ethanporcaro/eric-fulltext-meta huggingface dataset:
Life Journey through Autism: Navigating the Special Education System
Author: Organization for Autism Research
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Disabilities,Special Education,Related Services (Special Education),Autism,Individualized Education Programs,Functional Behavioral Assessment,Educational Legislation,Federal Legislation,Student Needs,Guides,Advocacy,Parents,Eligibility,Confidentiality,Discipline,Behavior Modification,Student Behavior,Mainstreaming,Student Placement,Self Contained Classrooms,School Schedules,Early Intervention,Preschool Education,Elementary Secondary Education,School Districts,Parent Role,Conflict,Student Mobility,Military Personnel

As any parent of a child with autism knows, your life changes and you take on new roles after your child receives a diagnosis of autism. Ready or not, you are now expected to be an expert on interventions, support professionals, and special education. Suddenly, your concerns and worries are different from the parents around you. While they may be concerned with the everyday path of education issues, you are left to determine your own path over the unfamiliar ground of special education services and learning how laws such as the Individuals with Disabilities Education Act (IDEA) affect your child. Navigating the special education system is no easy task, but as an advocate for your child, and by extension other children with autism, there is no task more important. The fundamental intent of special education is to provide instruction to meet each child's unique needs. &quot;Life Journey through Autism: Navigating the Special Education System&quot; offers information, tools, and tips that will help you become an even more effective advocate for your child. Many state education departments offer pamphlets with specific information about the special education system in their state. What is different about this Guide is its national perspective and specific focus on the needs of children with autism. This Guide is designed as a resource for parents. Its purpose is to give each family the information and tools needed to successfully navigate the education system anywhere in the country. More specifically, it offers: (1) Background on special education in the United States; (2) An understanding of the laws and regulations about special education; (3) An overview of the timeline of services; (4) A detailed explanation of Individualized Education Programs (IEPs); (5) Tips and techniques for being an effective advocate; (6) Sources and links that will help you identify state specific resources and find more in-depth information; and (7) Lists and definitions of terms that are frequently used in school systems. Appended are: (1) IEP Meeting Notes; (2) Information for Meetings; (3) Related Services; (4) Writing IEP Goals; (5) IEP Goal Worksheet; (6) Organizing IEP Paperwork; (7) Common Accommodations; (8) Using a Functional Behavior Assessment; (9) Using an Advocate; (10) Contact Log; (11) State Resources; and (12) Recommended Reading. A glossary is included. [Contributing authors include Julie Swanson and Julie Augeri.]
E-Learning 3.0 = E-Learning 2.0 + Web 3.0?
Author: Hussain, Fehmida
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Electronic Learning,Learning Theories,Data,Technological Advancement,Web 2.0 Technologies,Natural Language Processing,Man Machine Systems,Educational Technology,Database Management Systems,Handheld Devices,Access to Information,Cooperative Learning,Epistemology,Student Behavior,Behavior Change,Constructivism (Learning),Semantics,Privacy,Standards,Technology Uses in Education,Change Agents

Web 3.0, termed as the semantic web or the web of data is the transformed version of Web 2.0 with technologies and functionalities such as intelligent collaborative filtering, cloud computing, big data, linked data, openness, interoperability and smart mobility. If Web 2.0 is about social networking and mass collaboration between the creator and user, then the Web 3.0 is referring to intelligent applications using natural language processing, machine-based learning and reasoning. From the perspective of advancements in e-Learning, the Web 2.0 technologies have transformed the classroom and converted a passive learner into an active participant in the learning process. This paper posits that the way both previous generations of e-Learning (1.0 and 2.0) have emerged with the prevalent technologies in their kin Web versions (1.0 and 2.0, respectively), it can be argued that e-Learning 3.0 will provide all earlier generations' capabilities enhanced with the Web 3.0 technologies. Furthermore, in this paper, reviewing all the theories of learning and examining closely the theory of connectivism (considered to be the theory of learning for the digital age), it is argued that since most of the technologies that are to be a part of e-Learning 3.0 are addressed by these principles, a call for a new learning theory for e-Learning 3.0 is not justified. Finally, a review of the secondary literature shows that there will be various challenges and issues related to prevalence and adoption of e-Learning 3.0 technologies, for example increased privacy and security risks, web accessibility, readiness of the users, requirement for further standardization of e-Learning technologies and social issues in term of increase of the digital divide. (Contains 3 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]
Promoting Learning Skills through Teamwork Assessment and Self/Peer Evaluation in Higher Education
Author: Issa, Tomayess
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Teamwork,Self Evaluation (Individuals),Communication Skills,Peer Evaluation,Critical Thinking,Mixed Methods Research

In the education sector, teamwork assessment and self/peer evaluation are widely applied in higher education nationally and internationally. This assessment is designed to encourage students to promote and improve their skills in teamwork, communication (writing, interpersonal interaction and cultural awareness, and presenting), critical and creative thinking (problem solving and decision-making), Information Technology literacy, and information literacy. Beside the above, this assessment will improve work performance and productivity and increase self-confidence in a range of situations. These skills are developed by formative and summative feedback, collaboration, and cooperation between students and the lecturer. This study aims to discuss the development of teamwork assessment and self/peer evaluation in the BT2 undergraduate unit at an Australian university to promote students' skills and to prepare them for the workplace in the future, as most of these skills are indispensable not only from the academic perspective but for business as well. This study provides empirical evidence from 267 students, based on quantitative and qualitative data derived from two sources. The first is the anonymous informal feedback collected during the semester, while the second (formal) source of students' evaluations and perspectives towards the BT2 unit is &quot;eVALUate&quot;, the anonymous online system for gathering and reporting students' perceptions of their learning experiences at the university. The students' remarks show their satisfaction with this assessment, as it develops specific skills for the current study and for the future workplace, i.e. time management; problem solving, decision-making, cultural awareness, presentation, communication and meeting a deadline. (Contains 2 tables.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
Theorizing &quot;Why&quot; in E-Learning--A Frontier for Cognitive Engagement
Author: Mason, Jon
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Questioning Techniques,Inquiry,College Students,Art Teachers,High Schools,Appropriate Technology,Information Literacy,Information Skills,Electronic Learning,Natural Language Processing,Cognitive Processes,Difficulty Level,Scaffolding (Teaching Technique),Information Retrieval,Librarians

&quot;Asking why&quot; is an important foundation of inquiry and fundamental to the development of reasoning skills and learning. Despite this, and despite the relentless and often disruptive nature of innovations in information and communications technology (ICT), sophisticated tools that directly support this basic act of learning appear to be undeveloped, not yet recognized, or in the very early stages of development. &quot;Why is this so?&quot; To this question, there is no single satisfactory answer; instead, numerous plausible explanations and related questions arise. After learning something, however, &quot;explaining why&quot; can be revealing of a person's understanding (or lack of it). What then differentiates &quot;explanation&quot; from &quot;information&quot;; and, &quot;explanatory&quot; from &quot;descriptive&quot; content? What ICT scaffolding might support inquiry instigated by &quot;why&quot;-questioning? What is the role of reflective practice in inquiry-based learning? These and other questions have emerged from this investigation and underscore that &quot;why&quot;-questions often propagate further questions and are a catalyst for cognitive engagement and dialogue. This paper reports on a multi-disciplinary, theoretical investigation with a view to informing the broad discourse on e-learning by identifying a specific frontier for design and development of e-learning tools. Probing why reveals that versatile and ambiguous semantics present the core challenge--asking, learning, knowing, understanding, and explaining &quot;why.&quot; [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
Five Components to Consider for BYOT/BYOD
Author: Ackerman, Amy S.
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Influence of Technology,Technology Uses in Education,Computer Security,Stakeholders,School Policy,Faculty Development,Cost Effectiveness,Handheld Devices,Students,Ownership,Educational Finance,Sustainability,Strategic Planning,Student Motivation,Classroom Environment,Student Centered Curriculum

Although school budgets have plummeted due to federal and state funding reductions, adopting Bring Your Own Technology (BYOT), may address monetary tightening while simultaneously infusing 21st century learning. Implementing BYOT may provide real, rigorous, and relevant learning for the students while posing higher-order thinking questions from the teacher. This paper expands Williard's Pyramid (Ullman, 2011) by proposing five BYOT components with descriptions, examples, and recommendations within each. The five components are security, stakeholders, policies, professional development, and financial planning. The paper closes with future predictions as well as words of caution regarding BYOT initiatives. [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
Virtual Summer School in Second Life: Supporting Creative Communities
Author: Fominykh, Mikhail
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Creativity,Computer Simulation,Social Systems,Internet,Virtual Classrooms,Curriculum,Communities of Practice,Cooperative Learning,Visualization,Role Playing,Summer Schools,Grounded Theory,Constructivism (Learning),Collaborative Writing,Electronic Publishing,Attention

Creativity can be applied to every domain of knowledge and must be seen as an important competence. Supporting social creativity across different domains and disciplines in learning communities is an important part of collaborative process in both university education and in the context of large-scale international projects. In this paper, we present the experiences from the Virtual Summer School in Second Life as an attempt to support creative communities in a systematic manner. The Virtual Summer School acted as a forum for the presentation of innovative approaches, developments, and outcomes of research projects in the areas of technology-enhanced learning, serious games, and collaborative technologies, facilitating the exchange of ideas between students, researchers, and practitioners. To the end, we present lessons learned and implications for using this approach for supporting creative communities, outlining some recommendations and directions for future work. (Contains 2 figures and 1 table.) [The work is conducted in collaboration with TARGET and CoCreat. For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
In Search of Authentic Learning in Kazakhstan
Author: Cua, Francisco Chia
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Accounting,College Instruction,Conventional Instruction,Inquiry,Evidence,Summative Evaluation,Relevance (Education),Curriculum Design,Change Agents,Constructivism (Learning)

The foreign faculty in Kazakhstan faced the challenge of designing a total authentic learning curricula for undergraduate students used to a traditional approach to learning. Students were asked to submit reflective learning journeys at the end of the spring 2011 semester. This study uses their stories as a springboard to explore their perspective of authentic learning. The case study was confined to data gathered from one class, which revealed that those students who remained in the course wanted to be challenged by authentic learning. To them, authentic learning was both a force driving their evolution from passive to active learners and a means for solving the real-world problems with a community of co-learners. Authentic learning is an agent of change that is worth contemplating. Its design can apply to the multiple life-spaces of a single student and other disciplines. (Contains 1 figure.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
Redefining Public Policy Education through an Exploratory Digital Curriculum: Singapore's Statecraft X
Author: Shoon, Ming Hui
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Computer Games,Public Policy,Foreign Policy,Discovery Learning,Electronic Learning,Interpersonal Relationship,Global Approach,Handheld Devices,Secondary Education,Interdisciplinary Approach,Influence of Technology,Social Studies,Curriculum Design,Immigration,Student Centered Curriculum

Given the current international context of instability and uncertainty, we were driven by the desire to utilize a digital game to cut across the complexity of public policy, so as to educate our young with the experience and deep learning to be appreciative, accountable and proactive citizens of a globalized world. Having developed a curriculum that synthesizes technology, philosophy and pedagogy, we began our iterations of exploration with Singapore public schools. Through our project, we wanted to share our idea that the learning of public policy, in the form of Singapore's Social Studies curriculum, was disadvantaged with the traditional, transmission-oriented mode of education, and had to be experienced and performed. Data from the impactful dialogic sessions conducted showed that students experienced realistically the problems faced in public policy decision making, and gained a sense of what governance, learnt performatively entailed. (Contains 3 figures.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
Recognition vs Reverse Engineering in Boolean Concepts Learning
Author: Shafat, Gabriel
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Information Seeking,Online Searching,Search Strategies,Search Engines,Information Retrieval,Internet,Cognitive Science,Problem Solving,Decision Making,Logical Thinking,Difficulty Level,Engineering,Design,Pattern Recognition,Models

This paper deals with two types of logical problems--recognition problems and reverse engineering problems, and with the interrelations between these types of problems. The recognition problems are modeled in the form of a visual representation of various objects in a common pattern, with a composition of represented objects in the pattern. Solving the recognition problem may therefore be understood as recognizing a visually-represented Boolean concept, with further formulation of the concept. The recognition problems can be perceived as a parallel process, so the recognition problems are considered a parallel type. Alternatively, solving a reverse engineering problem means reconstructing a Boolean function/concept implemented within a given "black box." Since such a reconstruction is typically performed sequentially, step by step, this type of problem can be considered a sequential type. We study the above two types of problems for the same set of Boolean concepts and compare the corresponding solutions obtained by a group of students. The paper presents results of experiments that study how the complexity of Boolean concepts affects the students' success in solving parallel and the sequential type problems respectively. (Contains 2 figures and 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]
How Prior Knowledge and Colour Contrast Interfere Visual Search Processes in Novice Learners: An Eye Tracking Study
Author: Sonmez, Duygu
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Prior Learning,Undergraduate Students,Visual Aids,Color,Laboratory Equipment,Eye Movements,Biology,College Instruction,Knowledge Level,Visual Literacy,Preservice Teachers

This study investigates how prior content knowledge and prior exposure to microscope slides on the phases of mitosis effect students' visual search strategies and their ability to differentiate cells that are going through any phases of mitosis. Two different sets of microscope slide views were used for this purpose; with high and low colour contrasts and students' ability of recognition were investigated. Study group was consisted of forty undergraduates majoring in science teacher education at a major university in Turkey. All participants were considered novice microscope users based on their ability. Participants prior content knowledge was assessed with &quot;Mitosis Inventory&quot; and they were grouped based on their level of prior content knowledge. High and low level content knowledge groups took part in the study. Based on the results of the eye-tracking data; prior content knowledge was found to have an effect on participants' visual search strategies and their recognition time for the slide samples that were in high colour contrast. High prior knowledge group was able to recognize and identify the phases of mitosis correctly in a shorter period of time in comparison to low level prior knowledge group. However, no difference was found between groups for the low colour contrast slides. (Contains 2 figures and 2 tables.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
Stimulating Learning via Tutoring and Collaborative Entrepreneurship Gaming
Author: Alves, Antonio Manuel Cerqueira
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Tutoring,Problem Based Learning,Entrepreneurship,Engineering,Technical Occupations,Planning,Administration,Telecommunications,Interpersonal Communication,Role Playing,Theory Practice Relationship,Client Server Architecture,Career Readiness,Teamwork

This paper presents results from a multidisciplinary program targeted at engineering education and at the development of entrepreneurial mind in telecommunications engineering students. The basic concept is rooted in a capstone-like project with the following characteristics: (i) Creation of student awareness about real world engineering activities, involving engineering professionals and enterprises in selected classroom activities; (ii) Simulation of a business environment in capstone project classes; (iii) Market gaming around a set of business cases where students are organized in teams playing different professional roles (role playing); (iv) Linking the outcome of market gaming and associated business cases with syllabus topics and with practical issues resorting to engineering decisions that have to prepared based on technology choices, network design, market simulation and economic-financial analysis. The results showed an improvement in average marks, the development of teamwork skills, the consolidation of previous knowledge and a better understanding of the telecommunications business markets. (Contains 3 figures.) [Some of the work reported in this paper has been supported by an &quot;HP Innovations on Education Grant.&quot; [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]