ethanporcaro/eric-fulltext-meta huggingface dataset:
National Student Aid Profile: Overview of 2014 Federal Programs
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2014-07-15
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Federal Legislation,Need Analysis (Student Financial Aid),Income,Undergraduate Students,Graduate Students,Family Income,Higher Education,Educational Legislation

From 2002-2003 to 2012-2013, the total amount of federal financial aid awarded to students under Title IV of the Higher Education Act (HEA) jumped from $82.7 billion to an estimated $169.7 billion, a 10-year increase of 105 percent. For 2012-2013, the Title IV programs accounted for 71 percent of the $238.5 billion in total financial aid received by college students. Despite the demonstrable and continually increasing importance of federal student aid, the majority of Americans have little knowledge of the Title IV programs or the processes necessary to apply for these funds. At the same time, members of Congress have been increasingly interested in and debating the best ways to reform and strengthen the federal aid programs. It is important that Congress and the general public understand these programs and the students they serve. In an effort to increase knowledge of these vital programs, the &quot;National Profile&quot; provides detailed information about most of the programs authorized under Title IV of the HEA, including: (1) descriptions of the federal student aid programs; (2) recent trends in federal program appropriations; (3) income levels of students and families who receive aid; and (4) a description of the federal student aid application process. [For the 2013 report, see ED590344.]
National Student Aid Profile: Overview of 2013 Federal Programs
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Federal Legislation,Need Analysis (Student Financial Aid),Income,Undergraduate Students,Graduate Students,Family Income,Higher Education,Educational Legislation

From 2001-2002 to 2011-2012, the total amount of federal financial aid awarded to students under Title IV of the Higher Education Act (HEA) jumped from $72.3 billion to an estimated $173.8 billion, a 10-year increase of 140 percent. For 2011-2012, the Title IV programs accounted for 71 percent of the $245 billion in total financial aid received by college students. Despite the demonstrable and continually increasing importance of federal student aid, the majority of Americans have little knowledge of the Title IV programs or the processes necessary to apply for these funds. At the same time, members of Congress have been increasingly interested in and debating the best ways to reform and strengthen the federal aid programs. It is important that Congress and the general public understand these programs and the students they serve. In an effort to increase knowledge of these vital programs, the &quot;National Profile&quot; provides detailed information about most of the programs authorized under Title IV of the HEA, including: (1) descriptions of the federal student aid programs; (2) recent trends in federal program appropriations; (3) income levels of students and families who receive aid; and (4) a description of the federal student aid application process. [For the 2012 report, see ED537548.]
Tribal Solutions: Subsidized Employment Programs Serving American Indians and Alaska Natives. OPRE Report 2018-94
Author: Glosser, Asaph
Date: 2018-09-00
Type: Reports - Research
Subjects: Employment Programs,American Indians,Alaska Natives,Tribes,Welfare Services,Welfare Recipients,Federal Programs,Program Implementation,Low Income Groups,Employment Opportunities,State Programs,Recruitment,Job Placement

People served by public assistance programs such as Temporary Assistance for Needy Families (TANF) often have difficulty finding jobs in the competitive labor market. This report describes the ways in which eight TANF programs primarily serving American Indian and Alaska Native (AIAN) families use subsidized employment. Subsidized employment programs rely on public funds to subsidize the wages that employers pay when they provide jobs to individuals who cannot find them in the competitive labor market. It can be used to create jobs in areas where there are more people interested in work than there are available jobs. It can also help individuals with barriers to employment gain work experience while earning income. The primary research questions of this report include the following: (1) How do Tribal TANF programs use subsidized employment to engage TANF recipients in work activities?; (2) What challenges do Tribal TANF programs face in implementing subsidized employment programs?; and (3) How do the approaches to subsidized employment taken by some Tribal TANF programs differ from other subsidized employment models used to serve low-income people?
Graduation Rates for Selected Cohorts, 2009-14; Outcome Measures for Cohort Year 2009-10; Student Financial Aid, Academic Year 2016-17; and Admissions in Postsecondary Institutions, Fall 2017. First Look (Provisional Data). NCES 2018-151
Author: Ginder, Scott A.
Date: 2018-12-00
Type: Reports - Research
Subjects: Graduation Rate,Cohort Analysis,Outcome Measures,Student Financial Aid,College Admission,Postsecondary Education,Tables (Data),Undergraduate Students,Time to Degree,Institutional Characteristics,Federal Aid,Grants,Full Time Students,Part Time Students,Family Income,Academic Degrees,Enrollment

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. This First Look presents findings from the provisional data of the IPEDS winter 2017-2018 data collection, which included five survey components: &quot;Graduation Rates,&quot; &quot;200 Percent Graduation Rates,&quot; &quot;Student Financial Aid,&quot; &quot;Admissions,&quot; and &quot;Outcome Measures.&quot; It also provides users with access to fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2018-2019). The purpose of this report is to introduce new data through tables containing descriptive information such as totals, averages, and percentages. The findings presented demonstrate the range of information available through IPEDS, but they include only a sample of the information collected and are not meant to emphasize any particular issue. Two appendices are included.
Personalized Adaptive Content System for Context-Aware Mobile
Author: Benmesbah, Ouissem
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Context Effect,Relevance (Education),Student Needs,Student Characteristics

The rapid development of emerging technologies for mobile devices has enabled them to contribute strongly to the creation of new paths for learning. Mobile learning helps the user to learn at anytime and anywhere and also provides him a unique experience in terms of its flexibility. The problem in mobile learning is not the availability or quality of information, but is rather its relevance to a specific context of use. The quality of a mobile learning system therefore depends on its ability to provide learners with both pedagogical content adapted to their context and processes that truly guide them in their process of learning. This paper presents a new adaptive mobile learning architecture that supports the features of mobility and context in order to enhance the learning experience. [For the complete proceedings, see ED590271.]
Mobile Learning Based Gamification in a History Learning Context
Author: Fatih, Ymran
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Games,History Instruction,Simulated Environment,Computer Simulation,Learning Motivation,High School Students,Learner Engagement

Engagement and motivation are ones of the main factors that impact the student performance during a learning process. The reason why, introducing Gamification in learning aims to improve the learning process, by making use of the motivating effects of digital game elements and techniques. However, summarizing Gamification into a set of technical concepts (points, badges and leaderboards) is a very common misunderstanding of Gamification hence greatly reducing the purposed effect on the target (students). In this paper, after exploring the key elements that can lead to a good Gamification in &quot;History&quot; as a learning context, driven by target (students) motivation, we will try to propose a solution based on mobile technologies, mainly Augmented Reality (AR), and design a way of evaluation and verification. [For the complete proceedings, see ED590271.]
The 2016 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Center on Deaf-Blindness (NCDB)
Date: 2017-10-00
Type: Reports - Research
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Age Differences,Geographic Location,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Educational Environment,Educational Methods,Standardized Tests,State Standards,Student Evaluation,Eligibility,Place of Residence,Assistive Technology,Elementary Secondary Education,Early Childhood Education,Special Education,Inclusion

This, the 31st annual National Child Count of Children and Youth Who Are Deaf-Blind, is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a thirty-plus year collaborative effort between the National Center on Deaf-Blindness (NCDB), its predecessors, and each state and multi-state deaf-blind project throughout the country, as well as projects funded in the Pacific Trust territories, the Virgin Islands, and Puerto Rico. Initially requested by the U.S. Department of Education as an examination of the discrepancy between the National Deaf-Blind Child Count and the Office of Special Education Programs' (OSEP) annual December 1 counts of children and students with disabilities being served under IDEA Part C or Part B, the child count has expanded over time to inform the work of a range of OSEP-funded deaf-blind projects during the ensuing years, including the current national, state, and multi-state technical assistance and dissemination projects. The National Deaf-Blind Child Count has been collaboratively designed, implemented, and revised to serve as the common vehicle to meet federal grant requirements for both the State and Multi-State Deaf-Blind Technical Assistance Projects and the National Deaf-Blind Technical Assistance Center, as well as serve as a common data collection and reporting mechanism for use across the country. [For the 2015 report see ED581439.]
The 2017 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Center on Deaf-Blindness (NCDB)
Date: 2018-10-00
Type: Reports - Research
Subjects: Disabilities,Educational Legislation,Federal Legislation,Equal Education,Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Age Differences,Geographic Location,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Educational Environment,Educational Methods,Standardized Tests,State Standards,Student Evaluation,Eligibility,Place of Residence,Assistive Technology,Elementary Secondary Education,Early Childhood Education,Special Education,Inclusion

This, the 32nd annual National Child Count of Children and Youth Who Are Deaf-Blind, is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a thirty-plus year collaborative effort between the National Center on Deaf-Blindness (NCDB), its predecessors, and each state and multi-state deaf-blind project throughout the country, as well as projects funded in the Pacific Trust territories, the Virgin Islands, and Puerto Rico. Initially requested by the U.S. Department of Education as an examination of the discrepancy between the National Deaf-Blind Child Count and the Office of Special Education Programs' (OSEP) annual counts of children and students with disabilities being served under IDEA Part C or Part B, the child count has expanded over time to inform the work of a range of OSEP-funded deaf-blind projects during the ensuing years, including the current national, state, and multi-state technical assistance and dissemination projects. The National Deaf-Blind Child Count has been collaboratively designed, implemented, and revised to serve as the common vehicle to meet federal grant requirements for both the State and Multi-State Deaf-Blind Technical Assistance Projects and the National DeafBlind Technical Assistance Center, as well as serve as a common data collection and reporting mechanism for use across the country.[For the 2016 report see ED590349.]
The Potential Use of Smartphone and Social Networks in Public Schools: A Case Study in North of Brazil
Author: Daltio, Eva
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Social Media,Teaching Methods,Educational Technology,Technology Uses in Education,Public Schools,High Schools,Technology Integration

This paper analysis the relationship between smartphones and social networks as compatible technologies with the school's pedagogical demands in the 21st century. In the classroom there are some challenges imposed by their own dynamics, these analyses aims to highlight the potential of teaching and learning productivity and the contribution of these technologies focus on the production of knowledge. The information contextualized in this analysis has the focus into the base of the research and the objective and it was collected from a public high school in Palmas, the capital of Tocantins state in Brazil. In this study 212 students and 27 teachers participated. The results confirm the need to change from traditional teaching to practice focused on curricular integration of information and communication technologies (ICT), considering the intense relationship and time of students and teachers with the virtual world. This relationship is intensified by the popularization and dissemination of mobile technologies and the importance attached to social networks in the context of social relations. [For the complete proceedings, see ED590271.]
Tacit Knowledge in Virtual University Learning Environments
Author: Vogel, Cathrin
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Virtual Universities,Intelligent Tutoring Systems,Online Courses,Computer Assisted Instruction,Knowledge Management,Robotics

Knowledge work has become a major component of value creation, especially in industrialized countries. Processing knowledge in virtual ways becomes increasingly possible with emerging technological innovations. This leads to the important question, how to transmit elusive tacit knowledge in a virtual setting. Education at universities benefits from the use of virtual environments for passing on knowledge, such as by setting up MOOCs and using learning apps. How to manage tacit knowledge in virtual learning environments as well as how to prepare students for virtual organizational knowledge processes become crucial. Although knowledge management and processes have already been widely analyzed, research on harvesting tacit knowledge in virtual educational environments is still rare, in particular regarding the use of intelligent tutor systems for knowledge management processes. Therefore, the central question addressed in this paper is, how university knowledge processes concerning tacit knowledge can be supported by intelligent systems, such as bots and tutor systems. [For the complete proceedings, see ED590271.]
Towards a Mobile Augmented Reality Prototype for Corporate Training: A New Perspective
Author: Marengo, Agostino
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Handheld Devices,Computer Simulation,Industrial Training,Computer Oriented Programs

The potentials of the use of AR are showing up in a variety of ways can be used to create unique learning experiences. Recently, the advancement and popularity of handheld devices has enabled researchers to implement more effective learning methods. in educational as well as in corporate settings, from primary through to adult education. The industrial interest for such a technology is high, and in recent years, many attempts to use AR as a support for maintenance and repair processes. In this paper, we present an ongoing research, concerning the application of Augmented Reality technology to e-learning system for corporate training purposes. More specifically, our research goal is to figure out if corporate training would get a valuable help from the implementation of AR in training programs, seeking to explore the advantages of the use of this emerging technology in maintenance contexts' needs. In particular, the research team starts from the evaluation of a previous research &quot;Towards a mobile AR prototype for corporate training&quot; (Marengo, Pagano, &amp; Ladisa, 2017) and aims to go over some hurdles and criticism we highlighted during the research. The original purpose consisted in developing an Augmented Reality Web App for maintenance and repair training purposes. Going further, we noticed some critical aspects of the study, which could affect negatively the final goal of the research. The new aim is to introduce a complete new approach starting from a methodological and finishing to a technical point of view. In this paper, we present those reinvented approaches highlighting the design and the development phases applied to achieve our goal. The last phase of our research work presented is the development of a prototype ready for further application and testing. This represent just the beginning step of our ongoing research project. [For the complete proceedings, see ED590271.]
Mobile Learning and Digital Literacy in the Context of University Young Adults
Author: Apostolov, Georgi
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Technological Literacy,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,College Students,Skill Development,Access to Computers,Internet

The present article is aimed at focusing on theoretical and practical efforts in promoting various aspects of digital literacy and mobile learning, as well as to explore its dimensions and projections in the university level. The analysis is based on empirical information for the education process revealed specific aspects of the relationship between young people and ICT in digital society. The basic conclusion is that the adapting of young adults to the challenges of the digitization and new training practices requires the determining of more effective ways to attract, encourage and motivate students towards the utilization of quality theoretical and applied knowledge and skills in ICT. [For the complete proceedings, see ED590271.]
1-Day MOOC on Mobile Learning: An Experience Report on the Module &apos;Educational Contexts&apos;
Author: Leite, Carla V.
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Large Group Instruction,Online Courses,Context Effect,Barriers,Technology Integration,Teacher Attitudes,Foreign Countries,Secondary School Teachers

Smartphones and tablets have become essential tools in users' daily life, as they include a whole range of digital services, enlarging the connection to the virtual world. Nonetheless, the use of these tools in the educational context, known as mobile learning, is still a recent and scarcely embraced practice. A 1-day MOOC (massive open online course) was devised to raise awareness of the potential of mobile devices in the teaching-learning process, aiming at increasing lower secondary education teachers´ adhesion to this approach. This article is intended to present the experience of creating the first out of four course modules/units. This module, entitled &quot;Contexts&quot;, is focused on the change of paradigm in educational contexts due to the fact that mobile devices enable ubiquitous learning. The pedagogical strategies adopted in the development of the module, the technologies used to meet the needs and the purposes are described. Participants' comments on the debate activities were analysed and they reinforce the need to invest in infrastructures, to promote teachers' proactivity and to ensure preconditions for a success of the integration of mobile devices. Participants pointed out both teachers and schools as barriers to the introduction of mobile learning, highlighting teachers' lack of motivation and commitment as well as school infrastructure problems. Conclusions drawn from this experience point to an increasing interest in mobile learning and participants' awareness of both its advantages and the obstacles to implementing it. [For the complete proceedings, see ED590271.]
Promoting Intrinsic Motivation with a Mobile Augmented Reality Learning Environment
Author: Buchner, Josef
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Computer Simulation,Simulated Environment,Learning,Difficulty Level,Cognitive Processes,Animation,Student Interests,Competence,Student Attitudes,Student Motivation,Teaching Methods,History Instruction,Secondary School Students,Foreign Countries

In this study the impact of a mobile augmented reality learning environment on motivation, learning effects and cognitive load was tested. Students participated in a two-hour history lesson while using their smartphones to turn static pictures into animations with an Augmented Reality (AR) application. Interest, perceived competence and perceived choice as indicators for intrinsic motivation were assessed. Results of the AR learning group were compared to a non-AR teacher-centered learning environment. The results reveal that augmented reality learning can promote intrinsic motivation and has an impact on history learning. Cognitive load has not been detected as a problem within the AR group. [For the complete proceedings, see ED590271.]