27,724 results on '"Educational Innovation"'
Search Results
2. Supporting Innovative, Scalable Approaches to School-Based Mental Health: Development and Innovation Research at the U.S. Department of Education's Institute of Education Sciences (IES)
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Emily J. Doolittle and Jacquelyn A. Buckley
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The Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation, and statistics. IES's National Center for Education Research (NCER) supports rigorous research that addresses the nation's most pressing education needs from early childhood to adult education. IES's National Center for Special Education Research (NCSER) supports a comprehensive program of education research designed to expand knowledge and understanding of infants, toddlers, and youth with and at risk for disabilities to improve their developmental, education, transition, and postsecondary outcomes. This paper makes the case that IES Development and Innovation research can support the development of usable, feasible, and affordable approaches (practices, programs, or policies) to help schools meet the mental health needs of their students and staff. The goal of this research is to ensure that school-based interventions are contextually appropriate, implemented with high fidelity, and more likely to produce equitable outcomes than current practice. [This paper was published in the "School Mental Health".]
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- 2024
3. Leading Academic Change: National Survey 2.0. Full Summary Report
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Caitlin Hayward, Nathaniel W. Cradit, and Anne Keough Keehn
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Leaders in higher education face increasing pressure to ensure their institutions are well-positioned to adapt to our changing world. As part of responding to these demands, a growing number of institutions have established dedicated teams of in-house experts to support this work and the culture change around it, broadly termed academic change or academic innovation. This report details methods and findings of a comprehensive survey of academic innovation department leaders in colleges and universities across the United States. The survey received responses from 138 academic innovation leaders who shared details on the scope of their work, the structures and institutional resources supporting it, their impact, and their perspectives on contemporary challenges including the COVID-19 pandemic and its influence on postsecondary learning. Ten years after the first such survey, findings included evidence of increasing staffing and budgets, evolving priorities, shifting reporting structures, and technological advancement. Implications include expanding research and professional communities for this relatively new functional area within US higher education, recommendations for institutional leaders, and a focus on supporting continued growth. As a result, the report serves as a census of academic innovation units in an array of US colleges and universities, with details relevant for benchmarking and further research. The following are appended: (1) Data tables for all survey items; (2) Participating institution list; and (3) Survey instrument. [This report was produced by the University of Michigan, Center for Academic Innovation and Quantum Thinking. Additional sponsors for this report include: Class Technologies, Acadeum, Intelliboard, Auburn University, Biggio Center for the Enhancement of Teaching and Learning Leading Academic Change, EdPlus at Arizona State University, Bentley University, University System of Maryland, William E. Kirwan Center for Academic Innovation, POD Network in Higher education (POD), and SAB Creative & Consulting.]
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- 2024
4. Local Licensure and Teacher Shortage: Policy Analysis and Implications. EdWorkingPaper No. 24-993
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Annenberg Institute for School Reform at Brown University, Sarah Guthery, and Kathryn V. Dixon
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We use frame analysis to analyze the first iteration of the Texas District of Innovation policy, which allows districts to take exemption from state education requirements mandating the hiring of a state certified teacher. We analyzed 451 district policies and find the plans use very similar, and sometimes identical, language to frame both the problem of teacher shortage and their proposed solutions, even though the districts may be geographically and demographically different. The districts most often propose two solutions to the certified teacher shortage, 1) flexibility and 2) local control over teacher certification decisions, including hiring unlicensed teachers and locally certified teachers.
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- 2024
5. A Comparison of Innovative Education Perceptions of Teachers Working in Turkey and South Africa
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Hüseyin Kocasaraç and Nokulunga Sithabile Ndlovu
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This study explored and compared metaphorical perceptions of "Innovative Education" among 100 in-service teachers from Turkey and South Africa during the 2020-2021 academic year. A phenomenological research design was adopted for this qualitative investigation. Teachers accessed an online platform to complete the open-ended prompt: "Innovative Education is like a ……because……". The data was categorized through content analysis into four themes: vision, value, novelty, and process. Rogers' Diffusion of Innovation theory provided a framework for interpreting the findings. The results revealed that teachers in both countries perceived innovation as a relative advantage, likely due to the significant changes experienced during the pandemic. However, South African teachers' metaphors also indicated complexity, potentially reflecting a lack of adequate training and support during the implementation of innovative practices. Conversely, Turkish teachers' metaphors suggested a more welcoming attitude, possibly due to sufficient support structures. Based on these findings, the study recommends that promoting teacher confidence during educational innovation should involve strong advocacy alongside comprehensive training and support programs.
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- 2024
6. Innovations in Assessing Students' Digital Literacy Skills in Learning Science: Effective Multiple Choice Closed-Ended Tests Using Rasch Model
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Fitria Lafifa and Dadan Rosana
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This research goal to develop a multiple-choice closed-ended test to assessing and evaluate students' digital literacy skills. The sample in this study were students at MTsN 1 Blitar City who were selected using a purposive sampling technique. The test was also validated by experts, namely 2 Doctors of Physics and Science from Yogyakarta State University. The test instrument was developed based on five aspects of digital literacy skills: information, communication, content creation, security and problem-solving. Data have been analyzed descriptively and inferentially using the Rasch version and the assist of Quest software. The results showed that eight multiple-choice closed-ended test instruments were declared valid based on expert validation with an Aiken V value of 1.00. The reliability result is 0.97 with a very high category, and the INFIT MNSQ standard deviation value is 0.86-1.16, so seven items are by the Rasch model. Thus, the seven items in the multiple-choice closed-ended test instrument can be used to assessing and evaluate students' digital literacy skills in learning science.
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- 2024
7. Flipped Learning: An Innovative Model for Enhancing Education through ChatGPT
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Selahattin Alan and Eyup Yurt
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The limitations of traditional education models and the advancement of technology have revealed the need to transform the learning experience. The "Flipped Learning" approach, born out of this need, is a model where students study learning materials in advance and participate in more interactive and hands-on activities in the classroom. This research discusses how the Flipped Learning model can be combined with ChatGPT. ChatGPT is a language model developed by OpenAI, and it can interact with students thanks to its natural language processing capability. In this way, combined with the Flipped Learning model, it can provide students with a more individualized and interactive learning experience. From this viewpoint, in this research, a model called "ChatGPT Aided Flipped Learning Model (CAFLM)" has been developed, which enables ChatGPT to be used in the "Flipped Learning" learning environment. CAFLM has three main phases: 1) Preparation, 2) Outside classroom teaching, and 3) inside classroom teaching. At these phases, the tasks of the student and the teacher are explained in detail. Sample activities and use cases are provided on how ChatGPT can be integrated into the Flipped Learning model and help students. To experience the model, activities developed for mathematics and science lessons were carried out using ChatGPT. The experiences have shown that the Flipped Learning model can be combined with Chatbots such as ChatGPT to provide students with a more effective and personalized learning experience. CAFLM can enable students to be more active in the learning process and contribute to innovative approaches in education.
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- 2024
8. Middle School Teachers' Perceptions of the Use of Serious Games for Students with Attention Deficit Hyperactivity Disorder
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LaToyia R. Stewart
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Attention deficient hyperactivity disorder (ADHD) is the most common childhood neurodevelopment disorder, and severe digital game use has recently shown significant promise in this psychotherapeutic area. Digital serious games have also been used as an innovative teaching and learning approach. This study aimed to explore middle school teachers' perceptions of the use of digital severe games for students with ADHD. The conceptual framework for this study was Sherry's model of game engagement. The two research questions for this basic qualitative study focused on middle school teacher perceptions regarding the benefits and challenges related to the use of digital serious games for students with ADHD. Semi-structured interviews were conducted with ten middle school teachers from southern U.S. school districts who had used digital serious games for at least one academic school year. Data analysis using emergent codes showed that middle school teachers reported that the social aspect of digital serious games encouraged teamwork and camaraderie while also emotionally building student confidence. Challenges included students being distracted by their peers, anxiety, frustration caused by not understanding the game concepts, and time constraints that influence a student's performance within a game. The results of this study may contribute to positive social change by providing teachers and administrators with the knowledge and leverage they need to understand the benefits and challenges of using serious games when teaching students with ADHD, thereby improving student success through teacher support and professional development.
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- 2024
9. Addendum to the Final Report of the EIR Mid-Phase Project on MyTeachingPartner-Secondary Program (September 2023)
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American Institutes for Research (AIR), Mengli Song, Dana Shaat, Andrew J. Wayne, and Cheryl Graczewski
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The purpose of the addendum is to document the findings from the Year 2 student achievement analyses of a teacher-level randomized experiment, which was designed to examine the implementation and impact of a scalable version of the 2-year MyTeachingPartner Secondary (MTP-S) program as part of a federally-funded Education Innovation and Research (EIR) project. Due to COVID-caused delays, we were unable to include findings about the impact of MTP-S on Year 2 student achievement in the final report produced at the end of the EIR project (Wayne et al., 2023). With the support of a grant from the William T. Grant Foundation, we were able to complete the collection and analyses of Year 2 student achievement data presented in this addendum. Similar to the Year 1 student achievement findings presented in our EIR final project report, the Year 2 student achievement findings did not reveal any significant program impact on students' math or English language arts achievement at the end of the 2-year program. Findings from this study need to be interpreted with caution given study limitations resulting largely from the influence of the pandemic.
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- 2024
10. The Impact of Educational Technologies on Entrepreneurial Competencies: A Systematic Review of Empirical Evidence
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Basel Hammoda
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Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial and economic literacy, motivation and perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.
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- 2024
11. Ensuring College Access and Success for American Indian/Alaska Native Students. Affirming Equity, Ensuring Inclusion, and Empowering Action
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Campaign for College Opportunity and Cheryl Crazy Bull
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The Campaign for College Opportunity has always been a champion of ensuring equal and equitable treatment of all students in higher education. The Campaign for College Opportunity recognizes the value and necessity of understanding the experience of diverse learners by disaggregating data to explore trends, opportunities, and challenges. More importantly, it seeks to bring attention to the expertise, assets, and strengths of Americans from all backgrounds, while ensuring that solutions are targeted to support these same students. This is the first of four briefs within the Campaign for College Opportunity's national initiative that highlight specific practices to support American Indian/Alaska Native (AIAN), Latinx, Black, Asian American and Native Hawaiian and Pacific Islander (NHPI) students more equitably. This brief is tailored and informed by experts, best practices, and an authentic commitment to ensure that all American Indian and Alaska Native students can go to college and succeed without sacrificing or leaving their cultural assets behind. [Additional funding for this series of briefs was provided by Eileen and Harold Brown.]
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- 2024
12. Voices from the Industry: How EdTech Leaders Responded to the COVID-19 Pandemic
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Deoksoon Kim, Katrina Borowiec, Drina Kei Yatsu, and Stanton Wortham
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Purpose: Educational technology ("EdTech") served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders' roles in shaping this response. This study explores EdTech leaders' perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation. Design/Approach/Methods: This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively. Findings: The findings show that a four-category typology can be used to describe EdTech leaders' diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their pandemic responses, by expanding access to their tools and adapting their products as users' needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments. Originality/Value: This study addresses a gap in the research concerning EdTech leaders' perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research on EdTech leaders' experiences and roles in education.
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- 2024
13. Evaluation of an Innovative Technology Curriculum
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Hanifi Üker and Kamil Arif Kirkiç
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This research aims to devise an innovative curriculum, to determine the opinions of parents, teachers, students, and educators of the curriculum, and to present results using the CIPP approach. The study employed a qualitative research method, a program execution case study. It used maximum variation sampling, a purposeful sampling method. The study, involving eighteen participants, was conducted in a high school that runs a technology education program. Data was obtained using the semi-structured and focus group interview methods. Participant confirmation was obtained to increase reliability, which was then subjected to external audit, allowing another researcher to examine the process and results. Awareness of the "Proficiency in Technology" (PIT) curriculum and curriculum implementation emerged as the main facts. The research findings show that a lack of communication and trainer qualifications caused disruptions in the program.
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- 2024
14. School Heads' and Teachers' Initiatives on Education 4.0: Basis for Blueprint for a Strategic Foresight
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Maribeth R. Viador
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This study determined the significance and relationship of the school heads' and teachers' initiatives on Education 4.0 and the school and classroom climate in all schools comprising EDDIS II during the School Year 2023-2024. With explanatory sequential mixed methods as research design and 52 school heads and 384 teachers as respondents of the study, findings showed that there was no significant difference between the assessment of school heads and teachers on school and classroom climate. School heads' and teachers' initiatives on Education 4.0 have direct correlation with school and classroom climate. The study revealed that most school heads and teachers are middle-aged, predominantly female, married, hold master's and doctorate degrees, and have extensive tenure. School heads strongly asserted their role as initiators of Education 4.0 across various domains, while teachers similarly expressed their initiative in Education 4.0 aspects. Significant differences were found in school climate assessments between school heads and teachers, but not in classroom climate. Furthermore, significant relationships were identified between school heads' initiatives and age, and between teachers' initiatives and educational attainment and gender. Additionally, significant relationships were found between school heads' Education 4.0 initiatives and school climate, as well as between teachers' Education 4.0 initiatives and both school and classroom climate. Based on the findings of the study, the following conclusions were drawn: There is a significant difference between the assessments of the school heads and teachers with regard to school climate. There is a significant difference between the school heads' and teachers' initiatives on Education 4.0 when they are classified according to their profile. There is a significant relationship between school heads' and teachers' initiatives on Education 4.0 and school and classroom climate.
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- 2024
15. The Synergized Quality Improvement Program in Teacher Education: A Policy for Improving the Quality of China's Rural Teachers
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Jian Zhao
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Purpose: This study elucidates the rationale, implementation, values, and challenges of the Synergized Quality Improvement Program in Teacher Education (SQIPTE)--the first policy specifically dedicated to the development of teaching staff since the founding of the People's Republic of China. Design/Approach/Methods: After introducing the primary structure and rationale of the SQIPTE, this study reviews the existing data and research to explain why the program focuses on local normal colleges and determine how it could be implemented more effectively. Findings: In establishing group-based assistance under the principle of "1 + M + N" (M [greater than or equal to] N), the SQIPTE seeks to make normal colleges the primary force in the education of rural teachers and explores a collaborative operating mechanism to this end. Evidence suggests that this innovative program will provide new practical experience for the collaborative development and quality improvement of teachers. Originality/Value: This study reviews the SQIPTE as a new Chinese intervention to improve the quality of rural teachers. There is strong evidence to suggest that this innovative program will inspire the construction of collaborative operating mechanisms incorporating multiple resources for teacher education systems across different areas.
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- 2024
16. A Service-Learning Experience in Secondary Education to Promote STEM Learning through Collaboration between Research and Education Centers
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Luis Fernández, Rosa Maria Fernández Serra, Pilar Jiménez, Santiago Marco, Eduardo Caballero, Cristina Arimany-Nardi, Teresa Sanchis, and Antonio Pardo
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The needs of the digital revolution and the knowledge-based economy impose a transformation of traditional education to improve technical and scientific knowledge and include alternative abilities. This work presents a service-learning initiative with multiple goals: to improve scientific, technical, engineering, and mathematic (STEM) knowledge at school, to enhance students' engagement, and to make people aware of the repercussions of poor indoor air quality. The initiative involves four actors: the administration which steers the initiative, students who are the receivers of the knowledge, teachers as facilitators of the activity and research centers as expert references. Within this service-learning initiative, a real-life project has been proposed, focusing on measuring carbon dioxide (CO[subscript 2]) levels in classrooms and correlating them with indoor airborne infection transmission. Reference experts have developed two systems provided to teachers and students for project implementation. The project involves an engineering step where students set up the systems, and a scientific step where students hypothesize, develop experiments, analyse data, and communicate results gaining experience with the scientific method. Through the combined efforts and appropriate allocation of responsibilities, this experience has yielded excellent results in STEM knowledge transmission and has proven effective in fostering student commitment to their learning process.
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- 2024
17. Wicked Opportunities: Leveraging AI to Transform Education. A Report from CRPE's Think Forward: AI Learning Forum
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Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
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While the United States leads the world in Artificial Intelligence (AI) innovation, schools lag behind in preparing teachers and students for the Fourth Industrial Revolution. To help accelerate action in U.S. public education and develop a short-term roadmap for districts and other education leaders, the Center on Reinventing Public Education (CRPE) brought together over 60 state and federal policymakers, edtech innovators, school system leaders, and advocates in Albuquerque, New Mexico, in April 2024 to participate in the Think Forward: Learning with AI forum. The setting for the Think Forward AI learning forum emphasized the importance of collective decision-making--and the consequences of getting those decisions wrong. This report reflects key learnings and conversations that emerged from CRPE's Think Forward convening, including: (1) how AI can enable needed changes in our schools; (2) how current conditions in the edtech market act as barriers to closing equity gaps; and (3) how policy and practice must adapt for lasting system change. It concludes with a short-term action plan developed by forum participants that provides an immediate path forward and outlines the roles wide-ranging stakeholders must play to address our shared challenges and opportunities.
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- 2024
18. The Investigation of Organizational Culture Elements and Typologies in a Giga Open University: Anadolu University Open Education Faculty 40th Year Research
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Guzin Kiyik Kicir and Asu Altunoglu
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Organizational culture acts as the mortar that connects the bricks. Every institution has its own unique culture which has been adopted and shared by all employees over the years. As establishment stories, ways of doing business, and communication styles change, culture also adopts itself to these in a way that is specific to that organization. Since there is no single understanding of culture covering all types of institutions, research has focused on classifying the concept of organizational culture according to types and concentrated on situational studies. As in for-profit businesses, culture is also significant in organizations that prioritize social goals. In this research, an academic organization within the realm of public institutions is discussed. The purpose of the article is to reveal the functioning of the elements that make up the organizational culture of the Open Education Faculty in the institution and the types of culture that are seen as dominant in the organization. In the case study, semi-structured interviews were conducted with the managers who have taken important roles in the history of the institution, and the documents containing information about the faculty culture were analyzed. The results of the qualitative content analysis revealed that Anadolu University Open Education Faculty has a strong and established culture, and this contributes to the work done and institutional development. Considering the dominant cultural styles in the institution; it is noteworthy that it started as an effective, collaborative, dynamic and work-based culture. With the institutional growth being experienced over time, the faculty culture has evolved towards a more protective, bureaucratic, and analytical one due to the difficulties in the organizational environment and the risks in the decisions taken. However, considering the scope, structural features, and stakeholder diversity of open education at home and abroad, the faculty still maintains a dynamic, collaborative and developmental cultural style with its ability to coordinate between units, its flexibility to respond to environmental changes, and its efforts to take innovative steps.
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- 2024
19. Factors Affecting the Acceptance and Adoption of Tiktok Platform through the Lens of Diffusion of Innovation Theory
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Aytekin Isman and Rehan M. Yahya
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This study aimed to discover the factors affecting the acceptance and adoption of Tiktok platform among Palestinians through the Lens of Diffusion of Innovation Theory. The study sought to research how Tiktok app has diffused among the Palestinian users, and discover the characteristics of Tiktok platform that affect its adoption among them, in addition to discover the benefits that Palestinian users are gaining from Tiktok adoption. The study also sought to identify the reasons that derive Palestinian users to prefer Tiktok to other platforms. This study used the qualitative methodology and utilized semi-structured interviews to accomplish the goals of the research and answer its questions. These interviews were based on a pre-established set of questions that were asked to all respondents. Semi- structured interviews were chosen because they flexible and give the opportunity to ask follow-up questions to delve more deeply into topics addressed. Ten interviews done with diverse Palestinian Tiktok users to discover the characteristics and determinants that motivate them to use and adopt Tiktok and reveal the reasons that may derive users to prefer other platforms to use. After interviews analyzing, the study revealed that users got to know the Tiktok platform in various ways, including YouTube ads, and the recommendation of close friends and relatives to use the platform. The majority of interviewees cleared that the most important characteristic that encouraged them to adopt and use the application is its ease of use, as well as the fact that it is free application supports the Arabic language and doesn't need a prior experience to use. According to the results, the interviewees believe that there are many advantages to utilize and implement the application, such as passing the time by watching quick videos with a variety of subjects.
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- 2024
20. Federal Efforts towards Investing in Innovation through the i3 Fund: A Summary of Grantmaking and Evidence-Building. Appendices. NCEE 2024-002a
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), Abt Associates, Inc., Barbara D. Goodson, Eleanor Harvill, Carter Epstein, and Maureen Sarna
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The set of appendices in this volume is a companion to the report "Federal Efforts Towards Investing in Innovation in Education Through the i3 Fund: A Summary of Grantmaking and Evidence-Building." The goal of the U.S. Department of Education's Investing in Innovation Fund (i3) was to build high-quality evidence about effective educational strategies and to expand implementation of these strategies. Between 2010 and 2016, i3 awarded 172 grants totaling $1.4 billion to universities, school districts, and private non-profit organizations. The i3 Fund intentionally awarded different types of grants either to develop and test new, innovative but as-yet-unproven strategies or to learn more about the circumstances under which previously tested strategies are effective. Grantees were required to fund independent evaluations that would meet high standards for quality. Appendices included in this document are: (1) Additional Details about the Investing in Innovation (i3) Fund Program; (2) Study Design and Methods; and (3) Supplemental Tables and Information on Study Findings.
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- 2024
21. Federal Efforts towards Investing in Innovation through the i3 Fund: A Summary of Grantmaking and Evidence-Building. Evaluation Report. NCEE 2024-002r
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), Abt Associates, Inc., Barbara D. Goodson, Eleanor Harvill, Maureen Sarna, Kyla Brown, and Rachel McCormick
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Finding innovative educational strategies that work is important to help improve student learning and close equity gaps nationwide. The goal of the U.S. Department of Education's Investing in Innovation Fund (i3) was to build high-quality evidence about effective educational strategies and to expand implementation of these strategies. Between 2010 and 2016, i3 awarded 172 grants totaling $1.4 billion to universities, school districts, and private non-profit organizations. The i3 Fund intentionally awarded different types of grants either to develop and test new, innovative but as-yet-unproven strategies or to learn more about the circumstances under which previously tested strategies are effective. Grantees were required to fund independent evaluations that would meet high standards for quality. This report examines the quality and findings of the 148 i3 grants with completed evaluations and provides information about the focus of the strategies those grantees tested.
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- 2024
22. 'Putting Science into Action': A Case Study of How an Educational Intermediary Organization Synthesizes and Translates Research Evidence for Practice
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Ashley Metzger, Addison Duane, Amia Nash, and Valerie Shapiro
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Background: Knowledge brokering by intermediary organizations includes knowledge distillation processes (e.g., synthesis, translation). Aims and objectives: This article explores how an educational intermediary performs research distillation when creating virtual knowledge reservoirs for educators. Methods: The authors use qualitative data from semi-structured interviews, coded to consensus, and thematically analyzed. Findings: During synthesis, intermediaries apply a "research lens" to evaluate the credibility of the evidence. During translation, they rely on their experience as educators to share evidence in a non-academic voice and generate "turnkey" strategies. Discussion and conclusion: The article considers the knowledge brokering pipeline fallacy and examines the potential of ongoing processes for improving the effectiveness of intermediaries with the aim of diminishing research-practice and research-policy gaps in education.
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- 2024
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23. Advancing Entry-Level OTD Students from Novice to Competent with Foundational Skills Using Cognitive Apprenticeship Constructs
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Anna B. Galloway and Truly M. Hardemon
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This manuscript describes how one entry-level occupational therapy doctoral (OTD) program used an innovative approach to scaffolding assignments through a cognitive apprenticeship (CA) framework. Cognitive apprenticeship strategies include learning in the context or culture of the profession. This is achieved through observation, coaching, engagement, and discovery of strategies by the instructor. This framework was implemented to facilitate the learning of occupational, activity, and task (OAT) analyses through a four-week module within a first-semester foundations course. Cognitive apprenticeship constructs were used as instructional teaching strategies including active learning, group facilitated assignments, hands on observation, and immediate feedback and modeling of professional reasoning by the instructor. The assessment of findings supporting the effectiveness of the use of CA to implement this module included a mixed methods approach. A quantitative analysis of pre- and post-test surveys measuring confidence levels related to entry-level occupational therapy practice skills demonstrated that each survey item was statistically significant for increased confidence. A qualitative analysis of open-ended questions identified themes related to teaching strategies and the development of a foundational occupational therapy identity. The aim of this project is to expand the use of similar evidence-based applications for CA to progress student professional reasoning and occupational therapy practice skills while also supporting development of an emerging professional identity. This manuscript makes a substantive contribution to the teaching and application of analyses within OT education and the use of professional terminology, particularly the foundational understanding of the Occupational Therapy Practice Framework-IV and how it is applied in practice. The module demonstrated successful scaffolding of concepts built across several weeks. Cognitive apprenticeship constructs facilitated students' progression from novice to competent problem solvers within an OT context, which positively impacted the reported confidence of associated entry-level skills.
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- 2024
24. Strengthening Student Empathy in Geocapabilities: Digital Learning Innovations and Pedagogical Strategies for Disaster Mitigation
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Sugiyanto, Chatarina Muryani, and Dannis Ni’matussyahara
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Indonesia's geographical positioning along the 'Ring of Fire' exposes it to frequent seismic activities, making effective disaster mitigation education crucial. Current educational strategies may not adequately foster the necessary empathy and understanding among students regarding the socio-environmental impacts of disasters. This study aims to develop and evaluate a digital learning platform designed to enhance GeoCapabilities in students, particularly focusing on the social-environmental empathy dimension. The objective is to improve students' empathetic responses to disaster scenarios through integrated disaster mitigation pedagogy. Utilizing the design-based research method, this research involved a systematic blend of iterative development and evaluation phases to refine educational interventions. Data collection was achieved through a combination of qualitative feedback from students and quantitative pre-and post-test measures to assess empathy levels. Data analysis involved statistical testing to determine the effectiveness of the digital learning platform in enhancing empathetic capabilities among learners. The research reveals that the digital learning platform (D-Learning), significantly improves students' empathy towards disaster impacts. Students demonstrated a deeper understanding and emotional engagement with the content, highlighting an increase in their ability to empathize with affected communities. The findings suggest that the scalability of D-Learning can be tailored to different regions, providing a valuable tool for enhancing disaster preparedness worldwide. The integration of technology and empathy-focused pedagogy in disaster education could serve as a model for developing similar educational programs globally, aiming to foster a more resilient and empathetic future generation.
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- 2024
25. Developing a Research Agenda for Resilient Systems and Innovative Practices in ODeL: Findings from a National Study
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Christine Ofulue, Johnson Opateye, Samuel Awolumate, Felix Kayode Olakulehin, Adewale Adesina, Armiya’u M. Yabo, Bibian Ugoala, Oluwaseun Oluyide, and Solomon Ojedeji
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The COVID-19 pandemic exposed significant weaknesses in education systems globally, with many African countries, including Nigeria, struggling to respond swiftly to its impact. In Nigeria, the challenge was compounded by ongoing insurgency and insecurity, leading to extended school closures. To mitigate these disruptions, educational institutions adopted emergency remote teaching and learning methods, indirectly highlighting the potential of open, distance, and eLearning (ODeL). However, these initiatives often lacked proper ODeL design and pedagogical components. In response to these issues, a National Research Fund project, sponsored by the Tertiary Education Trust Fund (TETFund) titled "Setting an Agenda for Research into Open, Distance, and eLearning in the Global South: Nigeria as a Case Study" was initiated. The project aimed to identify gaps, high-priority areas, and research trends in ODeL to inform policy and guide practices amidst numerous challenges. This study aimed to investigate priority areas within ODeL that deserve more research attention and to offer insights into how this research could contribute to more resilient educational systems and promote innovative practices. The study employed a mixed-method approach, starting with an online survey of randomly selected 382 ODeL practitioners from Nigerian higher education institutions, followed by in-depth interviews with 26 purposefully selected ODeL experts. The findings revealed a consensus on key research areas, including learner support, technology, and instructional delivery. The study identified emerging research priorities specific to the African context. Addressing these key areas could significantly contribute to developing resilient education systems and promoting innovative educational practices in Nigeria and beyond.
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- 2024
26. Publication Trends of Online Assessment in Physical Education
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Jusuf Blegur, Fegie Rizkia Mulyana, and Andi Saparia
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COVID-19 significantly contributed to increasing use of online assessment in education, including physical education. Teachers still need online assessments in face-to-face learning because they help them improve a practical, objective, and credible assessment process for students' learning performance. This research aimed at tracking the publication trends of OA in PE in four years, 2019-2023, from the Scopus database. The investigation began on October 11, 2023, using the title, abstract, and keywords of "online AND assessment AND in AND physical AND education," and the researchers succeeded in collecting 985 documents (articles = 82.74%, conference papers = 8.83%, reviews = 6.19%, book chapters = 1.32%, and conference reviews = 0.91%). The publication trend metrics were highest in 2021 with 277 articles (28.12%) and began to decline by 0.10% in 2022 (to 28.02%) and 9.04% in 2023 (to 18.98). Over the four years 2019-2023, there were 2,698 citations from 277 documents (average citations per document = 9.74). VOSviewer analysis proves that the title words "online assessment" and "physical education" have a small item load, so the visualisation was not visible in the VOS viewer output. Apart from that, the two title words also did not have a connection. This means that this study proved the results of online assessment investigation in physical education still has potential for future research. Future research can explore and project the various needs for developing OA in PE to help teachers organise effective, efficient and credible assessment activities.
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- 2024
27. The 3PT & Ii Model -- Of the Teacher-Student Relationship
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Mara-Sînziana Pascu and Lauren?iu ?oitu
- Abstract
The research is conceptual, introducing a synthetic picture of the teacher-student relationship with the environment in which they develop throughout their lives. Starting from the conception of cognitive and social constructivism (Piaget, 1952; Vîgotsky, 1978) and the alternative Reggio Emilia pedagogy (Hewitt, 2001; Moss, 2019), we use the TPACK model (Mishra & Koehler, 2006). On their foundation, we build a new integrative model in which the development of the professor, the student, and the environment support and influence each other. The model enables understanding of the role of the means and the prioritization of the unity of interests and ideals of the people who relate. The TPACK model serves as a relevant example to illustrate the benefits of technology and its relationship with pedagogy. The 3PT&Ii model situates technology as both a source of teaching tools and a mediator of relationships with other established discoveries in human and societal development. 3PT&Ii eliminates the error of an obsessive demand for schools to solely adapt to new technologies, arguing instead that humanity constantly refines and adapts means according to evolving needs and expectations. Technology and its tools have consistently played integral roles and meanings. The model emphasizes that humans produce everything, including innovative technologies, with decisions resting within individuals, communities, and society. The 3PT&Ii model is explanatory and illustrative, providing a framework for understanding individual, group, and societal development. Definitions of communication often oversimplify the relationship between Sender - Channel - Receiver and Feedback; digitization allows for dynamic imagery, and we aim to present the model accordingly. Explanations of the 3PT&Ii model are rooted in the T-time axis and directed towards the educational ideal represented by I.
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- 2024
28. Mindful Service-Learning: An Innovative Pedagogical Approach -- 'Tend the World and You Tend Yourself: Tend Yourself and You Tend the World'
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Helen Damon-Moore
- Abstract
Why Mindful Service-learning? While over 30 years of service-learning has yielded many benefits, I have found that students today are more stressed than ever, that meaningful and effective preparation for reciprocal service-learning can be lacking, and that an exclusively Western perspective could be expanded to include Eastern views, thereby better preparing students for a global world. Mindful Service-learning draws on established service-learning practices, the Eastern practice of mindfulness, and Asset-Based Community Development to foster healthful student learning and meaningful university-community collaboration. Specifically, mindful service-learning utilizes Eastern tools--being present, beginner's mind, deep listening, compassion--in addition to more individualistic and analytical practices, to broaden the contemporary approach to service-learning. Focused on an intersectional perspective, it is an innovative way to address privilege, oppression, identity and power dynamics in all environments, but especially in complex urban settings. As I will demonstrate through a review of past practice as well as a study of contemporary student experience, this approach can help students from different backgrounds and various academic disciplines engage in authentic service-learning partnerships as well as learn lifelong wellness skills.
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- 2024
29. Refining Higher Education's Core Competence and Its Shaping Influence on the Future of Learning and Work
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James B. Henderson, Claire M. Norris, and Elizabeth Robertson Hornsby
- Abstract
Higher education plays a vital role in developing lifelong core competencies that empower graduates to thrive amidst technological and economic disruptions. This article proposes that higher cognitive skills, emotional intelligence, and digital literacy are key competencies that promote transferable skills applicable across diverse industries and markets. It provides recommendations for how the higher education community can strategically cultivate these timeless yet critical competencies while also leveraging innovations like artificial intelligence (AI). The University of Louisiana System's core competencies initiative demonstrates a framework outlining essential skills for lifelong success. As jobs rapidly evolve with advancing AI, adaptability becomes key, and core competencies ready graduates for new challenges by developing transportable human strengths. By upholding core competencies while innovating, higher education can fulfill its vital purpose of empowering students to define their own success despite disruption.
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- 2024
30. The Case for Cognicy
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Meredith King
- Abstract
This position paper introduces the idea of cognicy, the foundational ability to think and understand in a process that decouples cognitive processes from their tangible outcomes. Generative artificial intelligence (AI) can produce output often nearly indistinguishable from a human product, which presents a problem for educational assessment. Cognicy focuses on the process of thought, which is uniquely human, rather than the output, which can be machine generated. The nearest parallel is numeracy, which decouples the underlying mathematical concept from the task of calculation. Similarly, cognicy seeks to disentangle the essential thought process from the outputs, which now can be easily composed by AI. Cognicy is thus a tool for shifting the way in which higher education views the intersection of generative artificial intelligence, learning, and evaluation. It must be where future frameworks for learning focus. Process must be seen as separate from product so that human skills and learning stay relevant. This paper gives a name to these human-based, AI adjacent skills, creating a shared language to begin larger discussions. As a means of starting the conversation, the paper explores the relationship of cognicy to the concepts of Universal Design for Learning (UDL), metacognition, and AI literacy to show how this emerging framework might be employed.
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- 2024
31. Engaging Champions for Scaling in Education. ROSIE Thematic Reflection Brief
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Brookings Institution, Center for Universal Education, Nica Basuel, Rohan Carter-Rau, Molly Curtiss Wyss, Maya Elliott, Brad Olsen, Tracy Olson, and Mónica Rodríguez
- Abstract
To support and better understand how to scale effectively, in 2020, the Millions Learning project at the Center for Universal Education (CUE) at Brookings joined the Global Partnership for Education's (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between GPE and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). Since 2021, ROSIE has brought together 15 researcher and practitioner teams working in 30 low- and middle-income countries to study the process of scaling education initiatives for impact. This brief reflects on the 15 KIX teams' experiences to shed light on the role of champions in the scaling process. The brief introduces a typology of champions and ways of working with them as it also shares examples of how scaling teams are identifying champions and managing common challenges to the engagement of champions (such as time constraints, personnel turnover, and cultural dynamics).
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- 2024
32. The Role of Research 'for' and 'about' Scaling Education Innovations. ROSIE Thematic Reflection Brief
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Brookings Institution, Center for Universal Education, Nica Basuel, Rohan Carter-Rau, Molly Curtiss Wyss, Maya Elliott, Brad Olsen, Tracy Olson, and Mónica Rodríguez
- Abstract
To support and better understand how to scale effectively, in 2020, the Millions Learning project at the Center for Universal Education (CUE) at Brookings joined the Global Partnership for Education's (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between GPE and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). Since 2021, ROSIE has brought together 15 researcher and practitioner teams working in 30 low- and middle-income countries to study the process of scaling education initiatives for impact. This brief reflects on the 15 KIX teams' experiences to shed light on the role of research in the scaling process. The brief distinguishes between research for scaling and research about the scaling process itself, discusses different ways KIX-ROSIE teams are conducting and using research in their scaling work, and identifies some of the research challenges and solutions that emerged.
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- 2024
33. Leading the AI Revolution: The Crucial Role of HBCUs in Steering AI Leadership
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Online Learning Consortium (OLC), WCET (WICHE Cooperative for Educational Technologies), Complete College America (CCA), National Association for Equal Opportunity in Higher Education,Washington, DC., Kim Cliett Long, Angela Gunder, Beverly Robinson, Van L. Davis, Dylan Barth, Terrance Adams, Contributor, Ricardo Brown, Contributor, Kimberly Bryant, Contributor, Meacie E. Fairfax, Contributor, Cristi Ford, Contributor, Marybeth Gasman, Contributor, Jennifer Mathes, Contributor, Robbie Melton, Contributor, Michael Nettles, Contributor, Russ Poulin, Contributor, and Omari Ross, Contributor
- Abstract
The evolution of artificial intelligence (AI) presents an unprecedented opportunity for Historically Black Colleges and Universities (HBCUs) to lead in an era characterized by rapid technological advancement and societal transformation. This report explores the integral role HBCUs--with their history of academic excellence and commitment to inclusivity--can play in steering the AI revolution, ensuring that the Black community remains at the forefront of educational, economic, and social progress. Institutional leaders, faculty and instructors, and instructional support staff can benefit from the findings of this report, which is presented in the following sections: (1) Why AI Matters and the Unique Role of HBCUs in the AI Revolution; (2) An AI Policy and Practice Framework for Institutional Development; (3) AI and Curricular Innovation; (4) The Importance of Industry Partnerships and Student Development; and (5) AI at HBCUs: A Path to the Future. [This report was created in collaboration with the Thurgood Marshall College Fund.]
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- 2024
34. Equity Considerations When Scaling for Impact. ROSIE Thematic Reflection Brief
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Brookings Institution, Center for Universal Education, Nica Basuel, Rohan Carter-Rau, Molly Curtiss Wyss, Maya Elliott, Brad Olsen, Tracy Olson, and Mónica Rodríguez
- Abstract
To support and better understand how to scale effectively, in 2020, the Millions Learning project at the Center for Universal Education (CUE) at Brookings joined the Global Partnership for Education's (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between GPE and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). Since 2020, ROSIE has brought together 15 teams of researchers and practitioners working in 30 low-and middle-income countries to study the process of scaling education initiatives for impact. Equity-based scaling requires significant time, sensitivity, and resources and is not necessarily incentivized by wider forces and project parameters. Looking at how KIX-ROSIE teams pursued equity is the focus of this brief. Special attention is paid to four distinct ways equity was prioritized in their work. Additionally, this brief raises some conceptual complexities around equity in global education and offers reflections on equity challenges and opportunities.
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- 2024
35. Evaluation of the Efficiency of the Sudden Implementation of the Synchronous Online Course: Findings of a Mixed Method Study
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Linda Margarita Medina-Herrera, José Carlos Miranda-Valenzuela, Patricia Vázquez-Villegas, Edgardo Jorge Escalante-Vázquez, Luis Alberto Mejía-Manzano, and Jorge Membrillo-Hernández
- Abstract
Tragedies are neither sought nor requested. Unfortunately, they happen and affect all areas of life, especially education. However, they leave lessons that work to face new challenges. This study aims to analyze the transition from classroom classes to distance classes due to an earthquake that hit Mexico City in 2017, damaging its buildings and infrastructure, to find the necessary aspects for an efficient transition in these cases, using different Tecnologico de Monterrey's institutional data. Faculty members were interviewed about their views during the transition. The student's grades were also compared. Student responses were analyzed in the teacher satisfaction surveys. Challenges encountered by faculty during the sudden implementation of online courses were difficulties in the use of digital technologies, the amount of time spent preparing the class, the new ways of communication, the lack of use and knowledge of the online model, and the student's evaluation in online settings. The advantages mentioned by the faculty were flexibility, recorded classes, and the new tools that can be used for teaching. It was also observed that the student averages were higher in the semester after the earthquake. However, although young faculty with excellent technology management or experienced faculty with good use of technology and who are very well trained were the profiles that students better evaluated, no correlation was found between their teacher-associated variables and teacher performance indicators with the student averages. This experience served as a basis for meeting the contingency of 2020 with COVID-19. It represented itself as one antecedent in evaluating online education, allowing the establishment of a more expeditious and efficient online educational system.
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- 2024
36. Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs
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Andrea Laser, Serra Acar, Karen Brown, Katherine B. Green, Lindsey A. Chapman, Chelsea T. Morris, Lauren Hart Rollins, Annie George-Puskar, Monica Gonzalez, Alesia Mickle Moldavan, Kathy R. Doody, Katrina Fulcher-Rood, Pamela Schuetze, Kaitlin Jackson, Bradley Mills, Lindsay R. Dennis, Tai Cole, Kelly Farquharson, and Marisa Macy
- Abstract
The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (Division for Early Childhood [DEC] of the Council for Exceptional Children [CEC], 2020; hereafter referred to as the EI/ECSE Standards) and DEC's Recommended Practices (RPs). These strategies are shared through a "spiraling curriculum" framework, and progress from an awareness level to reflection of candidates' own practice. In addition, this article shares related resources to consider in planning for innovative coursework and practicum/student teaching opportunities. Specific examples of spiraling experiences to deepen learning through opportunities to introduce content aligned to RPs and EI/ECSE Standards are included.
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- 2024
37. Rural Primary School Principal's Leadership Strategies for ICT Integration
- Author
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Buhle Stella Nhlumayo
- Abstract
This paper explored the factors influencing the leadership strategies of school principals in rural primary schools regarding the integration of information and communication technologies (ICTs) in the process of teaching and learning in their schools. School principals are responsible for ensuring that there is ICTs integration in their schools' teaching and learning processes. Embedded within the theory of learning-centred leadership (LCL), school principals have a responsibility to lead, foster, manage, and support the learning process for teachers and learners in their schools. Thus, school principals need to be well acquainted with innovative technologies for teaching and learning amidst the Fourth Industrial Revolution (4IR), which is global, complex, and fast-paced, to lead learning through ICT integration. Underpinned by the interpretive qualitative approach and using a multiple case study as a research design, this study generated data from three selected South African rural primary schools through face-to-face interviews with the three school principals. Data were analysed thematically. Findings revealed that school principals' leadership strategies are influenced by their attitudes towards ICT integration into teaching and learning, their exposure to ICT workshops, and their own judgements of their abilities in using ICT. The paper recommends customised in-service training for school principals and teachers to alter and improve their exposure to, attitudes, perceptions toward ICT integration in teaching and learning.
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- 2024
38. Fostering Innovative Learning and Satisfaction in Virtual Teamwork: Shedding Light on Apprentices
- Author
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Frank Hiller and Stefanie Zarnow
- Abstract
Purpose: The digital transformation and the increased use of technologies have changed the world of work severely. With it, collaboration and cooperation methods among employees. Therefore, new ways of working together must be applied to work in an international and digital working environment. For Vocational Education and Training (VET), developing new (transversal) competencies to engage in virtual teamwork is necessary to adequately prepare young professionals for the present and future labor market. However, there is little research on the current situation in VET regarding virtual teamwork. Approach: We deployed a cross-sectional design and collected data from N = 181 commercial apprentices in Germany regarding virtual teamwork. We analyze our data using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the interrelationships between input, process, and outcome variables to foster satisfaction and innovative learning in virtual teams as desired targets of VET. To assess these results regarding virtuality, the complexity of tasks, gender of the apprentices, and the size of the training firms, we derived a multigroup analysis (MGA) of our model. Findings: The results indicate that organizational factors have the most significant influence concerning the relationship between input and process factors. Surprisingly, the technical affinity of individuals has only a minor effect. Regarding the relationship between process and outcome factors, motivation and responsibility have the highest impact on innovative learning, whilst communication culture severely affects the perceived satisfaction in virtual teamwork. Conclusion: The findings lead to valuable insights on factors influencing virtual teamwork in VET and can help to design learning programs to prepare young professionals to smoothly transition to and successfully master their future working environments by using new ways of collaboration and cooperation. This is particularly relevant for VET, as prior research has focused primarily on primary and secondary education. Lastly, we identify potential scales and items that help capture some of the inherent constructs of virtual teamwork.
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- 2024
39. Border-Crossing in Language Teacher Education
- Author
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Colleen Hamilton and Xiaoning Chen
- Abstract
In this paper, we bridge fields of English as a Second Language, Bilingual, and World Language teacher education through curricular innovation in methods coursework for future Chinese language teachers. We apply a language curricularization framework to analyze theoretical, ideological, political, and contextual factors underlying connections and distinctions across disciplinary borders and to guide collaboration within a language equity lens. Our work indicates the affordances of translanguaging approaches, a multilingual turn, and critical curricular analysis in preparing critically conscious language educators.
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- 2024
40. Identification of Complex Thinking Related Competencies: The Building Blocks of Reasoning for Complexity
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Juan Andrés Talamás-Carvajal, Héctor G. Ceballos, and María-Soledad Ramírez-Montoya
- Abstract
Complex thinking competency enhances the high cognitive capacities necessary for the future of education. This study aimed to analyze these capacities through its sub-competencies (critical, systemic, and scientific thinking). We worked with the Cross Industry Standard Process for Data Mining methodology, with an original database of class data of 33,319 unique students, 46 different variables, and a random identification number. The variables were sociodemographic information, academic information, subject admission, competencies, and activities. Statistical analyses identified correlations between competency and sub-competencies. The findings show that (1) critical thinking is strategic in the development of complex thinking and its sub-competencies; (2) Development of Critical Thinking skills early in the curriculum can lead to a cascade effect, enhancing competence and sub-competence development; and (3) an overall performance encompasses the semester results. The study is of value to the academic, technological, and social communities to provide opportunities for the design and implementation of challenging scenarios for the future of education.
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- 2024
41. Role of Strategic Management towards Sustainable Educational Organizations
- Author
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P. Anamai, P. Jedaman, and P. Srichaiwong
- Abstract
Strategic management plays an important role for organizational leaders to be able to effectively direct the organization's operations. An educational organization is an organization that raises quality levels through knowledge management, developing and improving the work process to increase the mission operations, and achieving organizational goals. This chapter highlights the role of strategic management in sustainable educational organizations. In doing this strategic management of learning dynamics, information technology and innovation, knowledge management, organizational transformation, knowledge enhancement for personnel, and participatory management drive the organization's success of having a clear vision, strategy and goals, creating the mission of the learning organization, creating a culture and atmosphere conducive to work, using innovation and communication technology for learning towards sustainable educational organizations. [This chapter was published in: "An Overview of Literature, Language and Education Research Vol. 1," 2024, pp. 154-171.]
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- 2024
42. Implementation of Sustainable Development Goals in Higher Education Modalities: Literature Review
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Ragil Meita Alfathy, Sulistyo Saputro, Sarwanto Sarwanto, and Murni Ramli
- Abstract
A systematic mapping review of the implementation of the Sustainable Development Goals (SDGs) in higher education has been carried out. Forty-six articles published from 2018 to 2022 were identified using the Systematic Literature Review. The purpose of this literature review was to derive a research framework that effectively raise awareness of SDGs from the realm of higher education and show SDGs research opportunities that have not been widely implemented. Research findings in the implementation of SDGs innovation in higher education have a trend in the categories of learning, stakeholders (institutions), teaching and approach. Based on the five modalities of higher education, the category is spread over the aspects of education (79%) and knowledge production (10%). The other three aspects such as public debate, provision of public services and embodiment only have quantities below 5%. Innovations include the development of SDGs-based courses by integrating aspects of knowledge production and provision of public services into one learning goal through the Project-based Learning Model. Mapping of the implementation of the SDGs in higher education provides information that supports researchers, educators and policy-making institutions interested in educational innovation. The results of the analysis show that the integration of these aspects can not only increase the understanding of higher education graduates regarding the SDGs but also increase public awareness regarding the SDGs through the provision of public services by universities.
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- 2024
43. Development of Social Entrepreneurship Competencies and Complex Thinking in an Intensive Course of Open Educational Innovation
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José Carlos Vázquez-Parra, Carolina Alcantar-Nieblas, Leonardo David Glasserman Morales, and Xiomara Nuñez-Rodríguez
- Abstract
This article aims to show the results of implementing a training methodology in a group of participants within an intensive course on educational innovation. The motivation for this course was to promote innovative ideas that could be scaled into possible open educational entrepreneurship projects. Based on descriptive statistical analysis, that included a multivariate statistical analysis, an analysis of means and nonparametric tests of the data comparison of medians and ranges and Spearman's correlation, this article considered the SEL4C methodology, which was intended to support the ideation process and develop the participants' perceived achievement of social entrepreneurship and complex thinking competencies. The proposed methodology was validated to develop social innovation ideas even in a limited time and improved the participants' perception of achieving both competencies. This article contributes to the validation studies of this methodology and the academic approaches that seek efficient tools for acquiring and developing transdisciplinary competencies.
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- 2024
44. ChatGPT for Founding Teams: An Entrepreneurial Pedagogical Innovation
- Author
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Basel Hammoda
- Abstract
ChatGPT is taking the world and the education sector by storm. Many educators are still hesitant to integrate it within their curricula, owing to the limited practical and theoretical guidance on its applications, despite early conceptual studies advocating for its potential benefits. This pedagogical innovation applied an effectual logic to implement ChatGPT for a founding team activity within an entrepreneurship course. Composing a founding team is an inundating task in venture creation, with long-lasting consequences. So far, there is yet to be an ideal approach proposed in literature or observed in real-life for doing it. In this pedagogical innovation, three student teams with varying business ideas prompted ChatGPT using different keywords and levels of details, to get recommendations on essential team members, their roles and equity split. Each team presented their findings, and then the classroom engaged in a collective discussion. The students were surveyed afterwards to assess the reception and effectiveness of the intervention. Their feedback showed an overwhelming favoritism of ChatGPT, as a convenient and resourceful learning tool. The study establishes the potential value of ChatGPT as a heutagogical tool that supports student-centric entrepreneurial learning across educational institutions and the entrepreneurship ecosystem that extends to the venture creation process.
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- 2024
45. Transforming Education with the Internet of Things: A Journey into Smarter Learning Environments
- Author
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Rusen Meylani
- Abstract
This review explores the integration and effects of the Internet of Things (IoT) in education, highlighting its importance in transforming traditional teaching and learning techniques. It examines the early uses and historical growth of IoT, its development, and the turning points in its adoption. It explores IoT platforms, tools, and technologies in education, including wearables, smart devices, augmented and virtual reality, gamification, and collaborative learning. It discusses the role of IoT in improving campus management, including intelligent campuses with IoT-enabled infrastructure, energy-saving technologies, and safety and security improvements. The study discusses data security and privacy issues in IoT installations and the ethical and legal implications of data collection in the classroom. The study also discusses upcoming trends and prospects for IoT usage in education, including AI and machine learning integration. Finally, the review provides insights for educators, decision-makers, and stakeholders, identifying research gaps and recommending areas for future IoT implementation.
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- 2024
46. Societal Leaders or Political Followers? Institutional Accreditation and the Rise of State Regulations
- Author
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Chris M. Riley
- Abstract
This article traces the evolution of higher education accreditation and the impact of modern partisan critiques that challenge its traditional values. For example, the Trump-led Department of Education (ED) introduced new rules resulting in the end of regional boundaries related to accreditation. Moreover, questions have emerged related to oversight of accreditation agencies. Some states have attempted to break up the "higher-education cartels," by requiring institutions to change institutional accreditors, threatening university policies related to shared governance and academic freedom and exerting political control over hiring processes. In light of this, the ED and accreditors have pushed back by issuing guidance reasserting its oversight of such changes, outlining required procedures, and reinforcing the values of accreditation. Recently, Florida has filed suit against ED challenging the constitutionality of the accreditation regime. Against that backdrop, this paper considers how higher education leaders should respond in light of Douglass' (2021) political determinist hypothesis.
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- 2024
47. Insights into Professional Learning for Intensive Block Model: Lessons from a Participatory Evaluation for Capacity Building
- Author
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Gayani Samarawickrema, Kaye Cleary, and Sally Gauci
- Abstract
We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators' individual reflections were distilled to generate collaborative insights into academics' capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students' work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.
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- 2024
48. Improving Problem-Solving and Communication Skills in Automotive Vocational Education through the Development of Teaching Factory Model with Problem-Based Learning (TEFA-PBL) Concept
- Author
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Hasan Maksum, Wawan Purwanto, Siman, Dina Ampera, Dori Yuvenda, and Hanapi Hasan
- Abstract
Preliminary research showed that the learning process could have been more optimal, and this led to the research to develop a TEFA Model with the PBL concept as a valid, practical, and effective method of improving the problem-solving and communication skills of Automotive Vocational Education students. The process involved using the Research and development approach through the application of 4D development procedures of Defining, Designing, Developing, and Disseminating. The study resulted in the TEFA-PBL model with seven learning syntaxes. The syntaxes were: (1) troubleshooting the problem, (2) organizing the order, (3) collaborative problem solving, (4) executing an order, (5) quality control, (6) presentation and discussion, and (7) assessment. Furthermore, scenarios were generated to guide the learning activities of lecturers and students directed towards achieving fundamental and global 21st-century automotive vocational skills such as good problem-solving, communication, and collaboration skills. The syntax and scenarios of the learning model produced were feasible, valid, and practically applicable to produce graduates with ready-to-use and competitive skills. It, therefore, signifies that the TEFA-PBL model developed is an innovative solution to improve the quality of automotive vocational learning at different levels, especially universities, to produce graduates with ready-to-use and competitive skills.
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- 2024
49. The Impact of Collaborative ePortfolios on Academic Learning in a University Setting
- Author
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Anita Feridouni-Solimani and Karim Ahmed-Moham
- Abstract
This study is focused on promoting self-reflection and self-regulation of learning through the use of digital tools to improve the academic performance of university students. Specifically, the main objective is to evaluate the impact of the use of collaborative ePortfolios on facilitating the comprehension of the concepts being studied. During the 2021/2022 academic term, a voluntary survey was administered to 60 students in the Adaptation Course of the Primary Education Degree Program. Through a structural equation analysis, a theoretical model was analyzed in which the intensity of participation in the ePortfolio appears as a mediating variable between the different independent variables and the improvement in academic learning. The results of the study confirm this mediating function for some variables, while at the same time they show a direct positive relationship between the intensity of participation in the ePortfolio and comprehension of the course concepts. The findings of this study can have important implications for the promotion of digital tools, such as ePortfolios, to improve learning in the university context. In addition, the work offers methodological alternatives to the recurring problem of analyzing complex relationships (both direct and indirect effects) with small samples.
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- 2024
50. Transactional Distance Theory in Distance Learning: Past, Current, and Future Research Trends
- Author
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Krishnashree Achuthan, Vysakh Kani Kolil, Sharanya Muthupalani, and Raghu Raman
- Abstract
The accelerated adoption of distance learning in post-pandemic times has resulted in increasing research publications and review studies in a short time. This necessitates the exploration of a large corpus of academic publications for effective distance learning and learning strategies. As distance learning stakeholders have assimilated the transactional approach to understanding distance learning, transactional distance theory (TDT) is relevant to understand ways to reduce the distance between learners and educators for maximum effectiveness of distance learning. Our study applies TDT to review distance learning from a supply perspective and as a tool to ensure the improved quality of distance learning. This paper has two key contributions: we have presented evidence synthesis and conducted a foresight exercise. Following preferred reporting items for systematic reviews and meta-analyses guidelines, 275 documents published between 1994 and 2022 were identified for review. Our analysis revealed patterns, relationships, and trends in the application of TDT in various distance learning contexts. Most TDT research is conducted in social sciences (83.7%), with computer science accounting for 42.6% of the studies. The course materials' structure and design have also received considerable attention, with around 40.0% of the research focused on this area. For distance learning, studies revolve around factors such as student engagement, satisfaction, and TDT, which examine the distance between learners and instructors in various learning environments. Through systematic review and metaanalysis, we identify the three thematic areas in TDT research on distance learning. We have chartered themes on the effect of alternate design distance learning platforms on learner success, pushing the development boundaries in distance learning success through TDT, and the practical processes for designing successful distance learning courses via TDT-based pedagogical frameworks. In doing so, we streamline research in TDT and distance learning thematically and provide insight into further work. In addition, this study analyzed the relationships between sustainable development goal (SDG) and TDT literature. The co-citation analysis suggested that the strongest links were observed between education and innovation (SDG 4 and SDG 9), followed by education and gender equality (SDG 4 and SDG 5).
- Published
- 2024
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