ethanporcaro/eric-fulltext-meta huggingface dataset:
Extending Engineering Practice Research with Shared Qualitative Data
Author: Trevelyan, James
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering,Research,Qualitative Research,Interviews,Field Studies,Engineering Education,Cooperation,Student Research,Research Projects,Data Collection,Questionnaires,Shared Resources and Services,Validity,Undergraduate Students,Graduate Students,Technical Occupations,Foreign Countries

Research on engineering practice is scarce and sharing of qualitative research data can reduce the effort required for an aspiring researcher to obtain enough data from engineering workplaces to draw generalizable conclusions, both qualitative and quantitative. This paper describes how a large shareable qualitative data set on engineering practices was accumulated from 350 interviews and 12 field studies performed by the principal investigator and by students conducting PhD and capstone research projects. Ethical research practice required that sharing and reuse of qualitative data be considered from the start. The researchers' interests and methods were aligned to maintain sufficient consistency to support subsequent analysis and re-analysis of data. Analysis helped to answer questions of fundamental significance for engineering educators: what do engineers do, and why are the performances of engineering enterprises so different in South Asia compared with similar enterprises in Australia? Analysis also demonstrated the overwhelming significance of technical collaboration in engineering practice. Conceiving engineering practice as a series of technical collaboration performances requires a more elaborate understanding of social interactions than is currently the case in engineering schools. Another finding is that global engineering competency could be better described in terms of &quot;working with people who collaborate differently&quot;. Research helped to demonstrate that formal treatment of technical collaboration in an engineering curriculum could help avoid student misconceptions about engineering practice that hinder their subsequent engineering performances.
Perceptions and Practices of Data Sharing in Engineering Education
Author: Johri, Aditya
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Data,Knowledge Management,Educational Practices,Mixed Methods Research,Shared Resources and Services,Research Utilization,Privacy,Ethics,Information Security,Preferences,Information Policy,Access to Information,Researchers,Data Collection,Data Processing,Interviews,Surveys

As part of our NSF funded collaborative project on Data Sharing within Engineering Education Community, we conducted an empirical study to better understand the current climate of data sharing and participants' future expectations of the field. We present findings of this mixed method study and discuss implications. Overall, we found strong support for sharing research data within the community but participants were cautious about ethical and privacy implications, as well as issues around ownership of data. Participants expressed the need for an easy to use system to support sharing research data.
Designing for Global Data Sharing, Designing for Educational Transformation
Author: Adams, Robin S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Shared Resources and Services,Data,Researchers,Design,Experience,Video Technology,Computer Mediated Communication,Engineering Education,Conferences (Gatherings),Inquiry,Cooperation

This paper provides an example of a global data sharing project with an educational transformation agenda. This agenda shaped both the design of the shared dataset and the experience of sharing the common dataset to support multiple perspective inquiry and enable integrative and critically reflexive research-to-practice dialogue. The shared dataset contains multiple disciplinary instances of &quot;design review conversations&quot;--digital videos of conversations between those who give and those who receive feedback, guidance, critique, or mentoring during a design review event. International design researchers were invited to apply their expertise to the dataset and participate face-to-face in a multi-day symposium for catalyzing conversations connecting design thinking, teaching, and learning. In this paper we describe this data sharing project, highlighting (1) the principles that guided the design of the shared dataset; (2) challenges encountered with implementing the project; and (3) the approach for broadening the dataset experience from sharing to enabling learning partnerships. We conclude with insights from this experience for improving methodologies for global data sharing and designing data sharing for educational transformation.
Harnessing OER to Develop Teachers: The Guyana Experience
Author: Butcher, Neil
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resource Units,Computer Uses in Education,Shared Resources and Services,Information Technology,Professional Development,Curriculum Design,Teacher Education Curriculum,Preservice Teacher Education,Inservice Teacher Education,Instructional Materials,Cost Effectiveness,Curriculum Evaluation,Curriculum Implementation,Educational Benefits,Outcomes of Education,Educational Change

The Ministry of Education in Guyana has prioritised increasing the number of qualified teachers by providing opportunities to both pre- and in-service teachers to gain relevant qualifications. This paper describes the process used to redesign the teacher training curriculum in Guyana to achieve the goals of a newly-developed ICT Professional Development Strategy. The UNESCO ICT Competency Framework for Teachers (CFT) was central to the redesign process, and was used to review and reorganize the national teacher education curriculum aimed at pre-service teachers. The framework also influenced plans to provide professional development for in-service teachers, and influenced the selection of Open Education Resources (OER) used to develop a new learning environment and the accompanying learning materials for the teaching of ICT in Education. One of the significant lessons learned during this process is that people rather than technology are crucial to transformation. It is essential to have leadership support at the highest levels but also committed champions at all other levels. The process called for the inclusion of local stakeholders who understood and knew how to respond to contextual constraints. Moreover, the process benefited from the use of existing frameworks and the use of cost effective OER to develop the course materials.
Open and Distance Learning and Information and Communication Technologies--Implications for Formal and Non-Formal Education: A Kenyan Case
Author: Situma, David Barasa
Date: 2015-00-00
Type: Journal Articles
Subjects: Distance Education,Informal Education,Womens Education,Civil Rights,Information Technology,Educational Policy,Foreign Countries,Females,Educational Strategies,Curriculum Development,Networks,Statistical Analysis,Gender Differences,Sex Fairness,Program Descriptions

The female population in Kenya was reported at 50.05% in 2011, according to a World Bank report published in 2012. Despite this slightly higher percentage over males, women in Kenya are not well represented in education and training compared to their male counterparts (Kenya National Bureau of Statistics, 2012). The need to empower girls and women through education is vital in order to comply with the Bill of Rights (Constitution of Kenya, 2010). The Use of Information and Communication Technologies (ICT) and Open and Distance Learning (ODL) are two of the initiatives that seek to achieve gender parity in education in Kenya. This paper seeks to do the following with regard to girls' and women's education in Kenya: a) establish the implications of ICT and ODL; b) examine the current policies that support the use of ICTs; c) assess the objectives and strategies to facilitate the widespread use of ICTs; d) assess the Implementation of policy objectives and strategies in support of ICTs and ODL ; e) identify priority areas for implementation of ODL initiatives for women and girls' education in Kenya; f) state lessons drawn from the ICT and ODL initiatives; and g) propose strategies for addressing the challenges for implementation of ODL and ICT. The literature provides very informative findings in support of ICT and ODL for female education. A number of policies and initiatives are operating in Kenya to ensure ICT and ODL are maximized for both genders. However, these policies and initiatives have not fully achieved the objectives for which ICT and ODL ought to be implemented. The needs of girls and women should be factored into a curriculum development strategy concerning ICT and ODL.
E-Learning and Development: Lessons from Multi-Disciplinary Capacity Strengthening
Author: Babu, Suresh Chandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Interdisciplinary Approach,Capacity Building,Research Skills,Case Studies,Acquired Immunodeficiency Syndrome (AIDS),Food,Foreign Countries,Developing Nations,Needs Assessment,Educational Technology,Access to Computers,Cognitive Style,Skill Development,Economic Development,Best Practices,Web Based Instruction,Open Education,Distance Education,Instructional Materials,Teacher Student Relationship,Performance Contracts,Cooperative Learning,Feedback (Response),Student Evaluation,Expectation,Staff Development,Course Evaluation

This paper documents the experience and lessons from implementing an e-learning program aimed at creating multidisciplinary research capacity. It presents a case study of bringing together a multidisciplinary group of professionals on-line to learn the skills needed to be a successful researcher in the context of HIV/AIDS and food security problems in Eastern and Southern Africa. Lessons from the experience for future development of similar courses indicate that some of the factors that can enhance the success of e-learning programs in developing countries are: assessing the needs of the participants, easy access to educational technology, addressing the differing learning styles of the participants, continuous interaction and commitment of course moderators, enabling access to open access learning materials and combining various pedagogical approaches. The paper concludes that enhancing the skills of professionals in developing countries through e-learning programs is imperative to meet the human capacity needs for greater economic development and service delivery.
Perspectives and Practices of Elementary Teachers Using an Internet-Based Formative Assessment Tool: The Case of &quot;Assessing Mathematics Concepts&quot;
Author: Martin, Christie S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Mathematical Concepts,Elementary School Mathematics,Teacher Attitudes,Professional Development,Internet,Elementary School Students,Mathematics Teachers,Numbers,Technology Uses in Education,Mathematics Education,Mathematics Instruction,Teacher Surveys,Statistical Analysis,Questionnaires,Teaching Methods,Questioning Techniques

This study examined the influence of professional development on elementary school teachers' perceptions of and use of an internet-based formative assessment tool focused on students' number sense skills. Data sources include teacher-participants' pre and post survey, open ended response on post survey, use of the assessment tool and their written responses completed during online professional development modules. Through an inductive analysis of teachers' written reflections and open ended survey response, participants reported that the use of the formative assessment tool supported their instruction, provided opportunities for teacher collaboration, and served as a vehicle for teachers' own professional learning. A quantitative analysis of the pre and post survey indicated a statistically significant increase in teacher practices to be more student centered. Implications for future research related to professional development focused on supporting teachers' internet-based tools are also shared.
What Learning for What Development?
Author: Daniel, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Economic Development,Poverty,Educational Attitudes,Equal Education,Compulsory Education,Global Approach,Access to Education,Human Capital,International Organizations,Developed Nations,Developing Nations,Freedom,Educational Development,Educational Objectives,Lifelong Learning

After reviewing the evolution of attitudes to poverty and education we note how it influenced the early provision of schooling and the emergence of a global agenda for international development and universal education. At first, this agenda was grounded in the Enlightenment values that inspired the Universal Declaration of Human Rights but economic arguments for reducing poverty and expanding education became more prominent towards the end of the 20th century. Sen's notion of development as freedom brings these ideas together and will strongly influence the development agenda for the coming decades. Implementing this agenda will require a shift from top-down, donor-driven projects to grassroots approaches that take advantage of mobile technologies.
Bridging Fields at a Critical Time
Author: Baggaley, Jon
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Online Courses,Electronic Learning,Distance Education,Technological Advancement,Information Technology,Instructional Design,Educational Media,Technology Uses in Education,Technology Integration,Global Education,Periodicals

The launch of the &quot;Journal of Learning for Development&quot; occurs at a critical time for the education and development field. The &quot;massive open online course&quot; concept currently being implemented by Western educators is considered as a potential cost-saver in developing nations also. MOOCs based on reliable pedagogical principles can be useful vehicles for education and training. Others follow less orthodox guidelines: e.g., solving the problems of teaching and grading massive student numbers by dispensing with teachers and having the students grade each others' work. Evaluation studies of MOOC impact do not confirm that these methods are universally viable, and indicate that MOOC courses and evaluations have not yet taken developing-country needs into account. In the debate about this new trend, a division has formed between the principles of online pedagogy in mainstream education and those developed over four decades in the distance education literature. Disciplinary subdivisions are similarly noted in the learning and development literature as a whole. The new &quot;Journal&quot;, with its intended emphasis on the education and training needs of developing as well as developed regions, can provide assistance in the integration of knowledge about technological innovations, and advice about the educational directions that developing nations should take.
Feasibility of Open Schooling in Disturbed Societies: The Case of Afghanistan
Author: Mitra, Sushmita
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feasibility Studies,Open Education,Developing Nations,War,Conflict,Access to Education,Educational Opportunities,Geographic Isolation,Climate,Safety,Distance Education,Gender Differences,Females,Equal Education

Most countries have enshrined the right to education in their constitution but, in reality, to fulfil this commitment, countries do face a number of challenges. And this is true with the Islamic Republic of Afghanistan, which unlike other countries has a long history of war, conflicts, insurgency, and hence insecurity. Although there have been positive steps towards rehabilitation of the education system and signs of promise can be seen in its achievements, access to quality education remains inequitable, particularly across the provinces as a result of remoteness and geographical isolation, harsh climate, insecurity which impedes growth and sustainability of access points, high gender gap in all sectors of education, particularly from the lower secondary stage to the higher stages of education, poor infrastructure prevalent in most schools, untrained teachers and the low number of female teachers affecting participation, retention, and continuity of studies. This paper highlights the current school educational status in Afghanistan to reveal the daunting challenges still existing for the country to achieve its constitutional goals. It also points out how an Open schooling system can take charge of the challenges in Afghanistan to provide a channel of educational opportunities to those who cannot and do not go to school, particularly females.
Informal Learning and Non-Formal Education for Development
Author: Latchem, Colin
Date: 2014-00-00
Type: Journal Articles
Subjects: Informal Education,Nonformal Education,Open Education,Distance Education,Educational Technology,Individual Development,Community Development,Lifelong Learning,Incidental Learning,Intentional Learning,Evaluation,Quality Assurance,Research Needs

The following article examines the issues of open, distance and technology-based informal learning and non-formal education for individual and community development. It argues that these two modes of education, which are estimated to constitute 70-90% of lifelong learning, are insufficiently represented in the literature of open and distance learning and development. To ensure that these forms of provision take their rightful place alongside the mainstream systems of formal education, it is posited that far more research and evaluation is needed in order to demonstrate their potential and evince quality in their outputs, outcomes and impacts.
Summer Bridge's Effects on College Student Success
Author: Bir, Beth
Date: 2015-00-00
Type: Journal Articles
Subjects: Summer Programs,Higher Education,College Students,Academic Achievement,Improvement Programs,Student Improvement,Achievement Gap,Success,Achievement Gains,African American Students,Black Colleges,Graduation Rate,Grade Point Average,College Freshmen,Learner Engagement,National Surveys,Student Surveys,College Seniors,College Entrance Examinations,School Holding Power,Academic Persistence,Statistical Analysis,Comparative Analysis

This study considered whether participation in a rigorous, intense summer bridge program had a significant effect on the academic success of African-American male and female students in developmental education, compared to nonparticipants, at a four-year Historically Black University in terms of retention, progression, and graduation from 2008-2012. Participants in the summer bridge program entered with significantly lower test scores and high school grades than nonparticipants, yet for all cohorts combined the summer bridge participants achieved significantly higher college GPAs and were retained to the second and third year at significantly higher rates. Female participants showed the greatest gains in all categories, with significantly higher GPAs and retention, for all cohorts. Male participants' GPAs and retention, were, overall, not significantly higher. Graduation rates for females were also encouragingly higher, though they did not reach a level of significance.
The Developing Role of Student Advising: An Interview with Charlie Nutt
Author: Harborth, Arlene
Date: 2015-00-00
Type: Journal Articles
Subjects: Interviews,Academic Advising,Student Diversity,Organizational Objectives,Professionalism,Developmental Programs,Special Needs Students,Veterans,Military Personnel,Educational Attitudes

Charlie Nutt has been an active member of the National Academic Advising Association (NACADA) since 1991 and currently is the NACADA Executive Director. NACADA promotes and supports quality academic advising in institutions of higher education to enhance the educational development of students. Nutt's current responsibilities as executive director of NACADA include responsibility for coordinating the work of the executive office staff as well as working with various NACADA units on professional development and external relations of the association. This article presents a transcript of Arlene Harborth's interview with Nutt delving into topics such as how the growing diversity of today's students in higher education has changed and possibly expanded the role of academic advisor, the role NACADA plays in the professionalization of college advising, &quot;intensive&quot; weekly advising for developmental students, how advisors can be actively involved in &quot;engagement and immersion&quot; with developmental students to facilitate their success, and structuring academic advising to more effectively meet the needs of the growing veteran and active military student population.
Theory to Practice: Cultivating Academic Language Proficiency in Developmental Reading Classrooms
Author: Neal, Heather N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Language Proficiency,Developmental Programs,Reading Programs,Reading Instruction,Academic Discourse,Reading Comprehension,Vocabulary Development,Linguistics,Linguistic Theory,Educational Strategies,Discourse Analysis,College Students,Teaching Methods

Academic language plays a key role in reading comprehension, disciplinary thinking, and overall academic success. However, many approaches to teaching academic language, such as a focus on academic vocabulary, overlook other language features that can pose challenges for students. Systemic Functional Linguistics (SFL), arguably one of the three bodies of knowledge that have most substantially contributed to disciplinary literacy theory, sheds light on the nature and functional purpose of academic language. This article explores academic language through the lens of SFL and identifies viable strategies for academic language instruction within the developmental reading classroom.
Exploring the Potential of Online Courses to Develop Capacity for Sustainable Development
Author: Mercier, Jean-Roger
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Capacity Building,Sustainable Development,Course Evaluation,Instructional Effectiveness,Student Satisfaction,Course Organization,Course Objectives,Foreign Countries

A small team of independent entrepreneurs developed two Massive Open Online Courses (MOOCs) on sustainable development that attracted over 400 participants. This article describes the original intentions and formats of the MOOCs as well as their actual performance. With little publicity, the courses revealed strong buy-in by the participants and resulted in both a high percentage of completion and degree of satisfaction. Based on this experience, we believe that MOOCs have the potential to provide the impetus needed in initial and vocational training to respond to the challenges of capacity development, highlighted in the Post-2015 Development Agenda and in reflections on Africa like the &quot;Madavo Report&quot; (2005) on capacity building in Africa.
The Role Distance Learning Has to Play in Offender Education
Author: Seelig, Caroline
Date: 2014-00-00
Type: Journal Articles
Subjects: Distance Education,Correctional Education,Literacy,Numeracy,Electronic Learning,Open Universities,Partnerships in Education,Blended Learning,Government School Relationship,Educational Benefits,Barriers,Access to Education,Foreign Countries

This article looks into the uses of digital and online tools in distance learning to improve literacy and numeracy of offenders in New Zealand prisons. Looking at the benefits and restrictions of digital education within the prison environment, this article discusses the solutions that Open Polytechnic, in partnership with the the New Zealand Government, has put in place to give prisoners further opportunity for rehabilitation, and ultimately prepare them for re-entry into society, the workforce or further study.