ethanporcaro/eric-fulltext-meta huggingface dataset:
Children&apos;s Responses to Divergent and Convergent Design Feedback
Author: Schut, Alice
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Reaction,Feedback (Response),Novices,Elementary School Students,Design,Student Projects,Creative Thinking,Convergent Thinking,Resistance (Psychology),Technology Education,Foreign Countries,Problem Solving,Physical Activities,Criticism,Peer Evaluation

In this paper, we explore the divergent and convergent nature of design feedback and the various responses to this feedback from a group of 24 young novice designers (primary school children age 9-11) taking part in a co-design project. Earlier research emphasizes that feedback can encourage a designer to take divergent as well as convergent paths during their design process (Cardoso, Eris, Badke-schaub, &amp; Aurisicchio, 2014; Yilmaz &amp; Daly, 2014, 2016). Yet our previous research shows, that feedback given to primary school children while designing does not always spark creative thinking (Schut, Klapwijk, Gielen, Van Doorn, &amp; De Vries, 2019). We presume that the responses we found might have been influenced by the type of feedback that preceded them. Therefore, we have elaborated on the results we've previously uncovered with an additional analysis of the same case study. This additional analysis shows that divergent feedback given by peers or a client will not necessarily promote divergent thinking processes, whereas convergent feedback will not necessarily promote convergent thinking. Furthermore, responses indicating resistance towards the feedback given were widespread. However, we believe that feedback from clients and peers can still be a fruitful strategy in learning to be creative and in promoting divergent thinking (DT) and convergent thinking (CT) and end with suggestions on how this might be achieved.
Humanising the Design and Technology Curriculum: Why Technology Education Makes Us Human
Author: McLain, Matt
Date: 2019-00-00
Type: Journal Articles
Subjects: Design,Technology,National Curriculum,Technology Education,Foreign Countries,Educational Policy,Technological Literacy,Science and Society

Design and technology (D&amp;T) emerged from a very different education context than it finds itself in today. D&amp;T was to be included in the National Curriculum for England because it was perceived that what children learnt from design and technological activity could not be learnt in another way (DES/WO, 1988). Furthermore, it connected a wide range of subjects across the curriculum, developing capability &quot;to operate effectively and creatively in the made world&quot; (p.3). Henceforth, the role of knowledge for action in D&amp;T, primarily through designing and making, has been viewed as a great strength and unique feature in the subject. The aim of this paper is to reposition and reinvigorate how D&amp;T is interpreted and enacted within the school curriculum. Not merely as an industrial imperative, with its focus on technical and economic matters, but on D&amp;T as a cultural, creative and humanising endeavour. The argument is that technological activity is fundamentally human and integral to our evolution and development as cognisant and social beings. Therefore, to measure a subject by it's so called timeless knowledge in opposition to skill (Gibb, 2016) falls short of achieving a broad and balanced curriculum (Spielman, 2018); in particular a relatively new and evolving subject encompassing the complexity of technology and society, with their complex and changing natures. However, there may be light at the end of the tunnel, with inspection findings of &quot;evidence of curriculum narrowing&quot; in England and the negative impact of focusing on &quot;few measurable outcomes&quot; (Ofsted, 2019, p. 5); which may result in a resurgence of opportunities for pupils to study practical and creative subjects, such as D&amp;T, in opposition to the perverse incentives that have led to said narrowing in school curricula.
Makerspaces for Pedagogical Innovation Processes: How Finnish Comprehensive Schools Create Space for Makers
Author: Jaatinen, Juha
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Compulsory Education,Educational Innovation,Pilot Projects,Textiles Instruction,Team Teaching,Technology Education,Shared Resources and Services,Learning Activities,Experiential Learning,Design Crafts,Workshops,Suburban Schools,Educational Environment,Manufacturing,Elementary School Teachers

Finland has its own version of a &quot;makerspace&quot;: craft class. Originally, there was one craft class for boys and one for girls. Later, there were classes for different materials, especially for wood and textiles, which are deep-rooted concepts in the Finnish crafts mindset. To reclaim craft class for pupils, or &quot;makers&quot;, we must determine teachers' and pupils' mindsets concerning collaboration, differing interests and sharing. Craft is a compulsory learning-by-doing subject for pupils in grades one through seven, with activities based on craft expression, design and technology (CDT). This research is part of a national endeavour to develop innovative CDT as a basic education subject. The paper explores two pilot case studies in which technical and textile work teachers taught together in a shared learning environment, rather than in traditionally separate learning environments. The aim was to develop criteria for a new kind of learning environment that would promote learning to develop innovations and pupil's innovation competencies. The first study used a mixed methods approach, including systematic observation, inquiry and pair interviews of five co-teaching teams in primary school, to test the new teaching culture. The second study used an experience sampling method in the form of a mobile application to reveal various parts of pupils' design and making processes in a school setting. The key finding is that collaborative teams can support teachers' and pupils' innovative learning activities when the work is supported by shared spaces, practices and new tools. The paper concludes by relating preconditions for implementing makerspaces in the context of formal comprehensive education to learning outcomes, traditional workshops, learner differences and pedagogical innovation processes.
Developing a Quality Assurance Framework That Addresses Experiential Learning and Work-Integrated Learning: Lessons Learnt from George Brown College
Author: Ross, Cory
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Quality Assurance,Experiential Learning,Work Experience Programs,College Students,Career Readiness,Educational Benefits,Evaluation Criteria

Throughout the College academic world there has always been a need for marrying the didactic classroom material with the applied learning and experiential approach. At George Brown College we stated boldly a commitment to ensure that every student would experience a quality field experience in our strategic path for vision 2020. In order to provide a student with a quality experience we needed to undertake a process that identified quality, currency and authenticity in our offerings. This paper speaks to the necessary quality framework that continues to be refined in our quest of delivering on the George Brown College promise with respect to experiential and work integrated learning.
Girls&apos; Engagement with Technology Education: A Scoping Review of the Literature
Author: Sultan, Ulrika
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,Technology Education,Student Participation,Activities,Student Interests,Student Attitudes,STEM Education,Career Choice,Gender Differences,Cultural Influences,Cultural Differences,Sex Stereotypes

The aim of this study is to review internationally published scientific literature on the subject of girls' engagement in technology education, in order to identify the most common descriptions of girls' engagement with technology education, girls' technological activities, and the relationship between girls and technology. After a scoping review of the literature, 20 relevant articles were identified and included in the study; they were analysed using content analysis. The results show that, according to the reviewed studies, girls are less interested in and have less positive attitudes towards technology (education) than boys. They are also less likely to choose a technology- or STEM-oriented occupation. Several of the included studies venture possible explanations as to why this is and refer mainly to cultural factors. Those studies that do define the type of technology used in girls' activities mostly describe a neutral, or male kind of &quot;nuts and bolts&quot; technology. As regards girls' relationship to technology, there is potential for improving female engagement using apparently simple means; for example, making sure the social context of teaching is adapted to girls. The results of the literature review are discussed in terms of their implications for future research and can be used as a guide for educators and researchers in the area. In particular, the reasons for girls' lower interest in technology education compared to boys need to be further researched, and it may be that researchers need to study girls in their own right, not in perpetual comparison with boys, in order to come closer to an answer.
Legal, Ethical and Privacy Issues Affecting Data Sharing among Ontario&apos;s Higher Education Institutions in Interinstitutional Collaboration
Author: Green, Paula
Date: 2019-00-00
Type: Journal Articles
Subjects: Privacy,Ethics,Legal Problems,Classification,Data Analysis,Higher Education,Institutional Cooperation,Foreign Countries,Federal Legislation,Consortia,Access to Information,Recordkeeping,Shared Resources and Services,Information Systems,College Students,Student Records

Legal, privacy and ethical concerns impacted data sharing among post-secondary institutions in academic collaboration in Ontario. The legal/ethical environment was embodied by FIPPA (Freedom of Information and Protection of Privacy) legislation, Research Ethics Board protocols and Institutional Acts enacted by the provincial parliament. Collectively, they placed limitations on how and what data was shared; as well as the volume, types, frequency and use of the data exchanged. The 'Data Sharing in Academic Collaborations and Pathways' study categorized the data exchanged into two broad categories, namely: a) data sharing for administration; and b) data sharing for research and planning. The legal/ ethical environment also impacted the attitudes of staff within the six academic institutions who participated in the 'study.' And Communication Privacy Management theory offered some explanation for the behaviours and attitudes that were observed.
&quot;It&apos;s Not for Real&quot;: The Tablet as Palette in Early Childhood Education
Author: Borg, Margareta
Date: 2019-06-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Feedback (Response),Color,Visual Stimuli,Art Activities

This qualitative study investigated how a group of three-year-old preschool children use the drawing application &quot;Doodlecast&quot; on iPads. The smoothness, rapid response, and distinctive digital visual expressions of the tablet provided visual feedback that influenced the children's preferences for colors. &quot;Doodlecast&quot; seemed to encourage the children to explore colors and superimpose and fill-in the iPad's screen. In addition, they painted very precise shapes and lines, which seemed to facilitate pattern making and discovery of signs and relations. The children used the eraser tool to correct, reveal, remove, and create shapes. Irrespective of the method -- erasing, superimposing, or filling-in the screen -- the clear and professional result seemed to provide a visual confirmation that the children were able to master formulas.
The Impact of the Animated Children&apos;s Program of Baby TV on the Handled Government-Language Development of the Child
Author: Mirella, Müller
Date: 2019-00-00
Type: Journal Articles
Subjects: Toddlers,Child Language,Speech Impairments,Speech Language Pathology,Childrens Television,Rehabilitation,Diagnostic Tests,Television Viewing,Nonverbal Tests,Intelligence Tests,Language Processing,German,Foreign Countries

Speech disorders are in almost all speech pathology accompanied by a symptom. They usually occur during speech development. Baby. First TV describes itself as a provider of shows 'designed to inspire a baby's learning'. However, if a child is presented to a continental strangling program that does not serve the mother tongue, it can have a lot of difficulty in shaping the language of her speech and not understanding the words and sentences of her parents and the environment. The subjects in this study carried out the following diagnostic tests: pedagogical-psychological examination, logaoedic examination, and neurological examination. The results research shows that besides the worse results on non-verbal intelligence tests, children who were exposed to the influence of Baby-TV from their 2 to 4-year-olds have achieved worse results on nonverbal tests as well as children whose parents included the Baby-TV program of 9 months to the gosling of the day. They say the worst German letters such as ß, R, Ö, Ä, Ü and do not associate German spoken words with the environment. The aim of this research was to examine the negative influence of BABY TV on the speech of children with age child, sex, nonverbal, verbal abilities, and development scale of understanding speech. The ability to speak and understand speech in relation to Reynell was also explored development scale of speech. Average and below-average values were obtained.
Comparison of Emotional Intelligence Levels and Problem Solving Skills of Prospective Teachers According to Different Variables
Author: Akyol, Mehmet Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Problem Solving,Preservice Teachers,Gender Differences,Age Differences,Departments,Instructional Program Divisions,Preservice Teacher Education

IQ is considered as a true criterion of intelligence while emotional intelligence is considered as a decisive in order to be happy and successful in life. It is of interest to the educational system that emotional intelligence can be developed at the same time. Emotional intelligence gained in the family will help to improve the school life, overcome the obstacles that people will encounter in their lives and solve the problems. In this study, emotional intelligence levels and problem solving skills of the prospective teachers were examined according to different variables. In this study, the cross sectional survey design was used to investigate the research questions with 1033 prospective teachers, 813 of whom were women and 220 were men, who agreed to participate in the study. The study group was chosen from the students of education faculty of the public university located near the black see region of Turkey. As a means of collecting data, the Bar-On Emotional Intelligence Scale, the Problem Solving Scale, and the Personal Information Form were used to obtain data from the participants. As a result of the study, the problem solving skills of prospective teachers don't differ according to gender and the class level; It was also found that emotional intelligence did not differ according to gender and the class level, but it had a significant difference according to age and department variables. In line with these results, in order to educate teachers with high level of emotional intelligence and problem solving skills, attention should be paid to the emotional characteristics of the teacher candidates. The change of emotional intelligence with different factors should be examined in follow up studies.
A Fully Online Course Experience from Students&apos; Perspective: Readiness, Attitudes and Thoughts
Author: Cabi, Emine
Date: 2019-07-00
Type: Journal Articles
Subjects: Student Experience,Online Courses,Student Attitudes,Distance Education,Undergraduate Students,Associate Degrees,Private Colleges,Foreign Countries,Computer Literacy,Internet,Self Efficacy,Independent Study,Electronic Learning,Attitude Change,Learning Readiness,Student Satisfaction,Required Courses,Two Year College Students

The purpose of the study was to reveal the effect of a course taken through distance education on students' readiness and attitudes. Sequential explanatory design method was used as a research method in which qualitative and quantitative measurements were used in the research. For the quantitative data, a single group pre-test/post-test design was used as an experimental model; for the qualitative data, open-ended questions were asked in order to elicit students' opinions following the experimental process. The study group consisted of 266 students from different faculties and departments who were studying undergraduate and associate degree programmes at a private university in Turkey. Results indicated that the course taken through distance education had a significant effect on students' gaining Computer and Internet Self-Efficacy and was effective in improving undergraduate students' self-directed learning skills. Moreover, the course taken through distance education had a significant effect on students' familiarity with e-learning. Additionally, the course was found to be effective in decreasing the escape attitudes from e-learning.
WhatsApp as a Tool for Sustainable Glocal Linguistic, Social and Cultural Interaction
Author: Takkac Tulgar, Aysegul
Date: 2019-07-00
Type: Journal Articles
Subjects: Social Media,Computer Software,Global Approach,Second Language Learning,Second Language Instruction,Turkish,Foreign Countries,Summer Programs,Computer Mediated Communication,Content Analysis,Student Attitudes,Instructional Effectiveness,Intercultural Communication,Self Concept,Teaching Methods,Cultural Awareness,Cooperative Learning,Individual Development,Social Development

As a popular social media application, WhatsApp has become an integral part of daily lives of many people on earth. Researchers have investigated the individual, social and pedagogical benefits of the tool. However, the possible contributions of WhatsApp as a platform for cultural interaction in the glocal sense has not been examined yet. To call attention to this dimension of the tool, this case study aims to investigate the role of WhatsApp in maintaining glocal linguistic, social and cultural interaction among a group of foreign learners of Turkish. The participants had a three-week summer school experience in Turkey where they formed a WhatsApp group for communication. After returning back to their home countries, these participants continued their interaction with their friends through the WhatsApp group. The data for this study were collected through open-ended questions. The results of the content analysis revealed that WhatsApp was an effective application to promote the maintenance of glocal cultural interaction among the participants with its personal, social and linguistic contributions. The participants could have the chance to exchange ideas and increase their perspectives and knowledge as global citizens while preserving their cultural and national identities as local citizens. Their interactional experiences through WhatsApp can be said to have helped the participants increase their awareness and expand their intercultural knowledge from the glocal stance.
Competitiveness in ODL from Stakeholders&apos; Perspective: A Review and Research Agenda
Author: Kant, Nikhil
Date: 2019-07-00
Type: Journal Articles
Subjects: Competition,Distance Education,Foreign Countries,Higher Education,Privatization,Global Approach,Sustainability,Strategic Planning,Cultural Context,Stakeholders,Decision Making,College Students,College Faculty,Parent Attitudes,Teacher Attitudes,Student Attitudes,Quality Assurance,Educational Quality,Public Officials,Career Counseling,Government Role,Administrator Attitudes

Open and Distance Learning (ODL) in higher education has gained momentum in previous decades. ODL institutions too require competitiveness in the market place of educational products/ services through their capabilities and core competencies by adopting &quot;cost and/or differentiation strategy,&quot; especially due to the increasing competition arising from the existence of large number of institutions with similar objectives. The competition has further increased due to &quot;Liberalization, Privatization and Globalization,&quot; virtually collapsing the boundaries to access education being offered from any other country; technological developments; changes in demographics, societal &amp; economic structures; and most importantly emergence of online institutions with different nomenclatures. ODL institutions in India are in dire need of making strategic efforts to create and maintain sustainability in competitiveness by reaching out to larger sections of different stakeholders to satisfy their needs/ expectations in view of the huge untapped potential in India and abroad. All stakeholders are not equally important and influential and their identification is a critical step in selecting appropriate strategy for achieving competitiveness. This study sets the research agenda on the topic of competitiveness in ODL in higher education from the perspective of the relevant stakeholders and not learners only, with the help of &quot;Systematic Literature Review&quot; (SLR), showcasing the findings to provide the future research framework with a deeper understanding of ODL, Competitiveness, stakeholders and their interrelations in the Indian context.
Bangladesh Betar&apos;s Farm Programs to Motivate Farmers: An Analysis of Effectiveness as Distance Education
Author: Hasan, Mahedi
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Agricultural Occupations,Extension Education,Educational Technology,Technology Uses in Education,Program Effectiveness,Radio,Agricultural Education

Bangladesh Betar (BB), the national radio of Bangladesh has been providing extension services to the mostly uneducated Bangladeshi farming communities for the diffusion of modern farm technologies from its very beginning. This study aimed at evaluating the effectiveness of farm programs (FPs) of BB as distance education through assessing its capacity to motivate the farmers. A sample of 465 farmers was surveyed for primary data and the binary logistic regression model was used for data analysis. This study has revealed that those who listen to the FPs of BB were found more likely to adopt modern farm technologies than those who did not listen to the FPs. The concerned authority should take the necessary steps to make the farmers listen to the FPs of BB for educating and motivating them.
Rethinking Business Communication Skills Education: Are Communication Courses Preparing Students for the Workplace?
Author: Al-Musalli, Alaa
Date: 2019-00-00
Type: Journal Articles
Subjects: Business Communication,Communication Skills,Employment Potential,Education Work Relationship,Relevance (Education),Labor Market,Employer Attitudes,Foreign Countries,Public Colleges,Information Technology,College Students,Technical Writing,Student Attitudes,Private Sector,Writing Skills,Curriculum Development,Job Training

This paper calls for a reexamination of the kind of transferable business communication skills that new graduates require as they enter the workforce. Market needs are studied as the focal point for developing relevant exercises to train towards workplace communication competence. The arguments presented in this study are based on an investigation of the communication skills that a sample of Canadian companies in British Colombia deem necessary for new employees. Findings shed light on the importance of bridging the gap between the kind of training offered in business communication skills courses and what the job market expects of new graduates.