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Over the past few years at Columbus State University, the learning support math faculty and director have focused on the importance of training academic coaches to effectively engage students in corequisite support math with key practices implemented in an emporium-based model for our corequisite support math labs. This model consists of experienced math faculty as instructional facilitators and coordinators and student peers as academic coaches to provide support in the areas of coaching, tutoring, and mentoring. The purpose of this implementation is to empower our students to acquire knowledge, to strengthen interpersonal and academic skills, and to create a sense of belonging at the institution in order to attain career goals. To effectively engage students in these efforts, the learning support math faculty and director have focused on the implementation of solid training for our academic coaches based on best practices in the areas of growth mindsets, problem-solving, emotional intelligence, and motivational interviewing.

The evolution of learning design continues, focusing on blended laboratory approaches incorporating technology. The Sophisticated Thinking Laboratory (STB-LAB) and Gather Town are key tools in implementing collaborative learning in this context. This study assesses the effectiveness of blended laboratory implementation using STB-LAB and Gather Town as a gamification tool, utilizing the Assessment Based on Teaching and Learning Trajectory (AABTLT) with Student Activity Sheets (SAS). The results reveal the successful execution of STB-LAB syntax in blended laboratory activities. Additionally, STB-LAB and Gather Town significantly enhance students' collaborative skills, as indicated by a substantial Cohen's D Effect Size. For physics education majors, the effect size is 1.736 in the experiment group and 0.754 in the control group, while for biology education majors, it is 1.522 in the experiment group and 0.541 in the control group. This study highlights the positive impact of blended laboratories with STB-LAB and Gather Town on collaborative skill development, further emphasizing the role of technology in contemporary learning design. [Note: The page range (66-77) shown on the PDF citation is incorrect. The correct page range is 67-78.]

Racial disproportionality in school discipline is an enduring systemic problem. This study is based on a collaboration with 14 school stakeholders: American Indian students, parents, community members, and educators at a high school in a community-driven problem-solving process called Indigenous Learning Lab (ILL). ILL members addressed the root causes of the racialized school discipline and created a new school discipline system. Using critical geography and decolonizing methodology as the theoretical and analytical framework, this study aimed to unpack the emergence of Thirdspace -- a space of resistance, possibilities, and hopes -- in ILL to address enduring racial disproportionality. Members challenged race-neutrality of data sense-making, mapped out dystopia, revitalized American Indian epistemology, and mapped out a real utopian vision of schooling.

Library labs are dedicated spaces with highly trained library, IT, and research support staff. The staff are on hand to help teach faculty and advanced graduate students new and emerging methodologies and technologies. Such a lab is a place to engage in new ways of, for example, doing digital scholarship or putting Open Science into practice. This article looks at ways that researchers engage with library labs and proposes a lab engagement pyramid to distinguish models for deploying trained staff and resources within the library lab space. A lab in an academic library requires the right mindset, skill set, tool set, programs, and staffing. The authors posit that a lab will be most successful if the library identifies the conditions that are desirable for the proposed lab space before it is designed and built. When a lab is already in existence but is underutilized, changing engagement strategies can lead to new growth.

This article explores and displays some of the literacy events taking place in the context of early childhood education in Sweden. More specifically, the literacy events are part of the educational practices in the atelier of Reggio Emilia inspired preschools in Sweden. As parts of an ethnographic study of aesthetic activities, including digital technology, these literacy events awoke the researcher's interest. The literacy events are analysed from a sociocultural perspective reinforced by the use of multimodal theory. The results show how the literacy events in the ateliers become playful explorations. The children use the atelier's specific cultural and social potentiality to explore and develop written and oral language as part of the visual and aesthetic literacy practices taking place there.

Out-of-class activities play a crucial role in student learning. However, student opinions on the design of these activities are rarely measured across several different classes. The purpose of this study is to understand students' preferences and attitudes towards new "Engaged Mathematics Labs" in which professors and teaching assistants assisted students in completing an assignment during lab time. We analyze both qualitative and quantitative survey responses from [approximately]200 first year students participating in "Engaged Mathematics Labs" across two different levels of mathematics classes at a large Canadian public university. Results indicate that students enjoy being able to work in groups regardless of major or gender. Moreover, students learned to effectively use resources available in the course to solve questions that deepen their understanding of course concepts. Understanding the student preferences from this study can help form the design of future learning activities and future pedagogical studies.

Current reading research largely focuses on word reading. This study complements that focus by considering what children do when encountering unknown words and how that problem-solving changes over time. We used overlapping wave theory to describe how children who were having difficulty with reading changed their word-solving actions across nine weeks. A microgenetic approach using 18 timepoints provided a description of moment-by-moment change, finding that word-solving actions were variable and changed continuously in adaptive and increasingly sophisticated ways. Findings support the use of overlapping wave theory to characterize children's use of word-solving actions and have implications for research and instruction.

Learning in the computer laboratory is an important component when students learn computer programming. In this article, we analyse empirical data on novice students working in pairs in the laboratory. Using an approach inspired by phenomenography and variation theory, we specifically focus on how students' learning of theory and their learning of practice interact. We found that theory-oriented and practice-oriented actions play different, but complimentary and closely intertwined roles in students' learning. In particular, we discuss that students' frequent switches between practice-oriented and theory-oriented actions create a variation that is helpful for learning. This variation adds to the variation the teacher creates. Finally, we discuss how and why frequent switches are important for the successful learning process and we suggest a couple of ways to make it more likely that students make such switches when working with assignments at the computer.

To provide quality mathematics education for disadvantaged groups of middle school students and continue to offer quality practicum experience to future teachers during the COVID 19 outbreak, we founded the Online Laboratory School. This school was free and open to public school students: 130 middle school students throughout Turkey attended for a 5-week period. There were 25 pre-service teachers actively involved in teaching, under the close supervision of 7 university supervisors. The entire gamut of planning, teaching and reflection sessions for each virtual class were recorded via an e-learning platform. Additionally, survey data was collected from the participating students, parents, pre-service teachers and supervisors. Our findings indicate that we were able to build a unique and virtual learning community. While pre-service teachers and middle school students benefited the most, university supervisors also reported improving their skills on when and how to give feedback. We describe how the school functioned and the range of opportunities it provided to all participants considering situated-learning perspectives and building online-learning communities. We also discuss how this model can be used in the future as a strong asset for teacher education programs and adaptation of fieldwork practices.

With the rapid growth of the technology era, the conventional teaching approach is not sufficient for students of the millennial generation. With this in mind, this article presents the justification for incorporating Kolb's experiential learning, based on laboratory practices with an environment supported by simulation software, combined with problem-based learning, into the Fundamentals of Control and Automation course of the Mechanical Engineering program of the Universidad Francisco de Paula Santander Ocaña. The central objective of the proposal is to work on the generation of competencies and performance skills in the mechanical engineering student from his academic training. This approach takes advantage of the strength of learning based on laboratory practices and problem-based learning using modern teaching technologies and a combination of face-to-face laboratory practices and simulation software, which are associated with Kolb's cycle to facilitate constructivist learning.

Purpose: The focus of the study is to develop a 3D engine assembly simulation learning module to address the lack of equipment in one senior high school in the Philippines. Method: The study used mixed-method to determine the considerations needed in developing an application for educational use particularly among laboratory/practical subjects like engine assembly. The study used ISO 25010 quality standards in evaluating the application (n = 153 students and 3 ICT experts). Results: Results showed that the application is moderately acceptable (overall mean = 3.52) under ISO 25010 quality standards. Conclusion: The study created an engine simulation learning assembly in which teachers can use to augment their lesson. The study also highlights the applicability of using 3D-related technologies for practical and laboratory subjects particularly highly technical-related subjects. Recommendations: Future studies may develop a similar application in the same context using mobile and other emerging technology (i.e., Virtual Reality, Augmented Reality) as well as making the content more customizable. Effectivity of the system in an actual setting is also worth pursuing. Research Implications: The study highlighted the potential use of 3D technology in a classroom setting.

Innovative education is a higher training requirement for education in the period of social transformation. It needs the education to cultivate talents with innovative consciousness and ability for the development of society. High school is critical for facilitating students' innovative consciousness, innovative thinking, and innovative ability development. Aiming at the problems of insufficient resources, fragmentation of education, and simplification of evaluation in the current practice of innovative education, Zhengzhou No. 12 Middle School integrates the characteristics of maker education and STEAM education to carry out the top-level selection, training, evaluation, and development of innovative talents. Formed an innovative education curriculum system that takes "Workshop + Project" as the starting point, relies on research learning courses, multi-dimensional evaluation as a guarantee, and integrates classroom teaching, club activities, project research, intellectual property rights, and expert guidance.

The ability to reflect on teaching is crucially important for the professionalization of trainee teachers. The fostering of reflection processes -- by means of the systematic analysis of one's own and others' teaching from subject-specific, methodological, and educational science perspectives -- plays a central role in a continuing and consecutive two-semester teacher training seminar concept at the University of Mainz. This paper explores the different effects of reflection on teaching on the basis of a quasi-experimental pre-post test design. Additionally, it shows how systematic reflection on teaching affects the students' subjective experience of competence as well as the extent the seminar enables them to identify themes relevant for reflection. For example, the results of the comparison between two student groups working with different methodological approaches reveal that there are specific effects of opportunities for reflection on teaching. It was found that the students in both groups rated the relevance of self-reflection for their own later work as very high and felt much more confident in dealing with external video material. Moreover, the students in the intervention group appear to be increasingly capable of analysing teaching and learning processes in a more nuanced and systematic way based on theory and criteria; they are also more skilled at identifying reflection-relevant situations from various perspectives. As a consequence, it becomes clear that reflection on one's own and others' teacher actions must be integrated more strongly and consequently into teacher training in order to advance the development of one's own professionalisation and to make the best possible use of the associated potential.

Institutions are increasingly redesigning academic learning spaces with the aim of enhancing learning outcomes. Existing research into this phenomenon has shown promise regarding how these new spaces are being designed and used; however, there has been much less effort towards developing a language for analysing the emergent learning activity within these spaces. In other words, it has been under-theorised. This paper responds to this gap by proposing three analytical framings and grounding each in vignettes illustrative of how they might be applied: (1) space-time-feedback as an assemblage for emergent interest-driven student activity; (2) embodiment-material as an assemblage for emergent public sensemaking; and (3) proximity-material-time as an assemblage for emergent collaborative benchmarking through group awareness and ambient feedback. Although not an exhaustive list, the three analytical framings serve as a starting point for investigations of emergent activity within future learning spaces from a sociomaterial perspective.

The global COVID-19 emergency disrupted educational systems and created internship crises for universities and students. In response, one west coast social work program's practicum education department developed virtual, interactive labs that addressed the Grand Challenges (GCs), increased interdisciplinary collaboration, and ensured the continuation of student practicum. The Experiential Learning Labs (ELLs) created an organic collective of academics, students, and practitioners who invested in student learning while advancing their pedagogy. Additionally, the ELLs aligned with the GCs by engaging with students virtually (Eradicate Social Isolation) and adapting practicum education standards to meet expectations (Create Social Responses to a Changing Environment). Finally, this conceptual article describes how skills were built and strategies identified for faculty members and students to increase interdisciplinary collaboration.

Indirect and direct assessment methods have a long standing history in college learning centers. Being more resource-intensive and time-consuming, direct assessment methods are often underrepresented in the literature and in practice. This paper presents a case study of how a pretest-posttest assessment initiative was designed to measure student learning during supplemental instruction (SI) sessions. Significantly higher post-test scores illustrate that similar direct assessment methods can be used effectively by learning center administrators to document student learning, improve training programs, and improve the value offerings of their centers.

Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing multiple boundaries to serve their organizations to deal with global challenges. In order to facilitate the development of such professional and personal competencies, we established a learning laboratory, a space providing simulated opportunities in real multinational organizational structures, where students experiment with intercultural encounters while solving business challenges and reflect on their experiences to develop their managerial practices. This article introduces our instructional innovation by discussing the underlying learning framework and providing an illustration of the approach. The lab has three main learning outcomes: building conceptual knowledge, developing sociocultural practices in multinational organizations, and enhancing self-awareness and reflective competencies. At the core of the lab are a series of IB strategy challenges which students solve by organizing, managing, and leading global virtual teams (GVTs) that are formed with members from five overseas universities. We detail the alignment of our framework, review the actions and interactions that facilitate learning, and discuss learning effectiveness and implementation of the lab.

In recent years, scholars have become critical of mainstream leadership development approaches. In particular, Petriglieri and Petriglieri refer to the "dehumanization of leadership," whereby leadership breaks its ties to identity, community, and context. The purpose of this paper is to present an approach for humanizing leadership using the case example of George Washington University's Organizational Leadership & Learning (OLL) program. Embedded in the critical leadership studies (CLS) approach, the humanizing principles, and the humanistic leadership paradigm, the OLL program's leadership learning approach focuses on building a learning community and stakeholder engagement. I describe its pedagogical goals and instructional strategies that help promote a psychologically safe space where learners build trusting relationships, integrate diverse perspectives through respectful dialogues, and develop a sense of the "common good" and culture of equity through issue-centered learning. Using classrooms as "identity spaces" and "leadership learning laboratory" allows learners in the program to practice the co-construction of ideas through mutual influence and interactions. This paper makes a valuable contribution to developing future leadership development programs.

Digital and innovation competencies are nowadays highly required for students and faculty members in higher education institutions. We therefore need environments that incubate innovative learning scenarios to develop these competencies. We conducted a design-based research with the dual objective to develop learning labs in four universities and to document the design and implementation process and the addressed challenges. In this paper, we describe the concept of learning lab and the process of its setting up based on the experiments and observations conducted in the four learning labs in Lebanon, Egypt, Tunisia and Switzerland. A learning lab is defined as a physical, digital and human space for observation, experimentation and evaluation, to rethink and enrich learning and teaching attitudes and practices at the university. A learning lab is an incubator of pedagogical innovation and digital learning structured on three dimensions: spaces, activities and communities. We also identify the main challenges for the design and implementation of a learning lab. These challenges consist of the institutionnalisation of the learning lab and building, growing and nurturing a learning community.

Purpose: In this tutorial, we describe the initiation and implementation of a recently developed PhD Student-Mediated Mentorship Model (PS-MMM) used within our lab. In a PS-MMM, PhD students mentor graduate and undergraduate students under the direction of a faculty advisor. The model aims to address the PhD shortage by (a) teaching PhD students to be research mentors to facilitate their success in the early career years and (b) encouraging clinical graduate students to transition into and be successful in research doctoral training. As a third objective, we aim to address the research-practice gap by increasing the research experiences available to undergraduate and clinical graduate students through implementation of a PS-MMM. We provide a step-by-step outline and case examples for initiating and scaling up a PS-MMM. Conclusions: Implementation of a PS-MMM has led to consistent, positive benefits for mentees and mentors within our lab. The observed benefits, feasibility, and flexibility of our PS-MMM support more widespread use of PS-MMMs within other communication sciences and disorders programs.

One promising way to cope with changing requirements from the labor market in the domain of Science, Technology, Engineering and Mathematics (STEM), but also to keep the field up to date, to start innovations and to advance the STEM domain as such is the use of student labs. In these labs, students work together in small groups imitating professional practice of design and technology workers. More insights are needed in what competences student labs in the STEM domain address and what the implications would be for the design of student labs. A review of empirical studies on student labs and additional literature indicate that five generic competences are addressed in most student labs: Collaboration, communication, problem solving, critical thinking, and creativity. In order to effectively enhanced these competences, student labs should be designed as authentic productive learning environments based on three design principles: (1) Realistic, complex task situations, (2) Multidisciplinarity, and (3) Social interaction. IoT Rapid Proto Labs are examples of such a student labs, in which cross-border multidisciplinary teams of students, teachers (coaches), and practitioners jointly develop solutions to challenging IoT applications (Internet-connected objects), add value for enterprises, and strengthen the employability, creativity and career prospects of students.

Purpose: This study aims at presenting an analysis of a Change Laboratory conducted with the personnel of a youth supported housing unit for clients with a history or at risk of homelessness. The analysis is centered on how the workers' expansive learning process was supported ensuring that they would be in the lead of their workplace transformation process. Design/methodology/approach: The data were collected in six Change Laboratory sessions facilitated by interventionist-researchers and were analyzed with a specific method of discourse analysis devised for tracing expansive learning at work, the method of analysis of expansive learning actions and deviation from instructional intentions. The purpose of this method of analysis is to present in a detailed and structured manner how workplace expansive learning unfolds. Findings: The results of the analysis indicate that the contribution of the practitioners participating in this Change Laboratory was such that the undertaken transformation resulting from the expansive learning process was actually owned by them. These results contribute to ongoing discussions on workplace expansive learning, which question the extent to which the Change Laboratory is truly a participatory intervention method in which the participating practitioners' agency becomes visible without the interventionists necessarily dominating. Originality/value: This study addresses existing gaps in the literature on workplace expansive learning, by opening up a novel perspective for detailed empirical enquiries that demonstrate the role workers may play in supported expansive learning processes and ensuing transformations of their workplaces.

This study investigated the utilization of laboratory resources for the learning of word processing by business and home economics education undergraduates. The study achieved four objectives, answered four research questions and tested four null hypotheses. The descriptive research design was adopted and the study conducted in Calabar, Cross River State, Nigeria, using 505 business and home economics education undergraduates with 92 respondents sampled using convenience sampling technique. Data were analysed using simple linear regression analysis. Utilization of keyboard, monitor, printer and Microsoft Word, and learning word processing, has significant relationship. It is concluded that the learning of word processing cannot be effective without the utilization of keyboard, monitor, printer and Microsoft Word. It is recommended that business education stakeholders should contribute towards the provision of keyboard, monitor, printer and Microsoft Word in computer laboratory for acquisition of word processing skills by undergraduates.

We describe a unique environment in which undergraduate students from various STEM and social science disciplines are trained in data provenance and reproducible methods, and then apply that knowledge to real, conditionally accepted manuscripts and associated replication packages. We describe in detail the recruitment, training, and regular activities. While the activity is not part of a regular curriculum, the skills and knowledge taught through explicit training of reproducible methods and principles, and reinforced through repeated application in a real-life workflow, contribute to the education of these undergraduate students, and prepare them for post-graduation jobs and further studies. Supplementary materials for this article are available online.

With the relatively recent technological advances, Multi-User Virtual Environments (MUVEs) have become a promising venue for education; however, little is known about their effective implementation in the classroom. This paper addresses this gap by investigating the creation, implementation, product and evaluation of an instructional design using the MUVE platform Second Life (SL) as a major component of an undergraduate course for pre-service teachers. The intervention was implemented in an undergraduate, general education course on Adolescent Psychology over the course of a semester. It was developed by the research team together with the course instructor. Each class, the students had a lecture about a specific topic of the course and spent the second half of the class (1-1.5 hours) engaging in activities in Second Life. The class was held in a computer lab. Students (n=30) were also asked to blog in response to weekly prompts. The current intervention is a promising tool in advancing instructional approaches in technology-enhanced learning.

Researchers and teachers around the world have created newsoftware and hardware to develop, reuse, and deploy online laboratories (labs). However, due to the nature of labs, most of the available solutions depend greatly on where and how online labs can be used in the first place. Thus, there have been multiple design solutions and great technology combinations. In this study, we analyzed and studied the main obstacles in the online lab development and the alternatives of the technologies, means, methodologies, and approaches on creating online labs. The resulting analysis showed the advantages, disadvantages, and problems of each key component and attempted to explore the working combinations that ensure the usability, modularity, universality, accessibility, and reliability of online labs. In addition, we explored a general solution to take advantage of the benefits of the technologies involved in online labs and to fix or reduce the impacts of the arising problems when developing and deploying online labs.

The theory of Expansive learning and the change laboratory (CL) methodology has been developed and applied in many studies on workplace learning and educational change. There are fewer studies made on small-scale interventions, exploring the longitudinal development of expansive learning in an educational change effort. This article examines a CL intervention performed in an upper secondary school in Sweden, with a small group of teachers engaged in a participatory design project. By identifying and analysing the relationship of the seven learning actions posited by the theory of expansive learning, the aim was to contribute to the discussion of the CL methodology and the empirical usability of the theory. The results showed that the seven expansive learning actions functioned as analytical tools to map the teachers learning and development, but the analysis also showed many deviations, disruptions and occurrence of practical actions of design in the process. This challenge the notions of cyclicity and ascension in the theory of expansive learning. Cyclicity might be desirable but not necessary for expansive learning which questions the need to first grasp the problem at a conceptual level before generating concrete solutions. The Findings in this study suggests the opposite; that the entanglement and parallel movement between the abstract and the concrete was a driving force for the teachers expansive learning and the design of new curricular units.

The role of any statistics course is to increase the understanding and comprehension of statistical concepts and those goals can be achieved via both theoretical instruction and statistical software training. However, many introductory courses either forego advanced software usage, or leave its use to the student as a peripheral activity. The purpose of this study was to determine if there was instructional value in replacing classroom time with laboratory time dedicated to statistical software usage. The first approach used classroom lecture presentations, while the second replaced one classroom period per week with statistical software laboratories. It was hypothesized that replacing classroom time with software based laboratories would increase the level of statistics knowledge as compared to an otherwise identical class with no lab based component. Both pre-course and end-of course surveys were used, as well as identical examination questions. Comparisons within a time point, and longitudinal performance over the course were both evaluated. Survey results indicated that students would recommend lab based instruction significantly more than a primarily lecture based instruction (32% more, p=0.020). Additionally, the performance improvement over the course of the semester was significantly higher for those students participating in laboratories (19.2% increase, p=0.011). These findings indicate that sacrificing classroom time for a laboratory period improves the educational experience in an introductory statistics course and may help with the understanding and retention of difficult topics.

This paper describes the structure and activities of READ (Reading Effectively Across the Disciplines), a pilot initiative to improve students' critical reading skills, disciplinary literacy and academic success. READ employs a multimodal design that consists of faculty training in disciplinary literacy instruction and curricular enhancement, development and implementation of active reading assignments and assessments, peer-led team learning, and the dissemination of discipline-specific teaching and learning resources on an Open Lab site to provide an interactive teaching and learning environment for students and faculty. Empirical evidence of the initial effectiveness of the pilot in three gateway courses in Biology, Electromechanical Engineering Technology, and Marketing showed improvement in student pass rates after implementation of reading strategies and instructional approaches that guide students through the reading process.

The University of Michigan-Dearborn Writing Program and Writing Center serve an increasingly large number of recent immigrants, international students, and students who as children immigrated to the United States. The Writing Program and Writing Center have for a decade developed curriculum and support services geared specifically toward meeting the needs of this increasingly heterogeneous student body, while at the same time highlighting students' rich contributions to the learning and rhetorical contexts of the university and surrounding communities. Owing in part to the university's proximity to Detroit and in part to Dearborn's own particular history and demographics--a city with the highest proportion of Arab Americans in the U.S.--UMDearborn comprises a truly cross-cultural and transnational space. Within this rhetorical context, Writing Program curricula with "cross-cultural" and transnational emphases afford students unique opportunities to learn to write for public audiences with backgrounds, experiences and socio-political affiliations very different from their own.