each other. While the early development of Learning Cities in the West has not been sustained, the present situation is marked by the dynamic development of Learning Cities in East Asia--especially in China, the Republic of Korea, and Taiwan. In this context, the paper discusses the evolution of three generations of Learning Cities since 1992 and speculates on the future. The experience of the first generation is discussed in terms of development in the UK, Germany, Canada, and Australia where initiatives, with some exceptions, have not been sustained. Beijing and Shanghai are discussed as examples of the innovative second generation in East Asia, which is seen as a community relations model in response to the socio-economic transformation of these countries. International interest in Learning Cities has now been enhanced following a major UNESCO International Conference on Learning Cities in Beijing in October 2013, which is to be followed by a Second International Conference in Mexico City. The Beijing Conference adopted the Beijing Declaration on Learning Cities supported by a Key Features document. The paper speculates on possible future development post Mexico City, including the situation in Australia, which is seen as opening opportunities for innovative initiatives.
Can the Love of Learning Be Taught?
Author: Nillsen, Rodney
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Attitudes,Learning,Learning Motivation,Epistemology,Learning Theories,Teaching Methods,Learning Strategies,Foreign Countries

This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is the use of analogy as a means of breaking out of one discipline and making connections with another, with mathematics and history being used as a possible example. Some of the issues raised are explored in more depth in the notes at the end of the paper, to which there are references in the main text.
A Web Environment Linking University Teaching Strategies with Graduate Attributes
Author: Hoban, Garry
Date: 2004-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Strategies,Computer System Design,Educational Environment,Graduate Study,Articulation (Education),Educational Practices,Program Implementation,Usability,Educational Resources,Knowledge Management,Web Sites,Electronic Libraries,Instructional Innovation,Foreign Countries

This article describes the design of a web-based environment that links teaching strategies used in different faculties with graduate attributes. Whilst graduate attributes have existed at the University of Wollongong since the 1990s, this is the first time teaching strategies that enable students to develop these attributes have been articulated and shared electronically. The strategies are the practical or tacit knowledge of university teaching. The paper provides a background for the role of graduate attributes in higher education and explains the reason for focussing on teaching strategies. It describes the website resource with some examples and outlines dissemination and evaluation plans for the initiative. It is hoped that the website will become a &quot;growing&quot; site as a resource for a university community to share teaching strategies across different faculties.
Using the Nominal Group Technique to Select the Most Appropriate Topics for Postgraduate Research Students' Seminars
Author: Jones, Sandra C.
Date: 2004-00-00
Type: Journal Articles
Subjects: Methods,Graduate Students,Seminars,Student Attitudes,Preferences,Formative Evaluation,Student Surveys,Course Content,Health Sciences,Behavioral Sciences,Foreign Countries

In 2003, the Faculty of Health &amp; Behavioural Sciences at our university offered a series of postgraduate research seminars. The series of seminars, selected by a three-person faculty team, received a mixed reaction--some seminars attracted a large proportion of the students whereas others were poorly attended. Thus, it was decided to continue the seminar series in 2004, but to undertake some formative evaluation to determine the students' preferences for the seminar topics. It was important to gain input from as many students as possible, and to allow maximum latitude for responses. It was decided to conduct a two-stage evaluation process: nominal groups with a subset of postgraduate research students; followed by a survey of all students based on the groups. It was apparent from the results of this study that the students' preferences for seminar content were quite dissimilar to those anticipated by academic staff. This study demonstrates the advantages and disadvantages of the nominal group technique in investigating information and skill needs among postgraduate research students.
Managing Large Foreign Language Classes at University
Author: McCarthy, Brian
Date: 2004-00-00
Type: Journal Articles
Subjects: Class Size,Large Group Instruction,Delivery Systems,Teaching Methods,Computer Assisted Instruction,Second Language Instruction,College Faculty,College Students,Faculty Workload,Foreign Countries,Technology Uses in Education,Course Descriptions,Student Evaluation,Educational Resources,Class Activities,Grammar,French,Classroom Environment,Teacher Student Relationship,Barriers,Postsecondary Education

The rationalisation of class sizes and subject offerings in majors, and the implementation of workloads models establishing parity in teaching hours and in student load per staff member across Faculty have created considerable challenges for tertiary foreign-language teaching over the past decade. This paper presents one way of responding to the imperatives of the new order, involving the adaptation and management of traditional class activities so that they remain valid in a group of 60 or more students, and the development and delivery of computer-based activities to allow students to receive as much (or as little) individualised instruction as they need outside of class. It reflects on principles and practices which, although not new, have assumed particular importance in the new environment, and analyses the impact of the changes on the dynamic of the class.
Integrating Information Literacy into Curriculum Assemment Practice: An Informatics Case Study
Author: Meldrum, Annette
Date: 2004-00-00
Type: Journal Articles
Subjects: Information Literacy,Curriculum Evaluation,Case Studies,Information Science Education,Undergraduate Students,Graduate Students,Librarian Teacher Cooperation,College Faculty,Foreign Countries

This article describes how an Informatics subject has integrated information literacy skills into its curriculum assessment practice. The paper provides a background on the role information literacies have in student learning and explains the importance of ensuring the literacies are aligned with subject content and assessment practice. It describes the results of an informatics subject that has been developed through collaboration between Academic and Faculty Librarian.
Meeting the Challenges of Assessing Clinical Placement Venues in a Bachelor of Nursing Program
Author: Penman, Joy
Date: 2004-00-00
Type: Journal Articles
Subjects: Nursing Education,Nursing Students,Foreign Countries,Evaluation Methods,Bachelors Degrees,Clinical Diagnosis,Student Evaluation,Student Placement,Likert Scales,Feedback (Response),Student Attitudes,Rural Areas,Health Services,Experiential Learning,Clinical Teaching (Health Professions),Surveys,Qualitative Research

Clinical learning is foundational to the University of South Australia's Bachelor of Nursing program and students are expected to undertake a variety of clinical experiences during the three-year program. The Discipline of Nursing and Rural Health, in collaboration with academics, clinicians and managers, developed an instrument to evaluate contextual learning, involvement and reflection of nursing students during clinical placements. Following a simple research study using the instrument, it was decided to continue such evaluation on an ongoing basis. The instrument was found to be beneficial for students, industry partners and academics in attaining feedback. The purpose of this paper is threefold: to illustrate the process by which the evaluative instrument was developed, to report the results of the survey, and to explore the positive learning outcomes that might result with the use of the instrument.
Karmic Assessment: Evidence from Business Students
Author: Pio, Edwina
Date: 2004-00-00
Type: Journal Articles
Subjects: Business Administration Education,Spiritual Development,Learning Experience,Management Development,Course Descriptions,Metacognition,Global Approach,Evaluation Methods,Educational Environment,Assignments,Tests,Case Studies,Teaching Methods,Communities of Practice,Citizenship,Foreign Countries,College Students

This paper reports the results of assessment as an embedded learning opportunity through evidence from a course on Management and Spirituality for business students offered in 2002 and 2003 in the USA and Europe. It discusses how assessment can be strategically used to nudge students' minds through learning experiences that expand current mental models of being. The construct of Karma with its emphasis on the need to sow carefully to reap a rich harvest for humanity is the context within which the assessment is designed. The paper develops three interrelated themes: the first is the theoretical background on assessment and the need to integrate it with global citizenship and bottom of the pyramid awareness; the second theme sketches the three assessment tasks; while the final theme suggests a model for assessment which amalgamates the learning community, learning environment and individual introspection to achieve karmic assessment.
Assessment Is Bloomin' Luverly: Developing Assessment That Enhances Learning
Author: Morris, Maureen
Date: 2004-00-00
Type: Journal Articles
Subjects: Student Evaluation,College Instruction,Alignment (Education),College Students,Behavioral Objectives,Taxonomy,Performance Based Assessment,Teaching Methods,Student Interests,Thinking Skills,Scoring Rubrics,Cooperative Learning,Reflective Teaching,Feedback (Response),Summative Evaluation,Student Surveys,Interviews,Statistics,College Mathematics,Assignments

Our initial intention was to set out to explore the potential for implementing outcome-based assessment practices in a first year statistics unit. It has evolved into a search for a pedagogy enabling clear definition of the desired learning outcomes in our students, and alignment of instruction, student resources and assessment with these outcomes. Previous learning and assessment materials were used as starting points for the pilot study. The aim was to develop a model which might feasibly be repeated in the context of our subject and related ones, and which might be potentially applied in other disciplines. A recent revision of Bloom's Taxonomy was chosen to facilitate classification of an intended hierarchy of desired knowledge, processes and skills. Unit objectives were behaviourally framed to provide identifiable indicators of student outcome achievement. Assessment was similarly classified to align the desired and observable outcomes. Appropriate instructional techniques and authentic assessment were chosen commensurate with student interest and the development of higher order cognitive skills. An evaluation rubric was used to clarify the requirements of the assessment task. This provided focus material to foster organization of responses. To prevent students privileging one outcome above another, no marking schema was included. Students worked independently in teams of two to complete complementary sections of the assignment. However discussion of their work with their partner was not only expected, but encouraged. Team solution fostered cooperative learning without providing opportunities for plagiarism. Reflective practices and student and staff feedback throughout the study led to refinements in the procedures. Summative evaluation encompassed results of student assessment and surveys and interviews of both staff and students. Semantic problems resulted in difficulties in using the revised Bloom's taxonomy to classify assessment questions. The word &quot;explain&quot; at times required demonstration with a simple diagram, at others, identifying the elements of a formula or even analysis to determine the relevance of a particular model. There is an obvious potential for variability in interpretation of the skills required by some questions and hence the possibility of a lack of reliability in classification of the objectives and assessment. A need arises therefore to refine the taxonomy for more specific use within the discipline.
Gender Bias in Women
Author: Bynum, Gregory Lewis
Date: 2014-00-00
Type: Journal Articles
Subjects: Gender Bias,Females,Child Care,Resistance (Psychology),Philosophy,Behavior,Mothers,Politics,Status

The philosophical anthropologist Dorothy Dinnerstein, in her 1976 work &quot;The Mermaid and the Minotaur: Sexual Arrangements and Human Malaise,&quot; argued that in order for us to address the excesses of male-dominated rule in society (militarism, rapacious consumerism), we must attack the root cause of patriarchy--women's domination of early childcare. In Dinnerstein's analysis, dangerous and unsustainable excesses of male and &quot;masculine&quot; authority in adult life (excesses linked to men's domination of political and economic institutions) arise from dangerous and unsustainable excesses of female and &quot;feminine&quot; authority in childhood (women's domination of childcare). Our misogynistic tendency to make women second-class in the highest-status areas of political and professional leadership arises from our lingering, childhood resentment of women's power over us as we experienced it in childhood. Therefore, in order to get rid of our misogyny, we must give men half of the work, responsibility, and authority associated with childrearing, according to Dinnerstein. While men's resistance to such anti-sexist reform is well known, women's resistance anti-sexist change is, perhaps, less generally understood. Therefore, this article draws from Dinnerstein's philosophical framework in critically examining and comparing various manifestations of gender bias in women, including the following: scholarly documentation of maternal gatekeeping behaviors (behaviors of women in the home that may prevent men from having equal authority and responsibility in childrearing); women's sometime tendency to discourage other women from advancing in workplace status; women's historical resistance to political innovations, such as the Equal Rights Amendment in the United States, that would advance women's political and professional status; and the misguided effacement of the &quot;feminine&quot; work of childhood educators by some &quot;child-centered&quot; women scholars in the education field.
Training Final Year Students in Data Presentation Skills with an Iterative Report-Feedback Cycle
Author: Verkade, Heather
Date: 2015-04-00
Type: Journal Articles
Subjects: Feedback (Response),Skill Development,College Seniors,Research Reports,Data Interpretation,Data,Teaching Methods,Science Education,Science Process Skills,Formative Evaluation,Questionnaires,Student Improvement,Grading,Time on Task,Task Analysis,Educational Practices,Instructional Effectiveness,Foreign Countries

Although practical laboratory activities are often considered the linchpin of science education, asking students to produce many large practical reports can be problematic. Practical reports require diverse skills, and therefore do not focus the students' attention on any one skill where specific skills need to be enhanced. They are also time-consuming to write and mark, limiting the speed at which feedback can be returned. To focus students specifically on the skills of data presentation and interpretation, a weakness noted in many reports in the past, students were required to produce a results figure, as would be found in a journal article, one for each of four practical topics. The students found this a challenge, but their skills improved markedly over the semester due to an efficient feedback cycle. Students were very engaged with this assessment, as it caused them to re-consider what they understood about the results of the practical. As this assessment is a small focused version of a practical report, it allows faster marking and return of practicals. This is therefore a successful method of focusing students' attention on presenting and interpreting practical results, in an efficient and cost-effective manner.
Transformative Learning of Pre-Service Teachers during Study Abroad in Reggio Emilia, Italy: A Case Study
Author: Vatalaro, Angela
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Transformative Learning,Study Abroad,Reggio Emilia Approach,Preservice Teachers,Pedagogical Content Knowledge,Teaching Skills,Global Approach,Competence,Phenomenology,Student Experience,Coding,Teacher Competencies,Developmentally Appropriate Practices,Early Childhood Education,Student Journals,Journal Writing,Reflection,Questionnaires,Cultural Differences,Program Effectiveness,Qualitative Research

The present paper explores the transformative learning of five pre-service teachers participating in a two-week study abroad program to Reggio Emilia, Italy. The study was conducted in order to understand how a study abroad program could contribute to pre-service teachers' content knowledge, teaching practices, and global competence. Through a phenomenological research design, participants' lived experiences and the meanings they made of those experiences during study abroad were collected, analyzed, and coded. Conclusions, discussions, and recommendations for further research are also included.
Challenging the Primacy of Lectures: The Dissonance between Theory and Practice in University Teaching
Author: Phillips, Rob
Date: 2005-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,College Instruction,Lecture Method,Conventional Instruction,Educational Environment,Higher Education,Educational Research,Instructional Design

Current practice in universities foregrounds the traditional lecture, tutorial, examination approach to teaching. The nature of currently-accepted practice in course design and administration is considered through an examination of the influence on universities of historical views about knowledge. These findings are contrasted with current research about learning and learning environments, and the dissonances explored in terms of the concepts of theory-in-use and espoused theory. Recommendations are then made about appropriate ways to design educationally-sound learning environments in higher education. Finally, this paper questions why lectures are largely viewed as the core of the learning process, and why university teaching and learning practices continue to be resistant to, and often inconsistent with, fundamental principles of learning developed through sustained scholarly enquiry.
Keeping It Real: Exploring an Interdisciplinary Breaking Bad News Role-Play as an Integrative Learning Opportunity
Author: Sweeney, Catherine
Date: 2015-04-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Role Playing,Integrated Activities,Caring,Learning Modules,Undergraduate Students,Medical Students,Nursing Students,Qualitative Research,Focus Groups,Feedback (Response),Video Technology,Student Attitudes,Attitude Change,Teamwork,Caseworker Approach,Communication Strategies,Communication Skills,Learning Experience,Disclosure,Teaching Methods,Foreign Countries,Interviews

Palliative care is a complex area of healthcare best delivered by an interdisciplinary team approach. Breaking bad news is an inherent part of caring for people with life-limiting conditions. This study aims to explore an interdisciplinary breaking bad news role-play in a palliative care module. Participants were undergraduate medical and nursing students. Qualitative data from focus groups, student and facilitator feedback and a role-play recording were thematically analysed. The findings revealed that the role-play led to increased understanding of and changes in attitudes towards key palliative care principles, interdisciplinary teamwork, and communication of bad news. There was evidence of increased self-awareness. Findings suggest that the interdisciplinary breaking bad news role-play was a rich integrative learning experience valued by students.