ethanporcaro/eric-fulltext-meta huggingface dataset:
The &quot;Multimodal Literacy in the EFL Classroom&quot; Workshop as a Design for Learning
Author: Karatza, Styliani
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Discourse Analysis,Multimedia Instruction,Critical Thinking,Metalinguistics,Course Descriptions,Teaching Methods,Faculty Development,Lesson Plans,Elementary School Students,Multiple Literacies,Teacher Workshops,Semiotics,Instructional Design,Preservice Teachers,Student Attitudes,Teacher Education Programs,Linguistic Theory,Language Teachers,Assignments,Intercultural Communication,Technological Literacy,Instructional Effectiveness

This paper links Systemic Functional-based multimodal discourse analysis and English as a Foreign Language (EFL) teacher education through the workshop &quot;Multimodal Literacy in the EFL classroom&quot; (MLEFL). Drawing upon 'multimodal analysis for critical thinking' (MACT) pedagogy (O'Halloran et al., 2017) and the Systemic Approach to teaching critical viewing (Lim and Tan, 2017, Lim, 2018), MLEFL aims at involving student teachers (STs) in a transformative process through which STs with no previous instruction on multimodality are introduced to multimodal literacy. After being engaged in making meaning through various semiotic resources and conducting multimodal analysis with the use of a pedagogic metalanguage, STs complete a task of representing their new experiences via the process of creating a lesson plan aimed at promoting primary school students' multimodal literacy. The paper presents MLEFL as a design for learning (Kress and Selander, 2012). It serves two purposes: to present the content and syllabus of the MLEFL workshop and to reflect upon its implementation and effectiveness. The paper reports on the qualitative findings from a small-scale research conducted with twenty pre-service EFL teachers who participated in the fourweek workshop in a virtual environment. It investigates STs' perceptions shared in workshop evaluation forms and participation in the forum as well as their assignments for signs of learning. The analysis of the findings revealed differences in STs' capacities (Kress, 2010: 175) which support the effectiveness of the workshop. Most STs created lesson plans which promote critical viewing, used the pedagogic metalanguage efficiently and explained the design of their activities with well-informed rationale.
Game Modding for Learning Design Thinking on an E-Learning Platform
Author: Örnekoglu Selçuk, Melis
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Research Methodology,Problem Solving,Games,21st Century Skills,Teaching Methods,Constructivism (Learning),Student Projects,Active Learning,Critical Thinking,Cooperative Learning,Game Based Learning,Pilot Projects,Outcomes of Education,Engineering Education,Foreign Countries,Graduate Students,Undergraduate Students

Design Thinking (DT) is not merely a well-known design methodology but also an entire mindset towards solving complex societal problems in an innovative way. Its popularity in diverse disciplines beyond design, is due to its relation with the development of key 21st-century skills, such as creativity, critical thinking, collaboration and communication. Teaching the DT mindset has always required methods different from the traditional, one-way, mainly teacher-led approaches in which students play a more passive role in the learning process. Such creative methods include constructivist teaching practices, such as learning-by-doing and learning-by-making. Game modding, which is defined as the modification of existing games, is also seen as a constructivist teaching approach since in this way students learn by designing a game. The experience is argued to increase the engagement and interaction of players with the game, and combine the roles of player and designer. However, using game modding to teach the DT mindset remains poorly researched. This paper discusses the outcomes of a pilot study developed in the scope of the in-progress Erasmus+ KA2 project 'T-CREPE' (Textile Engineering for Co-Creation Paradigms in Education). This study investigates the influence of game modding on students' adoption of the DT mindset through the use of an online learning platform that enables a game modding experience. This platform includes games that students can play, modify, and/or design their own in the process of developing a project. Students (n = 240) and teachers (n = 9) from three higher education institutions in Belgium and Greece participated in this study. The quantitative and qualitative data collected has provided information on their experiences of game modding while cultivating a DT mindset. The findings of the study indicate that game modding enables students to practise critical questioning, constructionism and co-creation, which are core elements of the DT mindset.
Academic Center Partnership with Health Department and Church to Rapidly Deploy COVID-19 Vaccine POD Reaching Underserved Populations
Author: Garmong, Gale E.
Date: 2022-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Churches,At Risk Persons,Minority Groups,Public Health,College Role,Access to Health Care,Community Health Services,Agency Cooperation,Immunization Programs,Volunteers,Health Personnel,School Community Programs,College Students,College Faculty

The COVID-19 pandemic has disproportionately impacted people of color, underscoring the importance of equity in the public health response. The Duquesne University Center for Integrative Health (DUCIH) is a university-wide center focused on training future practitioners and improving health equity in the Pittsburgh region. DUCIH's initial pandemic response included a virtual adaptation of community health programs and supporting partners' testing and vaccination efforts. In March 2021, the Allegheny County Health Department (ACHD) asked DUCIH to establish a vaccine Point of Dispensing (POD) at Central Baptist Church in Pittsburgh's Hill District, to reach underrepresented populations. DUCIH engaged the Schools of Health Sciences, Nursing, and Pharmacy and multiple university offices to recruit an interprofessional team of 263 volunteers. From March to June 2021, the POD administered 5,652 vaccines in an underserved neighborhood, with a majority of doses administered to people of color, meeting the POD's aim. This university-church partnership has continued with vaccine clinics and health screenings. This case study shares lessons for rapid response to public health emergencies through university-wide collaboration with community partners. Universities with health science schools should cultivate relationships with local health departments to promote awareness of these capabilities.
Community Engagement through Contact Tracing Training
Author: Line, David
Date: 2022-06-00
Type: Journal Articles
Subjects: Community Involvement,Disease Control,Training,COVID-19,Pandemics,Experiential Learning,Higher Education,Universities,School Community Relationship,Capacity Building,Public Health,College Students,Program Effectiveness

The COVID-19 pandemic has brought many physical, mental, and economic challenges and has provided an opportunity for academia to participate in community engagement to help support public health. Through a partnership between a university and a local health district, a contact tracing training program was developed and implemented in the late spring of 2020. That training program increased the health district's capacity to respond to the pandemic and provided an experiential learning experience for public health students. Through this community engagement endeavor, university faculty and students helped support a local health district's COVID-19 response efforts and, in so doing, also helped to support public health in the early stages of a global health crisis. The products of this endeavor, including contract tracers, case investigation, and trained instructors, continue to support public health contact tracing efforts in the community.
Establishing Principles for Community-Based Research: Story &amp; Power in the Community Research Collaborative
Author: Kuttner, Paul
Date: 2022-06-00
Type: Journal Articles
Subjects: Participatory Research,Community Involvement,School Community Relationship,Ethics,Partnerships in Education,Guidelines,Power Structure,Story Telling,Foreign Countries

Academic health centers and their universities are increasingly encouraged to engage in more community-based and participatory approaches to research. Yet, traditional ethics guidelines and regulations are inadequate for addressing the dynamics of community-campus research partnerships. In this article, the authors share stories from the Community Research Collaborative (CRC), a collective of community leaders and faculty that published guidelines for community-based research (CBR). The CRC offers a case study in how a collaborative process of developing CBR guidelines can create space for partners to wrestle with the historical and present-day harms carried out in indigenous and minoritized communities in the name of science and to imagine alternative ways of working together collectively. This case study highlights the complex power dynamics inherent in community-campus partnerships and how storytelling can play a role in unearthing and addressing them. It positions the work of the CRC as incomplete and evolving while offering a foundation on which other institutions could carry out similar processes in their localities.
How Dynamic Academic Medical Centers Improve Communities: The Case of the Rocky Mountain Center for Occupational and Environmental Health
Author: Castro, Katherine
Date: 2022-06-00
Type: Journal Articles
Subjects: Community Involvement,Medical Services,Universities,Occupational Safety and Health,Departments,School Community Relationship,Partnerships in Education,Outreach Programs,Consultation Programs,Continuing Education,Correspondence Study,Distance Education

Academic Medical Centers (AMC) are unique healthcare resources that offer services to their local communities. As societal priorities shift, AMCs are identifying approaches to practice community engagement. Although many examples of AMCs exist in the literature, few have targeted resources for specific health topics like occupational health. This case study identifies examples of community engagement from AMCs around the U.S. It also offers a unique perspective of community engagement from the Rocky Mountain Center for Occupational and Environmental Health (RMCOEH), housed within the Department of Family and Preventative Medicine at the University of Utah. This center is one of eighteen National Institutes for Occupational Safety and Health (NIOSH) Education and Research Centers (ERC). We use the Community Engagement Continuum to consider community engagement across various degrees of relationship between the public and AMCs, including outreach, consulting, involvement, collaboration, and shared leadership. Continuing education, course work connecting students with the community, and multiorganization research projects are approaches RMCOEH uses to engage with communities. Although there are many ways for AMCs like RMCOEH to serve the community, there are opportunities for AMCs to improve community engagement efforts through cultural shifts and community participation in projects. We explore such opportunities specifically for RMCOEH.
Reckoning with Our Racist Past: An Academic Health Center&apos;s Engagement with History and Health
Author: Vetrovec, Logan
Date: 2022-06-00
Type: Journal Articles
Subjects: Health Services,Medical Services,Medical Schools,Clinics,Hospitals,Racism,Race,Minority Groups,Racial Discrimination,Experiments,History,Health Sciences,African Americans,School Community Relationship,Medical Research

Academic health centers (AHC) both contribute to and are influenced by the communities they serve. As part of a central commitment to improving human health, there is a need for AHCs to acknowledge their history related to race and racism, the resulting impact on current health disparities, and the disparate treatment of racial and minoritized communities. As AHC's care for Black and Brown communities, they have a unique responsibility to redress their respective legacies of bias, discriminatory practices, and experimentation without consent. One way to achieve this is to provide learning opportunities for in-depth engagement with students, faculty, staff, health care providers, and community members in conversations regarding racial equity, which are essential to shaping and impacting change at an individual and institutional level. Virginia Commonwealth University in Richmond, Virginia, launched a new initiative, &quot;History, and Health; Racial Equity,&quot; designed to (a) increase awareness of our institution's history, impact, identity, and culture, and (b) support meaningful conversations around history, health equity, structural racism, and health sciences education. Urban and metropolitan universities may learn from and replicate this program and encourage such conversations in their communities.
Experiences of Vocational Education at Community Learning Centers in Cambodia during COVID-19
Author: Bun, Borey
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Vocational Training Centers,Vocational Education Teachers,Student Attitudes,Teacher Attitudes,Foreign Countries,COVID-19,Pandemics,Classroom Techniques,Distance Education,Social Media,Electronic Learning,Digital Literacy,Access to Computers,Teaching Experience,Student Experience

This research aimed to explore the experiences of instructors and learners in vocational education at community learning centers in Cambodia during the pandemic of COVID-19. The samples of this study were instructors and learners who have been involved closely in their academic conduction. The research instrument was the in-depth interview form which was examined by five intellectual experts. The researcher employed the component analysis to analyze the data. The findings of this study revealed the following: Learning conduction of community learning centers in Cambodia during COVID-19 consists of 3 types: (1) Onsite learning management of vocational education, instructors had to limit the number of learners for each class. It was because learners had kept their distance during the educational performance. (2) Distant learning management of vocational education uses online learning platforms such as National Khmer TV, National Khmer Radio, MoEYS Learning Application, and some other social media to conduct education performance. The digital literacy and digital accessibilities were issued and faced for instructors and learners. And (3) On-hand learning management of vocational education, instructors had to find the needs and conduct learning programs for specific targets. In contrast, learners had to integrate learning programs themselves. This study offers several directions to profound implications for future vocational education studies in Cambodia. Furthermore, it may help Cambodia solving the problem of academic conduction, thereby contributing experiences of facilitating and learning to support technical and strategic vocational education for the future development in Cambodia.
Educational Philosophy Adopted by Pre-Service Science Teachers
Author: Bektas, Oktay
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Preservice Teachers,Teacher Education Programs,Self Evaluation (Individuals),Phenomenology,Prior Learning,Student Attitudes,Science Teachers,Science Instruction,Scientific Principles,Reports,Content Analysis,Validity,Reliability,Constructivism (Learning),Knowledge Level,Learning Processes,Sociocultural Patterns

This study aims to examine the thoughts of fourth-year pre-service science teachers about the nature of science. For this purpose, the study preferred the qualitative research method and phenomenology design. Participants consisted of nine pre-service science teachers. Participants wrote a self-evaluation report after the nature of the science course. I collected data with this report and focus-group interview. I did the data analysis using content analysis. The current study discusses validity and reliability. As a result of the analysis, pre-service science teachers stated that they learned the nature of science by adopting the constructivist philosophy. Therefore, they described that they will use the constructivist scientific language when they become teachers in the future. They argued that students should learn how scientific knowledge changes and develops. In addition, pre-service science teachers emphasized that teachers should direct their students' learning processes according to the constructivist philosophy considering scientists' culture, beliefs, and prior knowledge. They stated that students should understand the socio-cultural impact on the learning process. They also mentioned that students should use their imagination and creativity so that they can learn scientific information meaningfully. Based on these results, I suggested that teaching based on positivist philosophy would not remove the obstacles to students' learning science.
Creating Mature Blended Education: The European Maturity Model Guidelines
Author: Goeman, Katie
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Blended Learning,Online Courses,In Person Learning,Sustainability,Foreign Countries,Educational Environment,College Role,Institutional Mission,Networks,Professional Development,Quality Assurance,Governance,Financial Support,Educational Facilities,Educational Resources

In recent decades, higher education has embraced the concept of blended teaching, the design and facilitation of online and face-to-face learning activities. As such initiatives are embedded in the formal context of an institution, educational managers and other decision makers are in search of evidence for creating sustainable conditions that facilitate and support blended teaching. In this paper, the authors present the guidelines articulated by the European Maturity Model that address such concerns. These were developed during a three-year joint effort between seven European project partners. For each guideline, background information in line with the foundations of the European Maturity Model is included, as well as examples and references to predominantly open access resources. It is hoped that the results might inspire key actors within higher education or scholars that are investigating models for continuous improvement in the field of blended teaching and education.
Eligibility and Barriers to Promotion: A Perspective
Author: Dohal, Gassim H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Eligibility,Barriers,Faculty Promotion,College Faculty,Foreign Countries

Promotion represents an important factor for the employee regardless of his/her position, especially the academic. It is noticeable in our daily life that there are obstacles that limit promotion, and these obstacles are established and organized for in at least some cases by those who are related and have something to do with it. These obstacles are placed in order to avoid many things, including financial burdens and/or social positions that the person in question may obtain. In some cases, the reason may be personal, caused by competition, gender, status, etc. Indeed, the procedure of promotion happens according to protocol frameworks that make the helpless employee accept the fait accompli. When an employee signs and agrees to work, s/he should consent to and accept all frameworks and regulations enacted by employers, whether they are individuals or institutions. There may be unfairness in these regulations that the employee must accept for the sake of having a job. During my search for articles discussing the subject of promotion, especially academic ones, I found very few, and all of them are about promotion in North America, and they depend on accurate information and statistics that I have nothing alike. Due to the lack of references and statistics, I will rely on my experience and background in most of the presentation of this topic. The goal is to attract the attention of those interested individuals and to share my experience with readers.
How the Academic Profession Is Perceived in Public Technological Universities in Mexico
Author: Vega, José Luis Arcos
Date: 2022-00-00
Type: Journal Articles
Subjects: State Universities,Faculty Development,Teacher Salaries,College Faculty,Databases,Teacher Attitudes,Technology Education,Gender Differences,Contracts,Productivity,Work Environment,Foreign Countries,Job Satisfaction,Faculty Workload,Institutional Characteristics

In this descriptive study, we utilized the national database that was obtained from the international APIKS, Academic Profession in the Knowledge -- Basic Society survey, where 3,776 Mexican professors participated from the different public research centers, federal public institutions, state public institutions, technological public institutions, as well as from private institutions. This research emphasizes on the analysis of the public technological institution subsystem, in the variables of gender, preference between teaching and research contract situation, salary, labor and salary, professional environment, that are part of the elements composing the instrument applied to the professors working in higher education institutions. One of the purposes is to find out more about productivity, degree of satisfaction about the conditions and academic work nationwide.
Torchbearer Leadership: A Conceptual Model for Leading Challenging Schools
Author: Gill, Stacey
Date: 2022-09-00
Type: Journal Articles
Subjects: Leadership,Leadership Effectiveness,Urban Schools,Rural Schools,Leadership Styles,Principals,Administrator Characteristics,Public Schools,Poverty,School Turnaround,Low Achievement

School leaders find it extremely hard to lead effectively without a model designed specifically to provide effective leadership in the best interest of students. This study examines the unanswered question as to how to lead successful turnaround efforts in challenging schools today. A critical analysis of studies found the absence of an effective leadership model for urban and rural school leaders. We sought to develop a new model to answer the guiding question of how to effectively lead urban and rural school leaders presented with a unique challenge.. The Torchbearer leadership model, developed from this study, could be a conceptual process as an option for urban and rural principals who are struggling to lead challenging schools.