ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaged Service Learning--Implications for Higher Education
Author: Webb, Tony
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Service Learning,Teaching Methods,Teacher Student Relationship,Stakeholders,Higher Education,Community Attitudes,Learning Strategies,Instructional Effectiveness,School Community Relationship,Sustainability,Water,Educational Assessment,College Students

Dwindling resources for tertiary education, has resulted in reduced emphasis on intensive, small group, staff-student collaborative project-based service learning. However, training scientists to manage significant issues, such as sustainable water use, requires an ability to engage both industry and community stakeholders. This paper describes the results of an &quot;action conversations&quot; approach to explore community perceptions, teach students skills for community engagement, and evaluate their experience of this as a teaching and learning method. It suggests that there are significant parallels between factors contributing to successful community engagement and effective teaching and learning by students. (Contains 2 footnotes and 2 tables.)
Problem Based Learning: Does It Provide Appropriate Levels of Guidance and Flexibility for Use in Police Recruit Education?
Author: Shipton, Brett
Date: 2009-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Foreign Countries,Thinking Skills,Scaffolding (Teaching Technique),Educational Strategies,Career Guidance,Police Education,Police,Role of Education,Curriculum Design,Models,Blended Learning,Recruitment,Program Effectiveness

Education programs for police recruits have often been criticised for their over-reliance on teacher-centred approaches that are less than ideal for promoting functional knowledge and critical thinking skills. Problem-Based Learning (PBL), which is suggested as an alternative, has been criticised for not providing novice learners with appropriate levels of guidance. This paper, drawing on the author's experiences of a &quot;Police PBL&quot; course originating in North America, will discuss whether this PBL model provides appropriate levels of scaffolding for novice learners in police recruit education. It also discusses how guidance for learners can be utilized in a hybrid PBL model at the New South Wales (NSW) Police College. It is concluded that the Police PBL model provides flexible guidance to novice learners via a range of scaffolding strategies. A hybrid PBL curriculum is also proposed to seek a more effective balance of teacher and learner-centred approaches. (Contains 1 figure.)
There, yet Not There: Human Relationships with Technology
Author: Lloyd, Margaret
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Fiction,Social Change,Social Environment,Electronic Learning,Computer Mediated Communication,Computer Use,Influence of Technology,Information Technology,Epistemology,Educational Philosophy,Educational Environment,Man Machine Systems,Computer Simulation,Simulated Environment

There is a "reality" to being online which we know to be false. We are simultaneously "there" but "not there" as we talk, work and play with others in online spaces. We move between physical and virtual spaces in ways that realise the predictions made for computers in the mid-20th Century and enact scenarios from science fiction. We are left wondering if our thoughts--through our disembodied selves--have become a "second self" or if we have become part of the machine itself. Information and communication technology (ICT) have brought differing human and technological agencies to all aspects of contemporary life including teaching and learning. This paper attempts to identify and categorise these agencies through the genres of technics and to illustrate them--and our relationships with technology--through reference to philosophy, fiction and reality. It also stands as an introduction to this special issue on the agency of technology. (Contains 10 figures.)
Developing Consistency in Teacher Judgement Formation through Online Meeting Centres
Author: Adie, Lenore
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Theories,Student Evaluation,Curriculum Implementation,Educational Assessment,Academic Standards,Transcripts (Written Records),Interaction,Middle School Students,Educational Innovation,Computer Mediated Communication,Discussion Groups,Internet,Computer Software,Educational Technology,Discourse Analysis,Interviews,Meetings,Content Analysis,Teacher Attitudes,Synchronous Communication,Teleconferencing,Computer Uses in Education

This paper investigates the complex interactions that occur as teachers meet online to justify and negotiate their assessment judgements of student work across relatively large and geographically dispersed populations. Drawing from sociocultural theories of learning and technology, the technology is positioned as playing a role in either supporting or hindering teachers reaching a common understanding of assessment standards. Meeting transcripts and interviews with the teachers have been qualitatively analysed in terms of the interactions that occurred and teachers' perceptions of these interactions. While online meetings offer a partial solution to address the current demands of assessment in education, they also present new challenges as teachers meet, in an unfamiliar environment, to discuss student work. (Contains 1 figure.)
Student Perceptions of the Impact of Online Discussion Forum Participation on Learning Outcomes
Author: Jahnke, Jennie
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Instructional Design,Computer Mediated Communication,Discussion Groups,Asynchronous Communication,Internet,Computer Assisted Instruction,Secondary School Students,Student Attitudes,Cooperative Learning,Student Projects,Advanced Placement Programs,Essays,International Programs,Grounded Theory,Discourse Analysis,Interviews,Lifelong Learning,Research Skills,Thinking Skills,Independent Study,Student Research,Nontraditional Education

Choosing the &quot;right&quot; type of technology, either synchronous or asynchronous, to facilitate learning outcomes is a new challenge as the pace of emerging technologies increases and diversifies. Teachers are encouraged to design courses that require collaboration in online learning communities to facilitate the development of higher order thinking skills for life long learning. It is therefore important to gather evidence of the kinds of opportunities afforded to students and whether the students themselves endorse collaborative online tools as a legitimate method of assisting in their learning. This paper outlines the way in which one secondary school has used an online discussion forum to support students in the International Baccalaureate (IB) Diploma Program in enhancing research skills and skills  for lifelong learning. The paper considers whether online collaborative tools are perceived by students as a positive way to improve learning outcomes. (Contains 1 table and 1 figure.)
Blogs, Wikis and Podcasts--Collaborative Knowledge Building Tools in a Design and Technology Course
Author: Chandra, Vinesh
Date: 2010-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Web Sites,Foreign Countries,Educational Technology,Preservice Teacher Education,Technological Literacy,Technology Education,Technology Uses in Education,Social Networks,Design,Interviews,Focus Groups,Communities of Practice,Problem Solving,Participant Satisfaction

Design and Technology has become an important part of the school curriculum. In Queensland, Australia, Technology (which encompasses Design) is one of the Key Learning Areas (KLAs) for students in the first ten years of schooling. This KLA adopts a student-centred, hands-on constructivist approach to teaching and learning. The ability to conceptualise and implement appropriate learning experiences, however, has been a challenge for some early career teachers. This paper describes how Design and Technology is being taught to pre-service primary teachers at an Australian University through their involvement in a range of authentic problem-solving activities supported by social learning tools such as wikis and blogs. An interview with a sample from this group (N=5) provides an insight into how these social software tools enhanced their knowledge and learning. This paper will describe how these social learning tools impact on the agency of learning. (Contains 4 figures.)
Matching Intention with Agency: Lessons from Practice
Author: Beames, Stephanie
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Communities of Practice,Doctoral Programs,Student Research,Research Projects,Web Sites,Editing,Collaborative Writing,Professional Isolation,Computer Mediated Communication,Content Analysis,Influence of Technology,Trust (Psychology),Privacy

The research project described in this paper was designed to explore the potential of a wiki to facilitate collaboration and to reduce the isolation of postgraduate students enrolled in a professional doctoral program at a Queensland university. It was also intended to foster a community of practice for reviewing and commenting on one another's work despite the small number of students and their disparate topics. The students were interviewed and surveyed at the beginning and during the face-to-face sessions of the course and their wikis were examined over the year to monitor, analyse and evaluate the extent to which the agency of the technology (wiki) mediated their development of scholarly skills. The study showed that students paradoxically eschewed use of the structured wiki and formed their own informal networks. This paper will contend that this paradox arose from a mismatch between the agency of technology and its intended purpose.
Interactive E-Assessment--Practical Approaches to Constructing More Sophisticated Online Tasks
Author: Crisp, Geoffrey
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Assessment,Student Evaluation,Thinking Skills,Interaction,Test Construction,Electronic Learning,Instructional Design,Internet,Computer Software,Web Based Instruction,Integrated Learning Systems,Educational Technology,Computer System Design,College Faculty,College Instruction,Programming,Computer Assisted Testing

This paper will explore some of the practical options that are available to teachers as we move towards Assessment 2.0. Assessment 2.0 describes an environment in which the teacher sets tasks that allow students to use more dynamic, immersive and interactive environments for exploring and creating responses to sophisticated assessment tasks. Assessments will become more like sophisticated games incorporating role-playing and scenarios; they will replicate many of the complexities of the real world, allowing students to explore and describe the consequences associated with their responses. This paper looks at how teachers can begin this journey through the use of simple interactive tools incorporated into familiar question types available in common learning management systems. (Contains 2 tables and 5 figures.)
The Development of Teaching Skills to Support Active Learning in University Science (ALIUS)
Author: Bedgood, Danny R., Jr.
Date: 2010-00-00
Type: Journal Articles
Subjects: Active Learning,Teaching Skills,Science Teachers,College Faculty,Teacher Leadership,Skill Development,Chemistry,College Science,Instructional Innovation,Foreign Countries

This paper describes an Australian Learning and Teaching Council funded project for which Learning Design is encompassed in the broadest sense. ALIUS (Active Learning In University Science) takes the design of learning back to the learning experiences created for students. ALIUS is not about designing a particular activity, or subject, or course, but rather the development of a method, or process, by which we have re-designed the way in which learning occurs in large university classrooms world wide. (Contains 2 tables and 1 figure.)
Reinforcing Constructivist Teaching in Advanced Level Biochemistry through the Introduction of Case-Based Learning Activities
Author: Hartfield, Perry J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),College Science,Biochemistry,Case Method (Teaching Technique),Learning Activities,Science Instruction,Advanced Courses,Undergraduate Students,Student Attitudes,Student Surveys,Problem Solving,Alignment (Education),Curriculum Development

In the process of curriculum development, I have integrated a constructivist teaching strategy into an advanced-level biochemistry teaching unit. Specifically, I have introduced case-based learning activities into the teaching/learning framework. These case-based learning activities were designed to develop problem-solving skills, consolidate student learning and understanding, and establish an alignment between major theoretical and conceptual learning material, practical experiences and the assessment items. The evidence presented from student surveys and interviews shows that students perceive that this approach enables the development of problem-solving skills and confirms that students identify a high degree of alignment between teaching and learning activities and assessment. Furthermore, the findings strongly establish that a case-based learning paradigm can facilitate constructive alignment of teaching and learning activities with assessment, and that this approach supports and bolsters student satisfaction and leads to improved student academic performance. (Contains 4 tables and 2 figures.)
Innovative Use of Blackboard[R] to Assess Laboratory Skills
Author: Epping, Ronald J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Computer Uses in Education,Laboratory Procedures,Hands on Science,Science Process Skills,Biochemistry,Laboratories,Feedback (Response),Evaluation Methods,Identification,At Risk Students,Educational Improvement,Secondary Education,Postsecondary Education

A novel application of the popular web instruction architecture Blackboard Academic Suite[R] is described. The method was applied to a large number of students to assess quantitatively the accuracy of each student's laboratory skills. The method provided immediate feedback to students on their personal skill level, replaced labour-intensive scrutiny of laboratory skills by teaching staff and identified immediately those students requiring further individual assistance in mastering the skill under evaluation. The method can be used for both formative and summative assessment. When used formatively, the assessment can be repeated by the student without penalty until the skill is mastered. When used for summative assessment, the method can save the teacher much time and effort in assessing laboratory skills of vital importance to students in the real world. (Contains 2 figures.)
Evaluating the Learning Outcomes of An International Field Trip in Postgraduate Lighting Design Courses
Author: Isoardi, Gillian
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Field Trips,Graduate Students,Lighting,Design,Experiential Learning,Outcomes of Education,Cultural Influences,Learning Experience

Lighting industry professionals work in an international marketplace and encounter a range of social, geographical and cultural challenges associated with this. Education in lighting should introduce students to aspects of these challenges. To achieve this, an international field trip was recently undertaken that sought to provide an authentic learning experience for students. Twelve Masters of Lighting students from two Australian universities took part in a field trip to Shanghai, China and surrounding areas. The goal was to offer students insight into practical issues in the lighting industry at an international level and to do so in a unique and authentic context. To evaluate the outcomes of the trip, each participant was surveyed afterwards. Benefits were identified in terms of: increased knowledge and insight into manufacturing issues in lighting, experiential learning in lighting design practice not available locally (e.g, master planning), increased understanding of cultural influences in design and enhancing professional contacts within the lighting industry. Field trips may also act as an inverted curriculum experience for new students to engage them and promote learning within a professional context.
The Missing Middle: Aligning Education and the Knowledge Economy
Author: Carnevale, Anthony P.
Date: 2002-00-00
Type: Journal Articles
Subjects: Economic Climate,Human Capital,Role of Education,Economic Progress,Education Work Relationship,Employment Qualifications,Job Skills,Educational Attainment,Cognitive Style,Careers,Young Adults,Economic Opportunities,Educationally Disadvantaged,Alignment (Education)

While no one can predict the future, today's economic and demographic realities suggest the opportunities and challenges that will face America in the years to come. The U.S. economy has already undergone dramatic changes in the latter part of the twentieth century. The extension of product and labor markets has expanded global competition, and the infusion of technology has been widespread across all sectors of the economy. Both of these forces have affected the structure of jobs and the way people work, fueling increases in educational attainment and the demand for skill. The kind of education and skill demanded has also changed. General reasoning, problem-solving, and behavioral skills as well as a positive cognitive style are increasingly needed to supplement the narrow cognitive and occupational skills sought in a more directed work environment. Access to good jobs and earnings in the American system are driven by the complementarities between these soft skills, general education beyond high school, occupational preparation, and the resultant access to learning and technology on the job. The growing importance of education in overall economic growth and individual opportunity creates two primary economic challenges for education reformers: (1) to meet the need for a greater quantity and quality of human capital necessary to foster overall growth in the new knowledge-based economy; and (2) to reduce the growing differences in family incomes by closing the gap between the nation's education-haves and education-have-nots. The authors contend that strengthening the relationship between education and work requirements begins with a stronger focus on the &quot;missing middle&quot; in education policy: the years when academic and applied learning overlap between the completion of basic academic preparation and the completion of occupational or professional training. These are the critical years when young adults begin to mix educational experiences with their growing independence in families and communities, and with their early attachment to the world of work and careers. The missing elements at the critical juncture between education and careers are curricula that effectively mix academics and applied learning as well as institutional relationships that create venues for applied learning and successful transitions from school to school and school to work. (Contains 10 figures and 19 endnotes.)
Re-Conceptualizing Extra Help for High School Students in a High Standards Era
Author: Balfanz, Robert
Date: 2002-00-00
Type: Journal Articles
Subjects: High Schools,High School Students,Graduation Requirements,Advanced Courses,Difficulty Level,Academic Standards,Accountability,Academic Support Services

One of the aims of the standards and accountability movement is to make intellectually demanding course work in high school the norm. Significant progress has been made towards this goal. Expecting all students to engage in and succeed with challenging work in high school, however, places on high schools demands they have not been historically organized to face. One of these demands is providing students who enter high school without the prior preparation, skills, and strategies needed to succeed in a standards-based sequence of college prep courses with the extra help and support they need to accelerate their learning and catchup. Traditionally, high schools have accommodated different levels of prior preparation and achievement by creating tiers of course offerings. Only students in the highest tracks were expected to master challenging material. Consequently, extra help became conceptualized primarily as tutoring for students who were in danger of failing a specific course or wanted to improve their grade. As the push for higher standards becomes institutionalized through raised promotion and graduation requirements, providing extra-help to high school students moves from a need to a necessity. There is a strong imperative to understand the extent and type of extra help high school students will need to thrive in a high standards environment and to examine the current state of knowledge about the provision of effective extra help. This is especially the case for mathematics and reading courses that serve as foundational skills for other content areas. The first section of this article analyzes the scale and scope of the need for extra help in reading and mathematics among high school students. The second section examines existing efforts to provide extra help in reading and mathematics and argues that while the development of systematic and effective extra help for high school students is in its infancy, people are beginning to learn something about its critical components. The third section explores the policy implications and challenges inherent in any effort to provide high school students with substantial extra help. The final section discusses the federal role. (Contains 4 figures and 1 table.)
Careers in Organic Food Production
Author: Bibler, Adam
Date: 2010-00-00
Type: Journal Articles
Subjects: Food Service,Agriculture,Careers,Agricultural Occupations,Food,Food Processing Occupations,Agronomy,Horticulture,Agricultural Production,Job Applicants,Animal Husbandry,Animals,Government Employees,Consultants

New technology developed over the past several decades have allowed farmers to grow more food using fewer resources. Compared with 60 years ago, today's farm can supply more than three times more corn per acre, and the average dairy cow produces almost four times more milk. Even as technology improves farm yields, however, many consumers are looking for healthier, environmentally sustainable alternatives to typical food. The result has been a rapid growth in the growing, manufacturing, regulation, and marketing of organically produced foods. This article discusses some of the workers who are involved in producing organic food, certifying it, and bringing it to consumers. The first section explains what organic means and how this expanding specialty may offer opportunities. The next three sections describe some occupations in the organic industry, looking at ways in which the work involved might differ from that in the conventional food industry. The final section provides sources of additional information.