ethanporcaro/eric-fulltext-meta huggingface dataset:
Synchronizing with the Current Technology Trends
Author: Gupta, Sanjay
Date: 2005-00-00
Type: Journal Articles
Subjects: Information Technology,Training Methods,Educational Opportunities,Professional Development,Professional Continuing Education,Delivery Systems,Computer System Design,Computer Software

Software professionals have to synchronize themselves with the new cutting edge technologies or they may be phased out of their work. They can opt this through in-house training by an instructor, by attending a course at a training institute after office hours, or by taking up an online course. This article provides an analysis of the effectiveness of training programs in different modes, and the strong and weak points of different types of training.
Knowledge Management: A Teacher Educator's Perspective
Author: Mohan, Radha
Date: 2005-00-00
Type: Journal Articles
Subjects: Knowledge Management,Teacher Educators,Teacher Attitudes,Teacher Education Programs,Program Implementation,Best Practices,Audits (Verification),Needs Assessment,Evaluation Methods,Program Effectiveness,Program Evaluation,Information Technology,Measurement Techniques,Measurement Objectives,Classroom Techniques,Formative Evaluation

Knowledge Management can be defined as a systematic process that creates, captures, shares, and analyzes knowledge in ways that directly improve performance. The goal of Knowledge Management is to improve the creation, dissemination, and exploitation of knowledge for the purpose of building competitive advantage. The proper use of knowledge management allows an organization to operate smoothly and efficiently. This article discusses knowledge management in the context of teacher education, and provides an activity analysis that serves as a knowledge audit prior to implementing a Knowledge Management strategy. The knowledge learned from the best practices used in the best classrooms can provide formative data to help teacher-training colleges be more efficient and effective in the teaching of educators.
Towards More Effective Instructional Uses of Technology: The Shift to Virtual Learning
Author: Castolo, Carmencita L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Instructional Effectiveness,Technology Uses in Education,Virtual Classrooms,Online Courses,Educational Environment,College Faculty,College Students,College Role,Colleges,Information Technology,Internet

Technology, whether or not we are ready for it, is changing the way we work. Contemporary students, who are more technologically savvy than those of the past, demand pedagogical change. Technology has already changed the educational environment in which we teach in ways that instructors must recognize and address. Expectations regarding the role of instructional technology will continue to grow as new technologies emerge. Along with this, new instructors will create and implement new pedagogical models that will better capture students' mastery of course objectives made possible by high-powered technology. So, the challenge is here, the challenge is ours. It is now or never.
Brain Plasticity and the Art of Teaching to Learn
Author: Martinez, Margaret
Date: 2005-00-00
Type: Journal Articles
Subjects: Brain,Neurological Organization,Neurosciences,Brain Hemisphere Functions,Learning Processes,Research,Learning Activities,Teaching Methods,Individual Differences,Models,Cognitive Processes,Cognitive Style

&quot;Everyone thinks of changing the world, but no one thinks of changing himself, &quot;wrote Leo Tolstoy. Have you ever thought about how learning changes your brain? If yes, this paper may help you explore the research that will change our learning landscape in the next few years! Recent developers in the neurosciences and education research are beginning to have a significant impact on our understanding about empowering individuals to learn more successfully. Neuroscientists are exploring brain processes and the implications on human learning. They are urging educators to gain a better understanding of the brain plasticity research for improving educational practice. In this paper, readers will see for themselves how specific learning activities change the brain and provide a framework for enhancing the learning process. This framework should follow a 4-step learning process, including sensing, recognition, interpretation, and finally action or integration. Readers will both visualize and experience the learning process and explore their own disposition to learn, examine the theory that grounds this research, and consider strategies and pathways that lead to improved learning for diverse learning audiences.
A Community Writing Project: Integration of Classroom and E-Learning Environments
Author: Clemente, Bill
Date: 2005-00-00
Type: Journal Articles
Subjects: Electronic Learning,Classroom Environment,Educational Environment,Learning Activities,Integrated Activities,Educational Media,Blended Learning,Teaching Methods,Technology Integration,Creative Teaching,Instructional Innovation,Creative Writing,Educational Practices

This essay focuses on a project that involves the integration of various electronic media and traditional classroom activities with the purpose of creating and maintaining a creative community. This evolving hybrid learning project seeks to integrate not only college classrooms and electronic environments, but also various communities of writers, from college students enrolled in various classes to elementary school children. The integration of electronic technologies and traditional learning environments can develop and reinforce the skills and talents at the heart of the teaching enterprise and the creative process.
You Don't Need a Weatherman...
Author: Ingalls, Susan
Date: 2003-00-00
Type: Journal Articles
Subjects: Community Programs,Public Schools,After School Programs,Neighborhoods,Student Interests,Urban Areas,At Risk Students,Summer Programs,Community Organizations,School Community Programs,Geographic Location

Susan Ingalls, the Founder and Executive Director of Children &amp; the Classics--a New York City agency that offers technical assistance, arts resources, and direct programming to more than two dozen Community-Based Organizations (CBOs) in New York City--describes her experience of sitting in on various meetings where the topic of conversation was of the public school system taking over after school programs and replacing programs lead by Community-Based Organizations. The CBO leaders run neighborhood centers that are separate from schools, and seek to preserve the character and culture that they have created within their own buildings. Susan Ingalls makes the point that children are in school buildings approximately seven hours each day, and that children should be allowed to go to programs tailored to their interests in spaces specifically geared to support those areas of interest. The article concludes with a request for insistence of going back to the basics when providing environments for children outside of school buildings.
Knowledge Transfer from Universities to the SME Sector
Author: Formica, Piero
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Small Businesses,Business,Knowledge Management,Interaction,Industry,Research,Commercialization,Cooperation,Professional Development,Employees,School Business Relationship,Communication Strategies,Shared Resources and Services

The sustained phase of transition to economies characterised by considerable, and sometimes revolutionary, advances in science, technology and related industries, coupled with subsequent profound changes in economy and society, has increased the importance of the knowledge-intensive phases of production for value-creation. As enterprises, in fact, become more reliant on technology, they will become more dependent on knowledge. Accordingly, policy makers in a growing number of countries have become increasingly concerned with the management of the entire knowledge chain: from creation to the diffusion, conversion and entrepreneurial exploitation of scientific and technological knowledge. The knowledge chain also has profound implications for higher education institutions and business schools, which to be successful, need to help companies create knowledge and become part of knowledge streams. To secure a better future for knowledge flow between universities and firms, knowledge transfer (KT) needs trustful and outward-looking knowledge brokers with excellent interpersonal skills, commercial awareness, and contractual experience. Trust is a critical component of the business formula for those who should build bridges in a field so subtle and ambiguous as that of transferring know-how, know-what, know-why, know-whom, know-when. For the foreseeable future, KT advancements would not be imperilled in as much as arrangements for KT are likely to be made within a frame of reference that fits with the enterprising role of knowledge intermediaries organized in trust-promoting groups. These groups could play a greater role in building sustainable relationships between the academic community and the business sector, with an emphasis on SMEs.
Identification of Problems Associated with Implementing Organizational Learning through a Systems-Based Approach
Author: Sharma, Rumesh Kumar
Date: 2005-00-00
Type: Journal Articles
Subjects: Workplace Learning,Systems Approach,Problem Solving,Identification,Time Management,Stakeholders,Evaluation Methods,Organizational Development

This paper uses a systems-based approach to identify problems associated with organizational learning in various subsystems in an organization. The functionalist model of the systems-based approach is first used to identify the relevant sub systems involved in organizational learning. This is followed by a consideration of key functional sub systems deemed important in the context of Organizational Learning. These sub-systems include the goal, managerial as well as human subsystems. Problems that are manifested in the context of each subsystem are identified. These problems are then assessed in the context of the overall organizational setting. On analysis the problems associated with each subsystem suggests that a traditional, linear model of problem identification that is normally used to identify problems is inappropriate. Organizational learning requires a system based approach to accurately identify organizational learning related problems. The paper concludes that for an accurate and definitive identification of the root causes of problems associated with organizational learning to be identified, a consideration of the interdependencies and inter relatedness of the various sub systems has to be carried out. For this to be done a systems approach is required.
Incorporating Digital E-Books into Educational Curriculum
Author: Turner, Freda
Date: 2005-00-00
Type: Journal Articles
Subjects: Books,Electronic Publishing,Technology Integration,Curriculum Development,College Students,College Faculty

The first books were probably the Egyptian scrolls of papyrus that provided lineal content to readers. Today (2005) the Internet technology presents the Internet lifestyle that has introduced electronic or e-books that can enrich learning experiences. E-books have an advantage over traditional books in that they offer hypertext linking, search features, and connections to other online databases enhancing data comprehension. Printed books may surely become artifacts like the papyrus documents as interactivity lifestyle desires continue to become the norm. While leaders of all educational organizations might benefit from using e-books, educational leaders of online and distance education environments may have a competitive advantage at implementing e-books into the learning culture. Distance education users tend to be confident and agile in computer skills. Advantages of e-books over traditional texts and suggestions on how to incorporate the use of e-books into a learning culture are provided.
Acts of Invention: The Afterschool Program as a Site for Building Community
Author: Cole, Kirsten
Date: 2004-00-00
Type: Journal Articles
Subjects: After School Programs,Community Development,Child Development,Meetings,Community Involvement,Interpersonal Relationship,Children,Adults,Interpersonal Competence,Intercultural Communication,Social Attitudes,Peer Relationship

Kirsten Cole, the Director of FUN (Family University) Afterschool Program at Long Island University's Brooklyn Campus, shares her experience of working with children in an afterschool program where nightly community meetings address topics the children want to discuss. The topics change, but the underlying themes are often the same: issues of respect, and feelings of anger that come from feeling disrespected. The fact that someone has listened and said to them, &quot;The way you were treated was wrong,&quot; seems to empower and enliven them. Although the meetings can seem redundant, they allow the children to find their voice, and create a space where they feel that adults support them in expressing their concerns and articulating the kind of world they want to build together.
From Blended to Online Learning: Components of the Gap
Author: Santally, Mohammad Issack
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Technology Uses in Education,Educational Technology,College Students,Computer Mediated Communication,Student Attitudes,Learning Activities,Undergraduate Study,Masters Programs,Course Content,Distance Education,Online Surveys,Student Surveys,Observation,Interviews,Instructional Effectiveness,Lecture Method

At the University of Mauritius, blended learning is defined as the application of technology to support a range of teaching and learning activities in courses that are mainly given to full-time undergraduate students on campus and part-time mature students on postgraduate programmes. This article reports the observations of two studies that were carried out at the University of Mauritius. The first study was carried out in August 2003 with a hundred first year students who were enrolled on the CSE1010e module offered on the Virtual Campus. The second study was carried out in August 2004 with a first batch of 15 students who were enrolled on the Masters programme in Computer-Mediated Communications and Pedagogy. It is obvious from the results that students perceive that their learning experience has improved but they would still prefer keeping face-to-face sessions rather than moving completely online. The barriers to the implementation of such approaches are briefly discussed.
Blended Learning
Author: Halan, Deepak
Date: 2005-00-00
Type: Journal Articles
Subjects: Blended Learning,Delivery Systems,Teaching Methods,Multimedia Instruction,Teaching Models,Cooperative Learning,Online Courses,Intentional Learning,Cost Effectiveness,Time Factors (Learning),Active Learning,Educational Practices

Blended learning basically refers to using several methods for teaching. It can be thought to be a learning program where more than one delivery mode is being used with the ultimate goal of optimizing the learning result and cost of program delivery. Examples of blended learning could be the combination of technology-based resources and traditional print materials or group and individual study or even structured pace study and self-paced study. With today's prevalence of high technology, blended learning is mostly understood as the use of resources which combine e-learning with other educational resources. Given the state of education in India, where the student population is huge, the state of universities is not good. Learning resources are few, there are serious space constraints, and budgets are low. This emergence of new information and communication technologies offers hope in the form of alternative teaching strategies like blended learning. This article provides descriptions of different types of learning blends, points out the benefits of blended learning, and provides a list of notes and references.
Applying Fuzzy Logic for Learner Modeling and Decision Support in Online Learning Systems
Author: Al-Aubidy, Kasim M.
Date: 2005-00-00
Type: Journal Articles
Subjects: Decision Support Systems,Technology Uses in Education,Online Courses,Learning Modules,Knowledge Representation,Decision Making,Web Based Instruction,Electronic Learning,Internet,Simulated Environment,Computer Simulation,Instructional Design,Instructional Materials,Models,Evaluation Methods,Undergraduate Students,Knowledge Level,Problem Solving,Theories

Advances in computers and multimedia technology have changed traditional methods for learning and skills training. Online learning continues to play a major success of any academic program. Such learning can personalize learning needs for students, it can provide an environment where virtual reality techniques are used to create interactive interfaces and real-time software can monitor every response made by the user. This paper presents an attempt to introduce the concepts of fuzzy set theory in the design of an online educational module. Such a module can deal with uncertainties in the knowledge acquisition, representation and decision making. The fuzzy logic principles are used in creating the learner model and to provide the appropriate teaching material to each learner according to his/her learning level.
Humanism in the Foreign Language Classroom
Author: Shirkhani, Servat
Date: 2013-00-00
Type: Journal Articles
Subjects: Humanism,Second Language Instruction,Second Language Programs,Educational Principles,Humanistic Education,Teaching Methods,Educational Practices,Educational Psychology,Definitions,Personal Autonomy,Educational Environment,Student Needs,Reflective Teaching,Testing,Criticism,Learning Strategies,Classroom Techniques,Classroom Environment

Humanistic principles emphasize the importance of the individual and specific human needs. Humanism in education has been in concern during the last few decades. However, there are controversies as whether to use its principles in foreign language classrooms or not. The present paper provides an overview of the major assumptions underlying humanism as well as different emphases of it. In general, most literature on humanism is concerned with its relation to education, this paper use the implications of the contributions of humanism to education in explaining the way humanism can contribute to foreign language teaching. In addition, areas of difficulty that are faced when trying to put humanistic values into practice in the classroom, are described. Next, an important point is given regarding criticisms against humanism in language teaching. Finally, the paper discusses whether it is better to use or not to use humanism in foreign language teaching.
The Language of Entertainment News Is a Serious Business
Author: Marjanovic, Tatjana
Date: 2013-00-00
Type: Journal Articles
Subjects: Qualitative Research,Popular Culture,Semantics,Television,Web Sites,Content Analysis,Morphology (Languages),Syntax,Leisure Time,Printed Materials,Grammar,Vocabulary,Sentences

An essentially qualitative structural and semantic analysis is performed on the text of an &quot;American Idol&quot; coverage posted on yahoo.com January 24, 2013, constituting a micro-corpus of 2,739 words. Since such stories feature entertainment laced with a shot of drama and scandal, most of us share similar expectations as to what packaging their contents will come in: in short, we anticipate relatively informal language and simple structures. However, a preliminary analysis of the story reveals at face value, a fair amount of both phrasal and clausal complexity, with modification embedded at different levels of structures under investigation. Moreover, not only do the structures appear morphologically and syntactically complex, but their semantic representations also add to this diversity. While providing too much detail at word, phrase and clause level can easily lead to information overload. It also makes a clever tactic helping to transform a basically frivolous event into a top story of the day. It seems to be an attempt to ascribe relevance and newsworthiness to an affair that is nothing more than entertainment, but the aforementioned strategies almost make it look like a serious business.
M. A. Curriculum of TEFL in Iran: A Survey on the Courses
Author: Pasand, Parastou Gholami
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English Instruction,Teaching Methods,Masters Programs,Masters Degrees,Curriculum Evaluation,Curriculum Research,Course Descriptions,Curriculum Development,Definitions,Required Courses,Phonology,Research Methodology,Statistical Studies,Contrastive Linguistics,Error Analysis (Language),Language Skills,Observational Learning,Language Tests,Psycholinguistics,Discourse Analysis,Islam,English for Special Purposes,English Literature,Sociolinguistics,Applied Linguistics

The M.A. level in Teaching English as a Foreign Language (TEFL) in Iran aims at training qualified persons for teaching English at universities or institutions of higher education and also fulfilling the needs of the society regarding experts in the field of research in language teaching issues, translating different English texts into Persian or vice versa and other related jobs. The present paper is a survey on the courses presented at the Masters level of TEFL in Iran. For this purpose, the lessons in each course together with their aims and objectives were delineated first and then, the M.A. syllabus of TEFL of one of the universities was compared to it with the aim of identifying and analyzing the strengths and weaknesses of the university's M.A. syllabus. Furthermore, this survey aimed at finding the gaps in the proposed courses in the M.A. curriculum of Iran. The results of the analysis revealed that there are a number of deficiencies in the proposed courses and there is a need to modify the current curriculum in terms of the existing courses and lessons.
Youth Media Citizenship: Beyond &quot;Youth Voice&quot;
Author: Soep, Elisabeth
Date: 2006-00-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,Radio,Programming (Broadcast),Democracy,Civics,Decision Making,Social Justice,Media Literacy,Youth Agencies,Collegiality,Peer Teaching,Participatory Research,Ethnography,Participant Observation,Interviews,Focus Groups

The globalization of youth culture complicates young people's relationship to democracy as traditionally conceived. More and more young people define themselves as cosmopolitan citizens, connected through popular culture, digital technologies, and migration histories to social geographies outside their own local and national contexts. Despite these new forms of citizenship in youth culture, however, one familiar image of young people remains unchanged: They continue to be seen as disengaged from organized efforts to lead and represent their communities. This article focuses on the dimension of the youth media movement focused on hands-on production in non-school spaces--sites where young people generate original stories for significant audiences. Sites operating outside of schools, especially independent afterschool programs, are a key force in the youth media movement. Such programs provide a vehicle for young people to tell stories using dialogue, reflection, and action to convey their truth. Youth media programs operating outside of schools, such as Youth Radio--a nonprofit afterschool organization in which young people produce stories for local and national broadcasts on radio, television, and online outlets--often deal with democracy as both content for stories and context for teaching and learning. Young people in these sites take on some of democracy's most pressing themes and issues, while working in an environment that promotes active participation, involvement in decision making, and constant vigilance toward matters of equity. These programs have the potential to do more than simply foster &quot;youth voice.&quot; This article describes an ethnographic study of Youth Radio, in which four features emerged: (1) peer teaching; (2) collegial pedagogy; (3) multiple outlets; and (4) applied agency.