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The article discusses a roundtable discussion at the Society of Early Americanists' conference focusing on Indigenous language revitalization efforts. Participants shared their experiences and projects related to reclaiming, preserving, and speaking their languages. The conversation highlighted the importance of community-driven language work, responsible engagement with Indigenous communities, and the challenges of working with archival materials. The participants emphasized the need for non-Indigenous allies to support Indigenous language efforts through respectful engagement, funding, and collaboration. The projects discussed included digital archives, social media initiatives, language classes, and research on historical language materials. [Extracted from the article]

Formative research is an important component of health communication campaign development. Rapid message testing approaches are useful for testing new messaging quickly and efficiently during public health emergencies, such as COVID-19, when guidance and recommendations are rapidly changing. Wiki surveys simultaneously collect quantitative message testing data and qualitative feedback on potential social media campaign messages. Philly CEAL used wiki surveys to test messages about COVID-19 vaccinations for dissemination on social media. A cross-sectional survey of Philadelphia residents (N = 199) was conducted between January and March 2023. Wiki surveys were used to assess the perceived effectiveness of messages promoting the updated COVID-19 booster and child vaccination. In each wiki survey, participants were presented with two messages and asked to select the one that they perceived as most effective. Participants could alternatively select "can't decide" or submit their own message. A score estimating the probability of selection was calculated for each message. Participant-generated messages were routinely reviewed and incorporated into the message pool. Participants cast a total of 32,281 votes on messages seeded by the research team (n = 20) and participants (n = 43). The highest scoring messages were those that were generated by participants and spoke to getting your child vaccinated to protect them against serious illness and getting the booster to protect your health and that of your community. These messages were incorporated into social media posts disseminated by Philly CEAL's social media accounts. Wiki surveys are a feasible and efficient method of rapid message testing for social media campaigns. [ABSTRACT FROM AUTHOR]

The entity omission is a typical problem of distantly supervised named entity recognition. Entity omission in the training set provides incorrect supervision information during model training, model will be more inclined to predict this type of entity as a non-entity when subsequently predicting entity types, resulting in a decline in the model s entity recognition and classification capabilities, and affects the generalization performance of the model. To deal with the problem, this paper proposed a incorporating similarity negative sampling for distantly supervised named entity recognition. Firstly, it calculated and scored the similarity between the candidate samples and the labeled entity samples. Secondly, it sampled the candidate samples based on the similarity score, and sampled the samples participating in the training. Compared with the random negative sampling method, this method reduced the possibility of sampling missing entities by combining similarity calculations, thereby improving the quality of training data and thus improving the performance of the model. Experimental results show that compared with other models on the three data sets of CoNLL03, Wiki, and Twitter, compared with the baseline model, the proposed model achieved an average F₁ value improvement of about 5 percentage points. It is proved that this method can effectively alleviate the problem of performance degradation of the named entity recognition model caused by missing entities under distantly supervised conditions. [ABSTRACT FROM AUTHOR]

Abstract The use of Web-based technologies in education and ways they can improve teaching and learning have been the focus of interest in the educational community during the recent years. In this regard, wikis are one of the most promising technologies. Many research studies have been presented that integrate wikis in educational settings. The abundance of the corresponding research work creates the need for a systematic survey. In this survey of the research on wikis in education content analysis is used to record and compare the conclusions of 110 recent empirical studies that used wikis in educational settings. The specific studies were published from 2014 to 2021. The conducted search was not limited to a specific level of education but involved all the corresponding levels of education. The key aspects of the educational use of wikis are outlined and clarified. Furthermore, information and suggestions that will be useful to future researchers, as well as teachers who want to integrate wikis into their teaching practice are provided. To the best of our knowledge, there is no other survey of the research that discusses all such aspects regarding wikis in education.

This study describes an initiative to support first-year teachers and address the following questions: During a year-long, asynchronous support/study group to help first-year teachers with classroom management, what SEL practices would the teachers identify as effective in supporting their classroom management and what SEL competencies would those practices help their elementary and secondary students develop? Data were collected from questionnaires and wiki space discussions. Findings demonstrate that the first-year teachers' initial conceptions of classroom management became increasingly aligned with the ways in which culturally responsive SEL practices can support classroom management and help elementary and secondary students foster important SEL competencies. [ABSTRACT FROM AUTHOR]

The Australian Federation of Modern Language Teachers Associations (AFMLTA) is committed to expanding, domestically and internationally, the high profile of our federation as the peak body for languages educators in Australia. An important part of this commitment is engaging in strategic collaborative partnerships and advocacy at national and international levels. This paper reports on the Association for Language Learning UK (ALL) Conference Language World in Sheffield, England, in which the authors participated during March 2023. Language World offered a packed program with speakers from across the languages sector, with a large number coming from primary and secondary schools. Additionally, many involved in languages education governance in the UK also participated, providing insights into the challenges and successes in languages education policy in the UK. In this paper, stimulating and useful learning from Language World is showcased, which can be used to inform both how we support languages education in Australia and how we continue to engage with partners and collaborators around the world on matters of current concern and interest Through this learning we provide connection with the AFMLTA Professional Standards for Accomplished Teaching of Languages (AFMLTA, 2021), and in particular the dimension of "Active engagement with wider context". We explore how accomplished teachers of languages establish relationships to wider contexts and are able to connect the local to the global through collaborative partnerships and comparison of our respective policy documentation to support teachers and teaching of languages. [ABSTRACT FROM AUTHOR]

Objective: This systematic review aims to synthesize current knowledge on integrating immersive technologies, namely Virtual Reality (VR) and Augmented Reality (AR), in Science, Technology, Engineering, Mathematics (STEM) education, and to lighten their impact on student performance and engagement. Methods: Adhering to PRISMA guidelines, a detailed search strategy across Scopus and Web of Science databases identified relevant peer-reviewed journal articles published from 2002 to 2023. The PICOS approach informed our inclusion criteria, focusing on empirical studies that assessed the application of VR and AR technologies in Science, Technology, Engineering, Mathematics (STEM) educational settings. Studies were evaluated for methodological quality, and data extraction was meticulous, with variables categorized as engagement, performance, or a combination of both. Analysis: A descriptive and statistical analysis using chi-square tests was employed to examine the relationship between the type of technology (AR, VR, XR, MR) and the educational outcomes. This quantitative assessment provided a nuanced understanding of the interplay between various immersive technologies and their pedagogical effectiveness. Results: Out of 143 initially identified articles, 22 met the inclusion criteria for detailed analysis. Findings revealed that AR was the most studied technology, followed by VR. Most studies reported positive effects on student engagement and performance, with increased effectiveness being less frequently observed. A notable portion of the studies specifically investigated the combination of performance and engagement, underscoring the multifaceted benefits of immersive technologies in education. Conclusions: Immersive technologies are reshaping STEM education by enhancing engagement and performance. Integrating VR and AR offers promising educational benefits, including improved comprehension of complex concepts, increased student motivation, and enriched collaborative learning experiences. However, the field requires a globally inclusive and adaptable framework for rapid technological evolution and diverse educational contexts. Future research should broaden its scope to include multilingual literature and non-traditional academic channels, ensure ethical standards are upheld, and focus on personalization and adaptability to maximize the educational potential of these technologies. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Knowledge Graph (KG) reasoning has been an interesting topic in recent decades. Most current researches focus on predicting the missing facts for incomplete KG. Nevertheless, Temporal KG (TKG) reasoning, which is to forecast future facts, still faces with a dilemma due to the complex interactions between entities over time. This article proposes a novel intricate Spatiotemporal Dependency learning Network (STDN) based on Graph Convolutional Network (GCN) to capture the underlying correlations of an entity at different timestamps. Specifically, we first learn an adaptive adjacency matrix to depict the direct dependencies from the temporally adjacent facts of an entity, obtaining its previous context embedding. Then, a Spatiotemporal feature Encoding GCN (STE-GCN) is proposed to capture the latent spatiotemporal dependencies of the entity, getting the spatiotemporal embedding. Finally, a time gate unit is used to integrate the previous context embedding and the spatiotemporal embedding at the current timestamp to update the entity evolutional embedding for predicting future facts. STDN could generate the more expressive embeddings for capturing the intricate spatiotemporal dependencies in TKG. Extensive experiments on WIKI, ICEWS14, and ICEWS18 datasets prove our STDN has the advantage over state-of-the-art baselines for the temporal reasoning task. [ABSTRACT FROM AUTHOR]

In this article, we present an optimal edge-weighted graph semantic correlation (EWGSC) framework for multi-view feature representation learning. Different from most existing multi-view representation methods, local structural information and global correlation in multi-view feature spaces are exploited jointly in the EWGSC framework, leading to a new and high-quality multi-view feature representation. Specifically, a novel edge-weighted graph model is first conceptualized and developed to preserve local structural information in each of the multi-view feature spaces. Then, the explored structural information is integrated with a semantic correlation algorithm, labeled multiple canonical correlation analysis (LMCCA), to form a powerful platform for effectively exploiting local and global relations across multi-view feature spaces jointly. We then theoretically verified the relation between the upper limit on the number of projected dimensions and the optimal solution to the multi-view feature representation problem. To validate the effectiveness and generality of the proposed framework, we conducted experiments on five datasets of different scales, including visual-based (University of California Irvine (UCI) iris database, Olivetti Research Lab (ORL) face database, and Caltech 256 database), text-image-based (Wiki database), and video-based (Ryerson Multimedia Lab (RML) audio-visual emotion database) examples. The experimental results show the superiority of the proposed framework on multi-view feature representation over state-of-the-art algorithms. [ABSTRACT FROM AUTHOR]

Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging "in context," drawing on the Douglas Fir Group's (2016) transdisciplinary framework for language acquisition. Examining translanguaging in context entails paying attention to who in a classroom wields power, as a result of their greater proficiency in societally valued languages, their more "standard" ways of speaking these languages, their greater familiarity with academic literacies valued at school, and/or their more "legitimate" forms of translanguaging. In our framework for researching translanguaging in context, we propose three principles. The first principle is obvious: (1) not to do so apolitically. The other two principles describe a synergy between ethnographic research and teacher‐researcher collaborative research: (2) ethnographic research can assess macro‐level language ideologies and enacted language hegemonies at the micro‐ and meso levels, and (3) teacher‐researcher collaborations must create and sustain inclusive, equitable classroom social orders and alternative academic norms different from the ones documented to occur in context if left by chance. [ABSTRACT FROM AUTHOR]

The aim of this paper is to clarify the extent to which collaborative project work needs to be promoted to develop key competences, notably autonomous learning, and effective collaboration, essential in the context of our rapidly evolving world. The impact of different assessment methods on the final outcomes of Project Based Learning (PBL) is examined in its interdisciplinary perspective. The samples encompassed 180 American College of Sofia (ACS) students divided into two cohorts: a control group of 60 and an experimental one of 120. Of particular interest is to examine whether the use of alternative assessment techniques is applicable to an interdisciplinary project and how effective they are in incentivizing teamwork. Recommendations aimed at reducing instances of social loafing and increasing student activity in collaborative project work are also discussed. The assessment tools used to measure the course objectives comprise purpose-designed checklists tailored to the specifics course needs. The research methodology is based on extensive observations of project-related activities, including periodic evaluations, questionnaires on the achievement of intermediate objectives, peer evaluations and teachers’ feedback, culminating in a final project report. In addition, a comparative analysis of the students’ academic performance is made, focusing only on the area of mathematics in the context of a multidisciplinary project. This comparative analysis is intended to provide an overall assessment of the efficacy of the alternative assessment techniques used and their suitability for PBL. [ABSTRACT FROM AUTHOR]

The use of Web-based technologies in education and ways they can improve teaching and learning have been the focus of interest in the educational community during the recent years. In this regard, wikis are one of the most promising technologies. Many research studies have been presented that integrate wikis in educational settings. The abundance of the corresponding research work creates the need for a systematic survey. In this survey of the research on wikis in education content analysis is used to record and compare the conclusions of 110 recent empirical studies that used wikis in educational settings. The specific studies were published from 2014 to 2021. The conducted search was not limited to a specific level of education but involved all the corresponding levels of education. The key aspects of the educational use of wikis are outlined and clarified. Furthermore, information and suggestions that will be useful to future researchers, as well as teachers who want to integrate wikis into their teaching practice are provided. To the best of our knowledge, there is no other survey of the research that discusses all such aspects regarding wikis in education. [ABSTRACT FROM AUTHOR]

Web 2.0 technologies have had a significant impact on collaborative communication practices in teaching, learning, and professional work environments. In translation studies, computer-supported collaborative translation tasks have mainly been discussed within the project-based learning framework, where research has foregrounded correlations between collaboration and performance. However, trainees' specific uses of collaborative tools, including transcripts of real-time exchanges, have neither been sufficiently investigated nor informed pedagogical strategies and approaches in any tangible way. This study bridges this gap by evaluating trainees' collaborative practices while they translated a text, localized a restaurant menu, and simulated the design and launch of a language service agency. Data was gathered from a questionnaire, in-class presentations, and real-time instant messaging (IM) transcripts. Data analysis of the real-time IM exchanges unveiled considerable trainee communicative practices during collaborative tasks. Furthermore, correlations were established between the volume of instant messages, time of exchange, role played by trainees, and conversation themes with the teams' final assessment performances. This study provided valuable insights into the effectiveness of IM as a collaborative tool in training environments. It also informed our suggested guidelines for properly integrating IM into the translator training curriculum. [ABSTRACT FROM AUTHOR]

Web 2.0 tools such as blogs, wikis, social networking, and podcasting have received attention in educational research over the last decade. Blogs enable students to reflect their learning experiences, disseminate ideas, and participate in analytical thinking. The Community of Inquiry (CoI) framework has been widely used in educational research to understand and enhance online and blended learning platforms. There is insufficient research evidence to demonstrate the impact of educational blogging using the CoI model as a framework. This article explores how blogs can be used to support collaborative learning and how such an interaction upholds CoI through enhancing critical thinking and meaningful learning in the context of higher education (HE). An exploratory sequential mixed-method approach has been followed in this study. A convenience sampling method was employed to choose 75 undergraduate students from Dhaka University for a 24-week blogging project. Every publication on the blog was segmented into meaningful units. Whole texts of posts and comments are extracted from the blog, and the transcripts are analyzed in a qualitative manner considering the CoI framework, more specifically, through the lens of cognitive, social, and teaching presence. In addition, the semi-structured questionnaire is used to collect data from students irrespective of whether blogging expedited students' learning or not. The research findings indicate that cognitive presence, namely, the exploration component, is dominant in blog-based learning activity. Moreover, this research has demonstrated that blogs build reliable virtual connections among students through exchanging ideas and information and by offering opportunities for reflective practice and asynchronous feedback. This study also revealed challenges related to blogging in the context of developing countries, including lack of familiarity with blogs, restricted internet connectivity, limited access to devices, and low levels of social interaction. It is recommended that different stakeholders including policymakers, curriculum developers, and teachers take the initiative to synchronize the utilization of educational blogs with the formal curriculum, guaranteeing that blog activities supplement and improve traditional teaching-learning activities. [ABSTRACT FROM AUTHOR]

The book review discusses "Internationalising Higher Education and the Role of Virtual Exchange" by Robert O'Dowd, which explores the concept of virtual exchange (VE) and its application in different contexts. The book covers various topics, including defining terms, the role of VE in internationalization, instructional approaches, and the future of VE. It also discusses the concept of blended mobility, which combines virtual exchange with physical mobility. The author argues that while VE has its benefits, short-term physical mobility and extended study abroad experiences offer richer learning experiences. The text emphasizes the importance of academic recognition for all students involved in blended programs and suggests addressing technological access and language barriers in VE programs, as well as promoting diversity, equity, and inclusion. [Extracted from the article]

Teachers in secondary vocational education face challenges in interdisciplinary teaching due to their traditional teacher education within specific subject domains. Collaborative efforts—like those implemented in Teacher Design Teams (TDTs)—can prepare and support teachers for interdisciplinary teaching. Research has demonstrated the factors determining the effectiveness of TDTs. However, it is noted that the sustainable continuation of TDTs remains uncertain over the years. This research investigates the conditions that facilitate the sustainability of TDTs within the context of interdisciplinary teaching. Over the course of three school years, this qualitative study monitored 14 teachers participating in four TDTs within the context of an interdisciplinary vocational education course. During the initial two school years, the TDTs received external support from the main researcher, transitioning to an autonomous operation in the third school year. A yearly interview with each participating teacher and meeting reports were collected and analysed with thematic analysis. One of the main findings reveals that while the internal coach contributes to supporting TDTs' progress, the support of the school leader is particularly crucial for sustainability. Although this study focused on school-based TDTs, it underscores the importance of support from outside the school for TDTs' sustainability. [ABSTRACT FROM AUTHOR]

The primary purpose of this paper is to explore the nature of student teachers' reflections initiated and supported by certain reflection prompts such as SAT (Self-Assessment Tool) and vlogs shared on a Google classroom. Within the context of practicum, ten teacher candidates were randomly recruited for the study. Quantitative data were analyzed through SPSS with the purpose of generating a summary of descriptive statistics. Qualitative data were employed in depth-analysis for the interpretation of emerged patterns and themes. In order to understand how collaborative reflections emerged and developed between the student teachers, discussion transcripts were analyzed and coded with discourse analysis. The results indicated that regular and collaborative reflections had important contributions to the participants' teaching practice. Through finding the opportunities of having real classroom teaching experiences, sharing these practices, and getting new perspectives, student teachers have become more cognizant of their beliefs, teaching behaviors, and their teaching settings. On the way of being strong decision-makers of their future teaching, it can be highlighted that through the reflective practices enhanced with peer collaboration, teacher candidates have become more willing in reflecting and sharing their experiences and professional knowledge and more determined in practicing theory to deal with the problems in their classrooms. [ABSTRACT FROM AUTHOR]

This research is motivated by the low involvement and participation of students in learning which is caused by the lack of attractive learning media used by lecturers. The increasing popularity of digital classroom management-based learning media motivated the research. This research aims to develop learning media based on digital classroom management (ClassDoJo). This research is categorized as research and development, namely research that aims to produce certain products and test their effectiveness. This research focuses on developing digital classroom management (ClassDojo)-based learning media for accounting teaching material development courses. This research uses the ADDIE development model popularized by Dick and Carey (1996) which consists of five important stages, namely analyze, design develop, implement, and evaluate. The result shows that the learning media is feasible to use in learning. [ABSTRACT FROM AUTHOR]

Live conversations and writing play an important role in ethnographic research that seeks to develop understanding across cultural differences. Both forms of communication need not remain distinct: written dialogue can develop critical thought while foregrounding the shared contexts and relational impetuses of communication across cultures. Set against the background of recent styles in ethnographic writing about and with Yolŋu people, this article extends from conversations about wata (wind), exploring collaborative practices (music performance and teaching) and approaches to writing ethnography that respond to a core quality of wind as a medium that connects. Wata is a significant theme within manikay (public ceremonial song) that connects Wägilak with their ancestral lands, even as it blows through the country of other groups, allowing new relationships and understandings to be formed. Giving rise to concerns of connection, difference, and movement, wata is a significant theme for considering the ways narrative traditions can shape relationality and give impetus to intellectual inquiry. [ABSTRACT FROM AUTHOR]

Migration substantially results in economic benefits. The agricultural, manufacturing, and service sectors are increasingly reliant on low-wage migrant labour, according to both substantial studies and smaller-scale, on-the-ground assessments. Employers can more easily "hire and fire" migrants since they are the most adaptable labour category. As a result, many people travel to Kerala each year to work as seasonal labourers. They play a significant part in the growth and survival of Kerala's economy. Changes in the labour market, increased tax income for the government, and overall economic expansion are connected with worker movement. To examine the current pattern of worker migration and the availability of local workers in rural economies. The researcher selected a descriptive research technique that relied heavily on secondary sources to gain a deeper understanding of this phenomenon. Publications such as books, newspapers, journals, articles, and internet platforms such as blogs and wikis are examples of secondary sources. This article examines the frequency and relevance of migrant workers in the state's current labour market and the availability of local labour in Kerala's informal rural labour market. By segmenting the labour market in Kerala by industry, this study will assist in determining the extent to which migrants have affected the state's economy. The rural Indian labour market has shifted from agriculture to service and industrial industries. The number of persons employed in manufacturing and services is growing yearly, while employment in agriculture is deteriorating. The government is in trouble because poor people are willing to perform physical labour. There was a need for low-cost physical labour in Kerala; therefore, migrant workers from other countries arrived to fill the need. Without the assistance migrant workers give in areas with a severe shortage of local staff, firms would fail. [ABSTRACT FROM AUTHOR]

This article focuses on the use of a practitioner enquiry (PE) course to develop teacher education for inclusion, particularly when referring to continuous professional development (CPD). The article aims to answer the following research questions: How does this PE course compared to other experiences of CPD? To what extent is this model of CPD a way of promoting teacher education for inclusion? The data presented in this article were generated by three student-practitioners and a course tutor who engaged in a practitioner enquiry course offered in a higher education institution in Scotland during the academic year 2022–2023. Data were generated through autoethnography, and all authors individually reflected on their experiences of CPD, namely this PE course. The data were then analysed through a thematic analysis process that combined individual and collaborative tasks, including the writing of this article. This article concludes that long-term CPD with a constructivist alignment allows student-practitioners to develop their agency as inclusive educators. Engagement with research, both by critically analysing 'global' academic research and by designing and implementing a 'local' PE, provides lifelong tools for teachers to identify and remove barriers to ensuring that all learners can access, participate, and succeed in education. [ABSTRACT FROM AUTHOR]

This document is a list of references and sources used in a commentary written by Eric Goldman. The commentary discusses various topics related to the internet, including content moderation, the history of the internet, and the role of trust and safety. The sources cited include books, research papers, news articles, and websites. The commentary was sponsored by the Center for Growth & Opportunity at Utah State University. [Extracted from the article]

Personal science is the practice of addressing personally relevant health questions through self-research. Implementing personal science can be challenging, owing to the need to develop and adopt research protocols, tools and methods. While online communities can provide valuable peer support, tools for systematically accessing community knowledge are lacking. The objective of this study is to apply a participatory design process involving a community of personal science practitioners to develop a peer-produced knowledge base that supports the needs of practitioners as consumers and contributors of knowledge. The process led to the development of the Personal Science Wiki, an open repository for documenting and accessing individual self-tracking projects while facilitating the establishment of consensus knowledge. After initial design iterations and a field testing phase, we performed a user study with 21 participants to test and improve the platform, and to explore suitable information architectures. The study deepened our understanding of barriers to scaling the personal science community, established an infrastructure for knowledge management actively used by the community and provided lessons on challenges, information needs, representations and architectures to support individuals with their personal health inquiries.

Problem-Based Learning (PBL) stands as a pedagogical approach that stimulates students’ engagement by immersing them in learning experiences centred around real-world problems or scenarios. Under the guidance of tutors, students work in small groups to identify and resolve issues, drawing insights from various sources such as notes, books, journals, newspapers, and online resources. This paper aims to share the practical application of PBL in both compulsory and elective courses at the University Malaysia Terengganu (UMT). The purpose of this paper is to integrate Problem-Based Learning (PBL) in their instructional planning and manifest during the facilitation process of PBL as a teaching method. The experience of implementing PBL was witnessed in courses like “Islam and Leadership” with 49 students, Arabic language courses with 16 students and the compulsory course “Philosophy and Current Issues” with around 1200 students. This approach, facilitated by lecturer team, promotes collaborative learning activities, discussions, teaching, observation, and reflective practices. Student-centric PBL offers a positive impact on group collaboration, thereby improving the overall teaching and learning quality. [ABSTRACT FROM AUTHOR]

To better promote the high-quality development of teacher education in China in the era of digital transformation, this study focuses on the digital transformation of teacher education in China. Through literature research and deductive analysis, the study is based on the context of the times and the current situation of teacher education in China, analyzing the direction, key factors, and pathways of digital transformation in Chinese teacher education. The research results are as follows: the specific direction of digital transformation in Chinese teacher education includes achieving autonomous infrastructure construction, human-machine collaborative production methods, the multifaceted interaction of value in operational models, and the manifestation of technological and humanistic aspects in organizational culture. The key to this transformation lies in establishing a teacher education ecosystem that encompasses technology adaptation, collaborative efforts of stakeholders, and security of services. Based on the above analysis, promoting the digital transformation of teacher education in China can be achieved through: Innovating theory to create a new discourse system for teacher education; Innovating methods to establish a new paradigm for high-quality teacher education development; Innovating practices to construct a human-centric model of teacher education. These approaches will help drive the digital transformation of teacher education in China forward. [ABSTRACT FROM AUTHOR]

While the innovative practicum project described in this paper was an emergency measure, it continues to enhance our pedagogy for preparing social work students for placement. The project was designed collaboratively with postgraduate students when their imminent placements in statutory agencies were indefinitely delayed by Aotearoa New Zealand's first Covid-19 lockdown, beginning late March 2020 and extending for 7 weeks. The prevailing uncertainty was stressful for our students, who needed to complete placement for degree completion and professional registration. As the staff team responsible for their practicum, we needed to quickly devise a robust alternative learning experience. This endeavour evolved into a codesigned, collegial knowledge-exchange project combining academic knowledge and practice wisdom gathered through students' consultation with academic and practice experts. The project's key components were focussed analysis of practice research, interviews with experienced social workers, production of a succinct "practice briefing", application of knowledge gained to a "real life" practice story, and sharing accumulated knowledge. From a pedagogical perspective, we highlight our learning about promoting professional communication to underpin collaborative work, and the usefulness of intensive orientation to practice context before students begin placement. [ABSTRACT FROM AUTHOR]

The current study aimed to identify the effect of WIKI as a teaching tool on the development of critical thinking and the level of kata Empi performance among karate Youth. and that is through designing a wiki space using participatory web editors to identify their impact on developing the level of kata Empi performance and critical thinking among karate Youth. Sample from the youth of Al-Arish Sports Club under (16) years old, and it consisted of (20 youths) representing a percentage (87%) of the research community as the basic research sample, and they were divided into two groups, one of which was experimental and consisted of (10 youth). and a control group consisting of (10 youth), and the exploratory study was conducted on a sample of (6 youth) representing a percentage (23%), to conduct the scientific transactions for the tests under discussion, and the researcher excluded the players who mastered the performance of kata (Empi) and their number reached (4 youth). Statistical analyses showed that: Significant Difference between the experimental group and control group in cognitive achievement, critical thinking, and the level of skill performance of Kata Empi for post-tests to the experimental group. Under the conditions of our article, the researcher's conclusion that: the use of participatory web editors increases cognitive achievement; the method of explanation and presentation affects the level of skilful performance of kata Empi; the use of participatory web editors has a significant impact on improving the level of skill performance. [ABSTRACT FROM AUTHOR]

Copyright of Informationswissenschaft: Theorie, Methode & Praxis / Sciences de l’information: Théorie, Méthode & Pratique is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Informationswissenschaft: Theorie, Methode & Praxis / Sciences de l’information: Théorie, Méthode & Pratique is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This collection of articles, written by Ira Sohn, an Emeritus Professor of Economics and Finance, explores the impact of artificial intelligence (AI) in various industries. The articles discuss the potential benefits of AI, such as improved predictions and decision-making, as well as the challenges and risks associated with its adoption, including bias and concentration of power. Sohn advocates for the responsible development and regulation of AI, while also acknowledging the need for political leadership in navigating these advancements. The articles also touch on the potential collaboration between humans and robots in the future. [Extracted from the article]

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Emotional propagation research aims to discover and show the laws of opinion evolution in social networks. The short-term observation of the emotional propagation process for a predetermined time window ignores situations in which users with different emotions compete over a long diffusion time. To that end, we propose a dynamic emotional propagation model based on an independent cascade. The proposed model is inspired by the interpretable factors of the reinforced Poisson process, portraying the "rich-get-richer" phenomenon within a social network. Specifically, we introduce a time-decay mechanism to illustrate the change in influence over time. Meanwhile, we propose an emotion-exciting mechanism allowing prior users to affect the emotions of subsequent users. Finally, we conduct experiments on an artificial network and two real-world datasets—Wiki, with 7194 nodes, and Bitcoin-OTC, with 5881 nodes—to verify the effectiveness of our proposed model. The proposed method improved the F1-score by 3.5% and decreased the MAPE by 0.059 on the Wiki dataset. And the F1-score improved by 0.4% and the MAPE decreased by 0.013 on the Bitcoin-OTC dataset. In addition, the experimental results indicate a phenomenon of emotions in social networks tending to converge under the influence of opinion leaders after a long enough time. [ABSTRACT FROM AUTHOR]

The State University of New York (SUNY) -- University of the West Indies (UWI) Health Research Consortium (HRC) was implemented in 2015 by the SUNY Global Health Institute (GHI) and the SUNY-UWI Center for Leadership and Sustainable Development. The goal was to advance public health in the Caribbean through collaborative research and education among faculty and students at SUNY and UWI. The Consortium is now a dynamic matrix addressing health priorities that were initially agreed upon with the Jamaica Ministry of Health and Wellness. The HRC has built a foundational matrix that is planning for cutting edge laboratory instrumentation, biomedical informatics system, seamless electronic medical records network, national laboratory data management system, and novel biotechnology (e.g., robotic surgery cluster). The SUNY-UWI partnership fills existing gaps through collaborative programs with the SUNY GHI that facilitate UWI faculty interactions with SUNY faculty and core resources and incubators that encourage collaborations while UWI infrastructure expands. The Health Research Consortium utilizes existing academic models at UWI and SUNY to promote collaboration, capacity building, and program implementation. Consortium teams develop sound business development models that foster sustained economic growth and form the pipeline for workforce development and career opportunities. The Caribbean diaspora and UWI alumni are engaged in working together on this effort. In addition, mentoring in K-12 and beyond is needed to create a vision for the next generations. [ABSTRACT FROM AUTHOR]

This qualitative case study investigates the mutual engagement of English language teachers in Virtual Communities of Practice (VCoPs) when discussing the use of Artificial Intelligence (AI) in English Language Teaching (ELT). After an analysis of 235 initial posts and 1,712 responses from six open Facebook groups, it is clear that these online communities play a crucial role in supporting Teacher Professional Development (TPD) and enhancing teachers' engagement with AI in ELT. The study reveals how teachers actively engage in discussions, share resources, and collaboratively navigate the challenges and opportunities presented by AI in education. The findings further demonstrate that mutual engagement in these groups extends beyond simple information exchange, fostering collaborative learning and reflective practice among teachers. While the study does not directly examine the effectiveness of AI implementation in teaching contexts, it highlights the significance of online teacher communities in deepening understanding and engagement with AI technologies in ELT. Acknowledging its focused approach, the study suggests future research avenues, such as exploring a broader range of online communities and conducting longitudinal studies, to further assess AI's long-term impacts on ELT. [ABSTRACT FROM AUTHOR]

The purpose of this article is to attempt to combine North Korean humanities research with digital humanities methods, using the North Korean Humanities Data Archive (NKHDA) project as an example, and to report on a newly constructed semantic data processing model. Although NKHDA targeted the entire scope of North Korean humanities, it mainly focused on the field of historiography, which has a relatively large accumulation of scholarly information. This article focuses on North Korean historiography to discuss the following three points. Firstly, the theoretical and technical background of the NKHDA is summarized. Secondly, the trial-and-error process of constructing NKHDA is described. Thirdly, the process of creating a new model of semantic data processing by combining wiki documentation and triple data/visualization is described. A new model was made possible by embedding triple data lists and network graphs into wiki pages and developing a data entry tool for triple data generation. Also described is the NKHDA's use as an educational platform for the digital humanities. [ABSTRACT FROM AUTHOR]

Gunawardena et al.'s (1997) Interaction Analysis Model (IAM) is one of the most frequently employed frameworks to guide the qualitative analysis of social construction of knowledge online. However, qualitative analysis is time consuming, and precludes immediate feedback to revise online courses while being delivered. To expedite analysis with a large dataset, this study explores how two neural network architectures--a feed-forward network (Doc2Vec) and a large language model transformer (BERT)--could automatically predict phases of knowledge construction using IAM. The methods interrogated the extent to which the artificial neural networks' predictions of IAM Phases approximated a human coder's qualitative analysis. Key results indicate an accuracy of 21.55% for Doc2Vec phases I-V, 43% for fine-tuning a pre-trained large language model (LLM), and 52.79% for prompt-engineering an LLM. Future studies for improving accuracy should consider either training the models with larger datasets or focusing on the design of prompts to improve classification accuracy. Grounded on social constructivism and IAM, this study has implications for designing and supporting online collaborative learning where the goal is social construction of knowledge. Moreover, it has teaching implications for guiding the design of AI tools that provide beneficial feedback for both students and course designers. [ABSTRACT FROM AUTHOR]

Basic ICT competence beliefs consist of a range of competence dimensions, including communication and collaboration and safety and security. Yet, unclear is if (student) teachers need to overall feel competence in using technology, or is feeling competent in specific competence dimensions sufficient for the use of technology. This study addressed this research lack and examined (a) basic ICT competence beliefs and technology use in different stages of teacher education and (b) the association between basic ICT competence beliefs and various hardware and software used. Data included 338 teachers and 343 student teachers from Germany and were analyzed using bifactor exploratory structural equation models. These models allow us to simultaneously account for general basic ICT competence beliefs (G-Factor) and specific basic ICT competence beliefs (S-Factors). The study found that teachers, on average, reported higher basic ICT competence beliefs than student teachers. For both student teachers and teachers, the use of wikis and forum was linked to higher general ICT competence beliefs. The use of LMS was linked to basic ICT competence beliefs in safety and security and problem solving. The study also identified unique links in both groups, such as wiki and weblog use being linked to higher general ICT competence beliefs for teachers. In various teacher education phases, we can emphasize the need to promote basic ICT competence beliefs to empower teachers in the digital transformation. By interpreting these results, however, it should be noted that our analysis only focused on utilizing particular hardware and software; replications of findings are also needed. [ABSTRACT FROM AUTHOR]

The article discusses the development and implementation of a new beamline experiments control system called BLISS at the ESRF. BLISS aims to support the upgrade of the ESRF to the "Extremely Brilliant Source" (EBS), a 4th generation light source with increased brilliance and coherence of the X-ray beam. BLISS provides a modular architecture, a Python-based control system, centralized configuration and system-wide services, user-friendly configuration application, additional services, command line interface (CLI), classic shell, web terminal, asynchronous execution model, uniform hardware control, scanning engine, and decoupling of data acquisition and data saving. BLISS has been successfully deployed on over 30 beamlines and is planned to be adopted on all beamlines by 2025. The BLISS beamline control system effectively manages data storage and access for real-time processing, utilizing Redis as a buffer and dedicated writer processes for long-term storage. BLISS also includes various tools for file writing, memory management, and automation. The project follows industry best practices and releases new versions every 6 months. Overall, BLISS is a comprehensive and innovative beamline control system that supports a wide range of experiments at ESRF. [Extracted from the article]

The race for the most efficient, accurate, and universal algorithm in scientific computing drives innovation. At the same time, this healthy competition is only beneficial if the research output is actually comparable to prior results. Fairly comparing algorithms can be a complex endeavor, as the implementation, configuration, compute environment, and test problems need to be well‐defined. Due to the increase in computer‐based experiments, new infrastructure for facilitating the exchange and comparison of new algorithms is also needed. To this end, we propose a benchmark framework as a set of generic specifications for comparing implementations of algorithms using test cases native to a community. Its value lies in its ability to fairly compare and validate existing methods for new applications, as well as compare newly developed methods with existing ones. As a prototype for a more general framework, we have begun building a benchmark tool for the model order reduction (MOR) community. The data basis of the tool is the collection of the Model Order Reduction Wiki (MORWiki). The wiki features three main categories: benchmarks, methods, and software. An editorial board curates submissions and patrols edited entries. Data sets for linear and parametric‐linear models are already well represented in the existing collection. Data sets for non‐linear or procedural models, for which only evaluation data, or codes/algorithmic descriptions, rather than equations, are available, are being added and extended. Properties and interesting characteristics used for benchmark selection and later assessments are recorded in the model metadata. Our tool, the Model Order Reduction Benchmarker (MORB), is under active development for linear time‐invariant systems and solvers. An ontology (MORBO) and knowledge graph are being developed in parallel. They catalog benchmark problem sets and their metadata and will also be integrated into the Mathematical Research Data Initiative (MaRDI) Portal to help improve the findability of such data sets. MORB faces a number of technical and field‐specific challenges, and we hope to recruit community input and feedback while presenting some initial results. [ABSTRACT FROM AUTHOR]

Previous researchers examining professional learning communities (PLCs) claim that effective building-level PLCs improve teacher collaboration and student achievement. However, the role of district office leadership in supporting the success of site-level PLC teams is presently underexplored. Using an online survey, we investigated the claim that district office support enhances the success of site-level PLCs. Quantitative data were collected from 596 participants employed at 21 schools within 16 school districts in the north Texas region. Findings derived from correlation and structural equation modeling analyses revealed a significant direct effect of district office leadership support on successful PLC team implementation, suggesting that district leaders play an active role in the districtwide implementation of PLCs. [ABSTRACT FROM AUTHOR]