ethanporcaro/eric-fulltext-meta huggingface dataset:
Constructive Alignment and the Research Skills Development Framework: Using Theory to Practically Align Graduate Attributes, Learning Experiences, and Assessment Tasks in Undergraduate Midwifery
Author: Pretorius, Lynette
Date: 2013-00-00
Type: Journal Articles
Subjects: Nursing Education,Obstetrics,Undergraduate Students,Research Skills,Alignment (Education),Learning Experience,Models,Competence,Student Attitudes,Student Evaluation,Feedback (Response),Questionnaires,Scores,Scoring Rubrics,Educational Theories,Theory Practice Relationship,Curriculum Evaluation,Qualitative Research,Statistical Analysis,Foreign Countries

Midwifery educators have to provide students with stimulating curricula that teach academic and vocational content, as well as transferable skills. The Research Skills Development (RSD) framework provides a conceptual model that allows educators to explicitly scaffold the development of their students' research skills. This paper aims to demonstrate the effective use of the RSD framework and constructive alignment theory to redesign a second-year Midwifery assessment task. The assessment task was changed into a scenario-based question to better reflect the unit learning objectives and expected graduate attributes. Students were provided with extra time in class to explore the assessment task in a peer environment. Following the return of their assessments, students were asked to complete a questionnaire to evaluate the effectiveness of the assessment redesign. We show that using a constructively aligned scenario-based assessment task in a second year unit more successfully articulated the expected graduate attributes of midwives. Qualitative and quantitative feedback suggested that students and staff appreciated a more clinically-relevant assessment task. This paper demonstrates that the use of the RSD framework to constructively align graduate attributes, learning experiences, and assessment tasks allows for the transformation of undergraduate assessment into a learning experience relevant to clinical practice.
Seinfeld and Economics: How to Achieve the Revised Bloom&apos;s Taxonomy in an Introductory Economics Class
Author: Deal, John
Date: 2013-00-00
Type: Journal Articles
Subjects: Classification,Introductory Courses,Economics Education,Television,Programming (Broadcast),Teaching Methods,Assignments,Academic Failure

This paper presents an innovative teaching technique, the utilization of a popular sitcom to teach an introductory economics course. Using clips from the television show &quot;Seinfeld,&quot; instructors can present the oft-perceived difficult, yet basic, economic concepts in an amenable manner, which also enables the achieving of higher levels of learning as per Bloom&apos;s taxonomy. Many higher education institutions require an economics course as part of the general education curriculum. These courses typically tend to have high rates of failure relative to other required general education classes. One pedagogical tool to improve pass rates is to use Seinfeld Economics. A typical assignment based on an episode is provided in the appendix to further help adopt this pedagogical tool.
Call Me... Maybe: A Framework for Integrating the Internet into ELT
Author: Chinnery, George M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Internet,Computer Uses in Education,Teaching Methods,English (Second Language),Second Language Instruction,Telecommunications,Technology Uses in Education,Handheld Devices,Learning Activities,Access to Computers

This article outlines reasons to use (or not use) the Internet in English language teaching, exploring the Internet as tutor and tool. Discussion of Internet content includes types of content and how to select, save, and use content. Various learning tasks, appropriate even for those without Internet access, are presented and highlighted in a table.
Beyond the Gap Fill: Dynamic Activities for Song in the EFL Classroom
Author: Lorenzutti, Nico
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Singing,Learning Activities,Music Activities,Language Usage,Listening,Pictorial Stimuli,Vocabulary,Comprehension,Second Language Learning,Teamwork

This author presents variable and stimulating activities using songs to encourage students to connect with language. Seven dynamic activities include Song Pictures, Re-order It, Matching Meanings, Changing the Text, Song Strip Connections, Song Cards, and Pair Watching. All are outlined to facilitate their use, and many have added extensions and variations.
Digital Stories: A 21st-Century Communication Tool for the English Language Classroom
Author: Brenner, Kathy
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Story Telling,English (Second Language),Second Language Instruction,English for Academic Purposes,College Students,Multimedia Instruction,Teaching Methods,Cooperative Learning,Instructional Effectiveness

Digital storytelling can motivate and engage students and create a community in the classroom. This article lays out a 12-week digital storytelling project, describing the process in detail, including assessment, and pinpointing issues and challenges as well as benefits the project affords English language students.
Learning Management Systems and Principles of Good Teaching: Instructor and Student Perspectives
Author: Lai, Alyssa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Learning Systems,Teacher Effectiveness,Blended Learning,Educational Principles,College Faculty,Undergraduate Students,Teacher Attitudes,Student Attitudes,Computer Uses in Education,College Instruction,Interviews,Focus Groups,Qualitative Research,Teacher Student Relationship,Cooperative Learning,Active Learning,Expectation,Feedback (Response),Time on Task,Cognitive Style

The blended learning environment in university courses integrates teaching technologies in traditional (i.e. non-technological) learning contexts, most evidently through the adoption of a Learning Management System (LMS). Past studies on the use of LMSs have focused on the economic and technical challenges in LMS adoption (West et al., 2006; Morgan, 2003). Drawing from students' perceived value of an LMS, Kruger (2012) used a quantitative method to examine the link between an LMS and its impact on learning processes and performances. Yet, a minority of studies view LMSs from a theoretical lens, that is, to specifically explore how LMSs function as pedagogical tool to support teaching and learning. By referencing Chickering and Gamson's (1987) &quot;Seven Principles of Good Practice in Undergraduate Education&quot;, this study will highlight areas in which LMS supports and/or hinders &quot;good&quot; teaching and learning. Instructors' and students' perceptions of LMS around these seven principles were examined through in-depth interviews and focus groups, consisting of fieldwork conducted with seven leading instructors and three groups of undergraduate students. They broadly represent all faculties at McMaster University. Preliminary findings suggest that LMSs are particularly useful administratively but are perceived by students and instructors as a poor substitute to classroom teaching. Results further suggest students were most engaged in the learning process when instructors communicated their interests and passion in teaching through classroom environments that were then reflected in the on-line components of a university course.
Back Translating: An Integrated Approach to Focus Learners&apos; Attention on Their L2 Knowledge Gaps
Author: Zhang, Yun
Date: 2014-00-00
Type: Journal Articles
Subjects: Integrated Activities,Language Skills,Second Language Instruction,English (Second Language),Translation,Second Language Learning,Interaction,Attention,Teaching Methods,Reading Materials,Learning Activities

Integration of the four language skills can be enhanced by focusing on back translating--translating an English text into the students&apos; first language and then back into English. This article describes a three-step process for using back translation in reading classes as a way to help students identify gaps in their English competence.
Thirty Years after Bill 101: A Contemporary Perspective on Attitudes Towards English and French in Montreal
Author: Kircher, Ruth
Date: 2014-00-00
Type: Journal Articles
Subjects: Language Attitudes,French,English,Foreign Countries,Social Desirability,Attachment Behavior,Language Planning,Questionnaires,Official Languages,Self Concept,Positive Attitudes,Legislation,Language of Instruction,Native Language,English (Second Language),Student Attitudes,Auditory Stimuli

This paper presents a 2007 study that was conducted amongst 147 young anglophone, francophone and allophone Montrealers in order to shed light on their attitudes towards English and French in terms of status and solidarity. The study made use of both a questionnaire and a matched-guise experiment. The findings indicate that while a certain amount of status was attributed to French, most likely as a result of language policy and planning measures such as Bill 101, significantly more status was attributed to English--most likely a result of the utilitarian value that the language holds as the global lingua franca. Regarding the solidarity dimension, it appears that while the respondents recognised the social desirability of having an affective attachment to the French language, at a more private level, they held more positive attitudes towards English. These can tentatively be explained in terms of the respondents' social identity.
Birding--Fun and Science
Author: McIntosh, Phyllis
Date: 2014-00-00
Type: Journal Articles
Subjects: Animals,Ornithology,Recreational Activities,Ecology,Conservation (Environment),Observation,Data Collection

This feature article presents the basics of birding, or bird watching, and discusses its appeal, especially to serious birders. A section on &quot;citizen scientists&quot; explains organizations that collect data on birds and describes projects they organize. Other sections discuss the legacy of John James Audubon and the bald eagle.
Elementary Students' Affective Variables in a Networked Learning Environment Supported by a Blog: A Case Study
Author: Allaire, Stéphane
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Web Sites,Electronic Publishing,Predictor Variables,Writing Skills,Correlation,Self Determination,Reader Response,Reader Text Relationship,Statistical Analysis,Qualitative Research,Student Motivation,Information Technology,Comparative Analysis,Computer Networks,Self Concept,Pretests Posttests,Student Attitudes,Student Interests,Affective Behavior,Case Studies

This study documents to what extent writing on a blog in a networked learning environment could influence the affective variables of elementary-school students' writing. The framework is grounded more specifically in theory of self-determination (Deci &amp; Ryan, 1985), relationship to writing (Chartrand &amp; Prince, 2009) and the transactional theory of Rosenblatt (1991). The research team used both pre and post-tests to measure affective variables and the analysis was conducted on the basis of inferential and correlational statistics using SPSS 17®. Qualitative analysis is also used to identify writing intents and topics of blog posts. Results indicate an increase in motivation to write in pupils who used the blog, whereas the number of comments made per post did not seem to have any definitive impact on this subject.
Challenging Political Spectacle through Grassroots Policy Dialogues
Author: Winton, Sue
Date: 2014-04-17
Type: Journal Articles
Subjects: Educational Policy,Politics of Education,Democracy,Activism,Citizen Participation,Community Organizations,Dialogs (Language),Case Studies,Foreign Countries

Can simply talking about policy strengthen democracy? Drawing on data collected for case studies of one Canadian and two U.S. grassroots organizations, we demonstrate that taking part in policy dialogues hosted by grassroots organizations enables participants to gain greater clarity regarding policy issues, policy processes, and citizens' perspectives and enhances some participants' ability to take direct action in policy processes. These outcomes, and the opportunities for authentic engagement in policy processes offered by grassroots policy dialogues, can help challenge contemporary policy processes characterized as political spectacle, and, ultimately, enhance democracy in education. Implications of the findings for grassroots organizations and the field of community organizing are also discussed.
Lean and the Learning Organization in Higher Education
Author: Francis, David E.
Date: 2014-04-28
Type: Journal Articles
Subjects: Foreign Countries,College Administration,Management Systems,Organizational Culture,Learning,Literature Reviews,Higher Education

Canadian post-secondary institutions are seeking enhanced efficiencies due to ongoing funding shortfalls and expanding teaching, research, and service mandates. These institutions have considered or enacted Lean methodology based on results reported by public service and healthcare organizations worldwide. Lean requires a high level of organizational investment, including an investment in culture, to ensure success. This literature survey highlights linkages between Lean and organizational learning and presents recommendations about how institutions can plan and assess Lean improvement initiatives.
Examining Informal Learning Using Mobile Devices in the Healthcare Workplace
Author: Fahlman, Dorothy
Date: 2013-00-00
Type: Journal Articles
Subjects: Informal Education,Workplace Learning,Handheld Devices,Technology Uses in Education,Health Services,Adult Education,Constructivism (Learning),Professional Continuing Education,Nurses,Mixed Methods Research,Independent Study,Interviews,Learning Strategies,Learning Processes,Incidence,Age Differences,Foreign Countries

The study of workplace learning and informal learning are not new to adult education and pedagogy. However, the use of mobile devices as learning tools for informal learning in the workplace is an understudied area. Using theories on informal learning and constructivism as a framework, this paper explores informal learning of registered nurses using mobile devices to meet their learning needs for continuing professional education, professional development, and continuing competence within the challenging healthcare workplace. In this mixed methods study, participants used their devices for self-directed informal learning with non-collaborative strategies/processes for evidence-based support, new procedures/treatments, professional development, patient/client teaching, and maintaining competency. Positive perceptions were articulated. Minimal differences were associated to the nurses' age. However, workplace-related influences were relevant to the informal learning experiences with the mobile devices.
Barriers to Systemic, Effective, and Sustainable Technology Use in High School Classrooms
Author: Daniels, Jason Scott
Date: 2013-00-00
Type: Journal Articles
Subjects: Barriers,Technology Uses in Education,Classroom Techniques,High Schools,Technology Integration,Program Effectiveness,Sustainability,Usability,Systems Approach,Mixed Methods Research,Case Studies,Online Surveys,Interviews,Focus Groups,Secondary School Students,Educational Objectives,Access to Computers,Evidence,Use Studies,Educational Practices,Foreign Countries,Observation

The purpose of the Technology and High School Success (THSS) initiative was to encourage innovative strategies focused on improving provincial high school completion rates, using technology and student-centered learning to engage student interest. The primary purpose of this paper is to report on barriers that impede systemic, effective and sustainable technology integration within schools. Even with teacher and administrative support and commitment for THSS, evaluative research indicated minimal change in system capacity as a result of the initiative. Three primary barriers to program sustainability were: (1) schools and school districts did not leverage the opportunity to revisit their existing vision(s), (2) schools and school districts did not use data to make changes, and (3) limited access to technology.
Using Cloud-Computing Applications to Support Collaborative Scientific Inquiry: Examining Pre-Service Teachers' Perceived Barriers to Integration
Author: Donna, Joel D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Integration,Preservice Teachers,Student Attitudes,Barriers,Secondary School Science,Science Instruction,Cooperative Learning,Computer Uses in Education,Inquiry,Active Learning,Qualitative Research

Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications, such as Google Drive, can be used to model such collaboration and support inquiry within the secondary science classroom. Little is known about pre-service teachers' beliefs related to the envisioned use of collaborative, cloud-based technologies. These beliefs may influence future integration. This study finds several first-order barriers, such as perceptions that these tools would take too much time to use. Second-order barriers include perceptions that this technology would not promote face-to-face collaboration skills, would create classroom management challenges, and beliefs that the technology does not help students understand the nature of science. Suggestions for mitigating these barriers within preservice education technology courses are discussed.
Investigating How Digital Technologies Can Support a Triad-Approach for Student Assessment in Higher Education
Author: Vaughan, Norman
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Preservice Teacher Education,Preservice Teachers,Self Evaluation (Individuals),Peer Evaluation,Feedback (Response),Technology Uses in Education,Qualitative Research,Statistical Analysis,Online Surveys,Student Surveys,Student Journals,Interviews,Student Attitudes,Formative Evaluation,Summative Evaluation,Student Participation

The purpose of this research study was to investigate if and how digital technologies could be used to support a triad-approach for student assessment in higher education. This triad-approach consisted of self-reflection, peer feedback, and instructor assessment practices in a pre-service teacher education course at a Canadian university. Through online surveys, journal postings, and post-course interviews the study participants indicated that digital technologies could be used to effectively support such a triad-approach only if students were more actively involved in the assessment process and the course instructor placed a greater emphasis on formative assessment practices.
Screen Capture Technology: A Digital Window into Students' Writing Processes
Author: Seror, Jeremie
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Processes,Second Language Learning,College Students,Case Studies,French,English (Second Language),Computer Use,Writing Research,Visual Aids,Data Collection

Technological innovations and the prevalence of the computer as a means of producing and engaging with texts have dramatically transformed how literacy is defined and developed in modern society. This rise in digital writing practices has led to a growing number of tools and methods that can be used to explore second language (L2) writing development. This paper provides an overview of one such technique: the contributions of screen capture technology as a means of analyzing writers' composition processes. This paper emphasizes the unique advantages of being able to unobtrusively gather, store and replay what have traditionally remained hidden sequences of events at the heart of L2 writers' text production. Drawing on research data from case studies of university L2 writers, findings underscore the contribution screen capture technology can make to writing theory's understanding of the complex series of behaviours and strategies at the heart of L2 writers' interactions.
Learning Analytics: Readiness and Rewards
Author: Friesen, Norm
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning,Data Analysis,Data Collection,Computer Uses in Education,Student Evaluation,Feedback (Response),Decision Making,Data,Futures (of Society),Educational Trends

This position paper introduces the relatively new field of learning analytics, first by considering the relevant meanings of both &quot;learning&quot; and &quot;analytics,&quot; and then by looking at two main levels at which learning analytics can be or has been implemented in educational organizations. Although integrated turnkey systems or modules are not yet available for review, specific technologies for analyzing online student activities have been implemented and piloted. As a result, this paper concludes by advising an incremental approach to institutional preparedness.
The Reality of Assessing &quot;Authentic&quot; Electronic Portfolios: Can Electronic Portfolios Serve as a Form of Standardized Assessment to Measure Literacy and Self-Regulated Learning at the Elementary Level?
Author: Bures, Eva Mary
Date: 2013-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Electronic Publishing,Elementary School Students,Literacy,Independent Study,Scoring Rubrics,Grade 4,Grade 5,Grade 6,Scores,Comparative Analysis,Achievement Tests,Correlation,Holistic Evaluation,Interrater Reliability,Validity,Writing Evaluation,Foreign Countries

This study explores electronic portfolios and their potential to assess student literacy and selfregulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to literacy, and an analytical rubric measuring multiple sub-scales of SRL and literacy. Participants in grades 4, 5 and 6 across two years created electronic portfolios, with n=369 volunteers. Some classes were excluded from statistical analyses in the first year due to low implementation and some individuals were excluded in both years, leaving n=251 included in analyses. All portfolios were coded by two coders, and the inter-rater reliability explored. During the first year Cohen's kappa ranged from 0.70 to 0.79 for literacy and SRL overall, but some sub-scales were unacceptably weak. The second year showed improvement in Cohen's kappa overall and especially for the sub-scales, reflecting improved implementation of the portfolios and use of the assessment tools. Validity was explored by comparing the relationship of portfolio scores to other measures, including the government scores on the open-response literacy questions for the Canadian Achievement Tests, fourth edition (CAT4s), the scores we assigned to the CAT4s using our assessment tools, and scores on the Student Learning Strategies Questionnaire (SLSQ) measuring SRL. The portfolio literacy scores correlated (p&lt;0.01) to scores we assigned the CAT4s using our assessment tools, and to government pre-CAT4 scores, but the self-regulatory learning scores did not correlate to our measure of student's self-regulation. The results suggest that electronic portfolio assessment is time-consuming and difficult due to the range of varying evidence within even a single individual's portfolio and that it may not be fair to do across diverse classrooms unless there are shared guidelines or tasks.