Read all confirmed presentation abstracts for the conference.
Please note that all abstracts are printed as submitted. Any errors, typographical or otherwise, are the authors’.
Connectivism as a Driver to Improve Citizen Learning in Cognitive Cities: A Literature Review
Monica Vaca-Cardenas, Universidad Tecnica de Manabi, EcuadorJaime Meza, Universidad Tecnica de Manabi, Ecuador
Astrid Astromelia Vargas Estrada, Escuela Superior Politécnica de Chimborazo
Leticia Azucena Vaca-Cardenas, Universidad Tecnica de Manabi, Ecuador
Society has changed as a result of the new technologies of the digital age. In addition, we are living today a knowledge explosion, what was considered to be powerful knowledge yesterday, is in doubt today, and may disappear tomorrow. As a consequence, earlier learning theories no longer interpret learning activities of learners in a digital age, because these theories were developed at a time when technology had no impact on learning at the level that today does and they were developed when knowledge grew slower. Therefore, Connectivism, a knowledge learning theory for the digital age, was emerged. In the same way, in a modern era, the concept of smart city and afterwards the concept of cognitive cities which involves the human factor also appeared. Connectivism in cognitive cities is not an area in which a great deal of research exist. Therefore, the purpose of this research is to analyze how Connectivism for citizen learning and engagement in cognitive cities is applied. The methodology applied for this study was a qualitative content analysis approach where abstracts, discussions, results, and conclusions were the main target; however, the whole text was also read in some cases. The results showed that several approaches in the context of connectivism in cognitive cities were implemented, not always with complete success. This paper may help policymakers to take a proper decision in the way of adopting connectivism in cognitive cities and take into account critical issues.
Screening Diversity through Southeast Asian Films: The Pedagogical Value of Film in Teaching Multiculturalism
Darlene Espena, Singapore Management University, SingaporeThis paper explores the pedagogical value of film to help students understand multiculturalism and diversity in the context of Southeast Asia. Based on the premise that films are powerful tools to understand the entangled and intimate histories, politics, and cultures of diverse communities, this paper examines whether watching Southeast Asian films facilitate increased knowledge and understanding of the diversity of the region. This paper also assesses whether watching Southeast Asian films affects students understanding and appreciation of cultural diversity. This paper focuses on the case of Southeast Asia to highlight how using various Southeast Asian films reinforce students' understanding of Southeast Asian narratives and cultures. First, I establish the theoretical and pedagogical basis for using audio-visual tools in classroom teaching. Second, I explain the difficulties in teaching multiculturalism in the case of Southeast Asia given its diversity and divergences in history, cultures, and political systems and then assert that screening films from the region can enhance student's understanding in an interdisciplinary way. Finally, I will explain and discuss the use of the film Nasi Lemak 2.0, as a case material to unpack the complexities of multiculturalism in the context of Malaysia, and by extension, the region of Southeast Asia.
Visibility as Validation: Culturally Responsive Materials Development: A Case Study
Padmini Boruah, Gauhati University, India“When you don’t see yourself on the page, it’s harder to imagine yourself as a person” (gay Indonesian poet Norman Pasaribu, quoted by John Gray, IATEFL plenary 2019). Erasure and negation in teaching materials is not limited to representations of gender and sexuality; in most ESL/EFL course books in India, non-dominant cultural and ethnic representations are absent or superficial, and hardly meet UN Sustainable Development Goals 2015-30 (#4,5, & 16).
In this backdrop, preliminary results of a study of state-mandated English textbooks being developed for Upper Primary level (grades VI to VIII) by a state education department in India show that using appropriate self-check rubrics, materials developers can identify sites of diversity-blindness or lack of responsiveness to inclusivity and design materials with inclusive cultural representations of both target learners and ‘Others’.
In this presentation, using NYU Metro Center’s Culturally Responsive Curriculum Scorecard and the Fairness, Bias, and Cultural-Responsiveness Checklist of the Centre for Collaborative Education, Boston, (modified), I examine whether, and to what extent, the draft textbooks reflect culturally responsive and inclusive pedagogy as a response to the multilingual, multicultural education needs of North-East India. Preliminary data collated from responses of materials developers and reviewers reveal areas where cultural interventions (ethnic, religious, linguistic, perceptual, gendered) could be rendered both inclusive and transformative, moving beyond overt manifestations like festivals, holidays, and (mainstream) family traditions. I argue that appropriate inclusivity self-checks at the pre-development stage of materials preparation can contribute effectively to the development of culturally responsive teaching materials for multicultural contexts.
Technology Fatigue in Online Instructors
Colleen Halupa, East Texas Baptist University, United StatesDoris Bolliger, Old Dominion University, United States
Online instructors can easily experience technology fatigue when they feel like they are expected to be available constantly. Flexible course and/or program delivery requires flexibility of those who teach online. Many online instructors work year around and end up teaching almost every day unless they set strict boundaries for themselves and their students and colleagues. This predicament can result in feelings of technology or information overload and the desire to disconnect for periods of time due to stress. In order for universities to offer proper support to the faculty, administrators need to understand the factors of technology fatigue. It was the goal of this study to develop a valid and reliable instrument and measure this construct in online instructors at higher education institutions. The researchers conducted a thorough literature review and developed a questionnaire with 26 items on a 5-point Likert-type scale. The instrument was reviewed by a panel of four experts who had considerable experience in the area of online teaching and technology use. The review resulted in the deletion of one item and revision of two statements. The final instrument was administered to online instructors in Spring 2019 at three private universities located in the United States. A total of 171 individuals completed the questionnaire. Results indicate that the instrument is a valid and reliable measure of online instructors’ technology fatigue. Participants reported they were only moderately fatigued. Presenters will discuss the results with the audience within the context of the literature.
Unlocking Implicit Bias: How Our Hidden Attitudes are Affecting How We Teach Our Students
Jabraan Pasha, University of Oklahoma School of Community Medicine, United StatesUnlocking Implicit Bias weaves humor, poignant stories from national headlines and personal experience into a rich learning experience. Participants leave with a sense of relief in knowing that even good people have unconscious attitudes that affect the decisions they make. By removing the feelings of guilt, we open the door to constructive discussions that help begin to combat the effects of implicit bias. We guide participants through enlightening experiential exercises to deepen understanding of the power of automatic associations which serve as the foundation of implicit bias. After introducing participants to the landmark tool that can reveal unconscious attitudes, the Implicit Association Test, our attention is then focused on the evidence-base, where we demonstrate key findings from the substantial literature on the nature and effects of implicit bias. By facilitating refreshing and productive large and small group activities on personal experiences with implicit bias in everyday life, we begin to peel away the feelings of shame and guilt that many people associate with implicit bias – allowing for constructive discussion about combatting implicit bias.
Objectives
1. Understand implicit bias as it impacts the personal, professional and societal relations we all have.
2. Interpret the impact of implicit bias from shared experiences.
3. Formulate a personal list of methods to combat implicit bias.
The Importance of Continuing Education Units (CEUs) in Current Recreation Therapy Practices
Erick Kong, California State University East Bay, United StatesContinuing Education Units (CEUs) plays an important role in the knowledge competencies of current recreation therapists. However, very little research has been done to investigate whether or not attending recreation therapy workshops or conferences advances their knowledge and techniques to apply in their current practices during real life situations that relate to the job task analysis in working with patients or clients. This is especially true when limited resources are available for recreation therapists to advance their skills. Literature suggests that there is a need for healthcare professionals such as recreation therapist to continue to advance their skills by obtaining CEUs online or attending workshops and conferences. Studies also indicate practical experiences enable healthcare professionals to relate academic information into actual practice by fostering skill sets in working with their respective fields. This study will be aimed at recreation therapists’ knowledge competency as it relates to the job task by asking the following question: To what extent does recreation therapy conference help to enhance recreation therapists’ ability to working with their specialized population? The plan is to administer a survey to 150+ attendees at the California Park and Recreation Society-Recreation Therapy Institute Conference. The implication of this study may suggest whether there is a strong link in attending recreation therapy conference to enhance therapeutic recreation professionals in their ability to work with their specialized population. It may also suggest the importance of CEUs opportunities in the field of recreation therapy and may lead to re-evaluation with policy makers.
Setting Academic Standards in Intercultural Training at Universities Without Losing the Fluidity of Culture: The ECRI as an Example
Michelle Cummings-Koether, Deggendorf Institute of Technology, GermanySascha Kreiskott, Deggendorf Institute of Technology, Germany
Oscar Blanco, Deggendorf Institute of Technology, Germany
James Larson, Deggendorf Institute of Technology, Germany
As student populations become increasingly diverse, universities worldwide face a dual challenge: How to set standards for intercultural trainings that are designed to help international students and do so with respect for the diversity of individuals students’ cultures. At ECRI (European Campus Rottal-Inn) in Bavaria – one of the most culturally diverse Universities of Applied Science in Germany, the intercultural trainings are designed to do just that. Intended to be conducted in 6 hours by any qualified educator, they provide each student with the same level of content. In addition, the students have an opportunity to interact with each other and exchange information about their personal expectations and values. The goal is to help the international students integrate as efficiently as possible into their new environment while offering local students an opportunity learn more about their international counterparts. The skills the training provides can then be applied to their regular programs, forming a foundation for international business and leadership skills. This presentation will present the framework that was designed for these trainings, one that provides relatively rigid academic standards with the flexibility to integrate “cultural fluidity”. This design will be tested throughout the Fall semester of 2019, and the results will be presented at the conference. The speaker combines over 10 years of intercultural training experience with her experience as an academic to focus on forging new pathways in integrating both fields.
Jamie Oliver YouTube Videos to Promote Cross-Cultural Understanding in the Language Classroom
David Melhuish, Macao Polytechnic Institute, MacaoCross-cultural communication and exploiting the increasingly wide-spread access to youtube and other short videos provides teachers with opportunities to improve language output and study skills of their precious students.
In my institute, (Macao Polytechnic Institute) I am devising teaching resources to exploit the short cooking videos of British chef and restauranteur, Jamie Oliver. These teaching aids provide fantastic resources for visual and auditory learning. Students are studying for Hotel Management and general English. These carefully prepared and tested authentic resources help students become more aware and more curious about ingredients and dishes from other cultures and presentation steps. The videos feature similar ingredients and cooking equipment (from common to less-familiar), allowing review and recycling of lexis and grammar. Exotic ingredients provide a scaffolding for cultural knowledge from the UK and beyond.
My fully-immersive workshop will explain rationale behind these teaching materials and the integral learning skills that they support. I will demonstrate a short video with accompanying lessons so that teachers may be easily able to transfer these materials and ideas to their own classes and adapt as necessary.
LOL – Laugh or Learn?: An Investigation into the Potential of Adopting Popular Cultural Material into Mainstream Academia
Esther Laryea, Ashesi University, GhanaAyawen Asuinura, Ashesi University, Ghana
Established conventions in pedagogy have been shown to elicit reducing qualities in responses of students. Research attributes this to a number of factors including paradigm cultural shifts, the rapid rise to prominence of technological advancement and with it, diminishing attention spans. It follows that new methods of teaching are required to meet students in a pedantic space suited to them while providing effective results. This paper proposes an extensive integration of popular cultural media into teaching material; with a focus on memes and short videos, to the end that they may illustrate academic concepts to students in a clear and engaging manner. The methodology involves purposive sampling of appropriate short videos and memes and an illustration of how to use them in teaching effectively, as well as benefits and potential downsides associated with this method. It is crucial to highlight ways in which popular culture can be adapted into mainstream academia if we are to reach out to the young people we educate today effectively. The stark reality that Africa will witness a doubling of its population by 2030 is one that most young Africans today are oblivious to. Educators need their attention to impart critical thinking and problem-solving skills if they are to face this challenge properly. We propose that one of the most effective ways to do this is to get the full attention of students to transmit these skills will be to integrate popular cultural media into mainstream academia.
A Critical Appraisal of a Teacher Development Course on the Teaching of Reading Skills at a Macau Middle School
John Wheeler, MPI Macao, MacaoThis paper outlines focuses on a teacher development program delivered at a Middle School in Macau. The participants on a teacher development course on the teaching of reading skills were asked to complete a questionnaire about the course. Teachers who indicated their willingness then took part in semi structured interviews. The aim of the study was to determine how suitable and useful the professional development had been for the particular context of the school. It was also hoped that the research could inform the planning of future teacher courses, many of which are conducted by my Centre. Overall, the findings of the research indicated the vital importance of context knowledge in the delivery of such courses, since teachers who were often well versed in theories of teaching, doubted whether some theories could be applied in their teaching situation. The findings also supported the idea that a teacher development, rather than teacher training focus should be adopted in professional development, drawing wherever possible on the superior context knowledge of the participants in teacher education. While findings from this small scale study are not generalisable beyond Macau they do provide some insight in the teacher education field. In this field course titles such as 'how to teach reading' are not uncommon, while there is no research based evidence that an answer to this question has been identified.
The English Language Classroom: A Place for Changing Hearts and Minds?
Mark Rebuck, Meijo University, JapanFor some teachers the classroom is not only a place for focusing on language, but one where students engage with issues. This presentation revolves around such an issue-orientated class; specifically, a disability awareness lesson, taught in a Japanese pharmacy faculty. The lesson covers several topics, including an introduction to chromosomal abnormalities, and the concerns of parents of children with the most common chromosomal abnormality, Down syndrome (DS). Also covered is NIPT (non-invasive prenatal genetic testing), a revolutionary method of prenatal testing. With over 90 per cent of pregnant women in Japan choosing selective abortion after a positive NIPT result for DS, the test raises profound ethical issues. The presenter is the father of a child with PWS, a rare chromosomal disorder; however, in creating and teaching the lesson he did not seek to further any particular agenda. Nevertheless, a questionnaire survey of 237 first-year pharmacy students, conducted before and after the lesson, showed a significant increase (of 23%) in the number of students who would choose to abort following a positive NIPT result for DS. After outlining the lesson's content, the presenter will discuss how it could have influenced the students’ attitude change on selective abortion. This will lead to a wider discussion on pertinent issues in the teaching of controversial issues. One question the presenter will ask is this: Why would many teachers consider it acceptable to create a lesson designed to deter students from smoking, but not one that sought to sway their views on selective abortion.
Transformational Leadership and Policy: Critical Times, Critical Issues
Dolapo Adeniji-Neill, Adelphi University, United StatesDonna Elam, Elam Leadership Institute, United States
These are critical times in education, where increased accountability for achievement, new standards for rigor in curriculum are mandated while the achievement gap still exists for many groups of students from diverse backgrounds, abilities and disabilities. We examined strategies and structures that addressed these areas under strong and innovative leadership.
Through qualitative inquiries, nine innovative and transformational leaders shared their successes on how to turn failing schools into effective and thriving schools. We concluded that Leadership matters.
Introduction:
Twenty-two percent of the children in the U.S. live at or below poverty level. Students living at or below poverty level tend to have the highest dropout rates. Studies show that students who do not get enough food or sleep are less likely to perform at their full academic potential. Schools know these truths first-hand, and despite efforts to provide students with basic essentials, teachers, administrators, and other policy makers know there is no equitable distribution of resources.
Compounding these issues are poor environmental conditions of the schools in low-income neighborhoods. Our research emphasizes triumphs amid the aforementioned adversities. It features the stories of nine transformative leaders who created positive change in failing schools.
Methodology:
The research method used was Personal Interviews of educational leaders from principal to Superintendents and above. 9 leaders (Principal, superintendent, Commissioner) were interviewed for the purpose of the study. Each Interviewee were asked 15 Questions. Each interview was approx. 90 minutes.
The Culture of Journal Writing Among Manobo Senior High School Students
Jessevel Montes, Pigcawayan National High School-Senior High School Department of Education, PhilippinesThe study explored on the culture of Journal Writing among Manobo Senior High School students.The purpose of this qualitative morpho-semantic and syntactic study was to discover the morpho-semantics and syntactic features of the written output through morpho-semantic and syntactic categories present in their journal writings.Also, beliefs and practices embedded in the norms, values and ideologies were identified. The study was conducted among Manobo students in the senior high schools of Central Mindanao particularly in the Division of North Cotabato, Philippines. Findings revealed that morphologically, the features flourished are the following:subject-verb concordance, tenses, pronouns, prepositions, articles and the use of adjectives. Syntactically, features are the types of sentences according to structure and function,and the dominance of code-switching and run-on sentences. Lastly, to the beliefs and practices embedded in the norms, values and ideologies in their journal writing,the major themes are:valuing education, friends and families as treasures, preservation of culture,and emancipation from the bondage of poverty. The study has shed light to the writing capabilities and weaknesses of the Manobo students when it comes to English language. Further, such an insight into language learning problem is useful to teachers because it provides information on common trouble-spots in language learning which can be used in the preparation of effective teaching materials.
Developing Resilience and Life Mastery Skills in the Classroom – A Multiple-case Study Comparing a Norwegian and a Peruvian Context
May Olaug Horverak, Birkenes kommune, NorwayDespite different circumstances, something is universal for pupils across the world; they need motivation and resilience to succeed. This is what the current study is about; how to facilitate for increased motivation and development of life mastery skills in the classroom so that pupils are resilient when they meet obstacles in their learning and in their lives in general. The study is part of a project called «A Systematic Approach – the five-step Motivation Method», which started in the southern region of Norway and has spread to new contexts such as Peru. The presentation aims at describing examples of what pupils around the age of 10-12 years in Norway are concerned with compared with pupils in a Peruvian context. The five-step motivation method applied in this study is based on Ryan and Deci’s self-determination theory, stating that in order to develop inner motivation, pupils need to feel autonomy, competence and relatedness. To support the pupils to achieve this, we ask them to go through the following five steps 1) define what is important in life, 2) define success factors; skills and what is positive in life 3) define possible obstacles, 4) decide what to focus on and 5) decide how to carry this out. This process is partly carried out as a class discussion and partly through anonymous individual writing. The pupils take control of their own lives and their own learning, and at the same time, they take active part in a learning environment, finding solutions to possible obstacles.
Developing Empathy through the Writing of Children’s Books
Claudine Fernandez, Artistic Strategies Academy, SingaporeDescription: In this workshop, participants will get to witness how children’s empathetic imagination can be developed and nurtured through the process of writing and publishing of illustrated children’s books. They would also be able to draw connections between empathy and the stories and illustrations created by elementary school students from diverse ethnic and educational backgrounds. These students have also donated the profits from the sales of their books to their adopted charities and raised thousands of dollars.
Throughout the session, participants will take part in several interactive and hands-on activities that they could immediately use in their own classrooms. These activities are multi-sensorial artistic activities that are designed to engage and challenge the learners.
Rationale: As we move towards the uncertain and unpredictable future, it becomes increasingly necessary to instil empathy in our students so that they will always approach the world with humanity, compassion for the environment and mindfulness of others.
Learning Outcomes: Participants will learn how to; 1. Guide and support diverse learners in increasing their levels of empathetic imagination through the planning, drafting and creation of a story about other disenfranchised characters. 2. Facilitate a dialogic peer-review session between diverse learners and their target audience to increase the level of understanding and empathy among all parties, leading to a more multi-layered and richer creation of the children’s books. 3. Engage and support diverse learners in connecting and empathising with the broader community through the writing of children’s books.
Estimating Returns to Education in the Philippines: A Quasi-experimental Approach
Ma. Laarni Revilla, National Graduate Institute for Policy Studies, JapanJonna Estudillo, National Graduate Institute for Policy Studies, Japan
Since the late 1950s, various studies have shown the positive relationship between schooling and income. Most of these, however, are conducted in developed countries and rarely in developing economies. My paper, thus, contributes to the extant literature on returns to schooling in a developing country. I follow a quasi-experimental approach called regression discontinuity design (RDD) using survey data from the Philippines in 2008 and 2011. RDD deals with the endogeneity problem of schooling in the income regression model using an instrumental variable (IV). My selected IV is exposure to free and subsidized secondary education programs that were implemented in 1989. I conduct the analysis on the whole sample of workers and subgroups of workers based on sector and gender. The main results are as follows. First, overall, an additional year of schooling significantly increases income by about 17 to 23 percent. More years of schooling, thus, yield higher income. Education investment pays off. Second, we find significant returns to education among men in the formal sector. Since the global financial crisis in 2008 to 2011 led to the contraction of mostly female-dominated industries, we find an increase in income among men and not among women. Finally, we observe significant returns to education among women in the informal sector. Women workers who were laid off in the formal sector opted to engage in informal activities, such as self-employment and managing small businesses. This led to a substantial rise in women’s informal income, which means that education matters even in the informal sector.
The Power of Believing: Analyzing Self-Empowerment Communication in the College Classroom
Jessica Vierra, California State University, San Bernardino, United StatesThis study assesses students self-image and its relation to positive learning outcomes. Predominantly, this study will examine previous research and connect students ability to believe in themselves to their retention of content and self-image. The literature review describes how important it is for students to have a positive self-image and how important it is for instructors to hold a positive influence in students lives. The duration of this research was one year, analyzing a total of six oral communication courses, with each class including 28 students. The literature review displayed many benefits came from students having a positive self-image and being encouraged to maintain this self-image from instructors. The data suggests positive self-image was created from the instructors' ability to be immediate, show their positive self-image, and the ability to believe in their students. This research describes independently successful students come from a healthy immediate learning environment.
Easing into TED Talks comprehension: Establishment of a TED Word List
Wenhua Hsu, I-Shou University, TaiwanTED (Technology, Entertainment and Design) is a nonprofit organization devoted to spreading inspiring ideas and its website provides recorded talks delivered by experts from different disciplines and cultures at TED conferences. Covering a great variety of topics from science to business to global issues, TED Talks have been recommended as pedagogical resources in the EFL/ESL classrooms and can be used in a range of ways, including the training of listening, speaking, reading and writing skills. Amid various language tasks, vocabulary size has been generally accepted as an indicator of language abilities, since a rich vocabulary makes language skills easier to perform. As such, this research began by compiling a TED Talks Corpus of 3100+ transcripts across six topic areas downloaded from its website and then measured the vocabulary levels of each sub-corpus and the corpus as a whole along the word-frequency scale of the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA). Adopting the putative 98% lexical coverage for adequate comprehension, the subsequent purpose of this research was to create a TED word list (TWL) to bridge the lexical gap to the vocabulary level of the talks. Results demonstrate that knowledge of the first BNC/COCA 8,000-9,000 word families plus proper nouns, transparent compounds and marginal words would command 98% lexical coverage of a TED talk. Assuming knowledge of the first 3,000 word families is considered as prerequisite abilities for initial access to TED Talks, the first 3,000 word families were not included in the TWL. Applying a set of criteria, the next 700 most frequent word families were selected to form the TWL and they accounted for 6.42% of the total words of the corpus. The present TWL may be helpful for EFL learners when using TED Talks as learning materials for vocabulary development.
The Virtuous Effect of Priming in the Classroom
Maura A. E. Pilotti, Prince Mohammad Bin Fahd University, Saudi ArabiaTahani Alwaleed Algouhi, Prince Mohammad Bin Fahd University, Saudi Arabia
Jood Abdulaziz Alhowaish, Prince Mohammad Bin Fahd University, Saudi Arabia
Hissa Al Mubarak, Prince Mohammad Bin Fahd University, Saudi Arabia
Khadija El Alaoui, Prince Mohammad Bin Fahd University, Saudi Arabia
Students, as most people, appreciate honesty. Circumstances (e.g., an impending deadline) however, may challenge otherwise honest students. The self-concept maintenance perspective argues that in addition to a cost-benefit analysis, compliance with one’s internal value systems is an important factor in the decision-making process that will determine whether honesty is chosen. Research conducted in the Western world has shown that external reminders of the norms and values of one’s society (i.e., priming) can be powerful deterrents, reducing the use of rationalizations that justify fraudulence (Mazar, Amir, & Ariel 2008). In the present investigation, college students in Saudi Arabia were tested to assess two contrasting hypotheses on the impact of context. It was predicted that the commonplace nature of Islam in Saudi Arabia would make not only religious reminders, but also opportunities to cheat ineffective (adaptation hypothesis). Alternatively, the commonplace nature of Islam would reinforce the effects of religious reminders but weaken the effects of opportunities since dishonesty is forbidden regardless of whether the culprit can be identified (reinforcement hypothesis). Students self-assessed their performance while believing that their assessment would either be anonymous, giving them the opportunity to cheat, or be linked to their names (control condition). In agreement with evidence of earlier studies conducted in the Western world, religious reminders reduced cheating, but regardless of whether reports were anonymous or identifiable.
The Education of Dispute Resolution: A Case for a Culturally Engaging Pedagogy
Maura A. E. Pilotti, Prince Mohammad Bin Fahd University, Saudi ArabiaHissa Al Mubarak, Prince Mohammad Bin Fahd University, Saudi Arabia
Tahani Alwaleed Algouhi, Prince Mohammad Bin Fahd University, Saudi Arabia
Jood Abdulaziz Alhowaish, Prince Mohammad Bin Fahd University, Saudi Arabia
Muamar Hasan Salameh, Prince Mohammad Bin Fahd University, Saudi Arabia
Khadija El Alaoui, Prince Mohammad Bin Fahd University, Saudi Arabia
In law and business schools, teaching dispute resolution is not an easy task to accomplish (Lewicki, 1997; Sander, 1984). It is particularly challenging if students’ socio-cultural and religious traditions invoke a distinct paradigm for dealing with disputes, and their habits of information acquisition and communication emphasize reiteration. Frameworks that advocate active and meaningful learning (Novak, 2002), including culturally sustaining pedagogy (Ladson-Billings, 2014; Paris, 2012), agree that integration of new and old concepts is critical to learning (Ausubel, 1963) and that relevant educational materials can aid students’ academic success by promoting conceptual integration. Integration can aid Middle Eastern students’ learning in the following categories: cognition (e.g., comprehension and retention of information), motivation (e.g., cognitive, affective, and behavioral engagement), and self-image (e.g., socio-cultural perception). In this study, we examine, through focus group methodology, students’ reflections on the use of culturally familiar narratives to illustrate principles and practices of dispute resolution (mediation and arbitration) in the Middle East as distinct or similar to those adopted by the Western world. Through narratives embedded in familiar historical and socio-cultural contexts, we find that students of Middle Eastern descent can achieve a greater understanding and retention of the curriculum as it is translated from theory into practice, exercise critical thinking skills, as well as enhance their motivation to learn. Teaching that taps into a reservoir of community knowledge can also become a transformative experience since it recognizes communities of origin as noteworthy, thereby making students’ socio-cultural identities key ingredients of the instructional process.
Extensive Practice with Verbatim Learning is not Destiny
Runna Alghazo, Prince Mohammad Bin Fahd University, Saudi ArabiaKhadija El Alaoui, Prince Mohammad Bin Fahd University, Saudi Arabia
Huda Almulhem, Prince Mohammad Bin Fahd University, Saudi Arabia
Maura A. E. Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
The present investigation examined the study habits of college students whose educational past fostered verbatim learning. Its main goal was to determine the extent to which the distinctive demands of verbatim and analytical learning tasks map into different sets of study habits. The ancillary goal was to assess whether the trait of self-efficacy is reflected in particular sets of study habits. For both types of learning, we found that organizing study activities within a limited window of time was a major contributor to class performance. Active preservation of information and degree of attention to information being processed, however, differentiated verbatim learning and analytical learning, respectively. Self-efficacy was primarily related to the habits of actively preserving information and organizing one’s study activities. The main implication of these findings is that students’ main concern, when confronted with the heavy course load of a college-level curriculum, is the management of tasks within a constrained time frame. Yet, educational past is not destiny in the sense that college students adjust their information processing habits to the demands of qualitatively different assessment measures.
Relationship Between Gender, Culture Adaptation and Employment Equity – the Case of Foreigners in Japan
Cecilia Ikeguchi, Tsukuba Gakuin University, JapanThis paper explores two issues: the relation between gender and adaptation and gender and job equity of international students in Japan. The continued increase in the number of international students has caused a corresponding increase in a variety of problems and challenges regarding overseas study (Gebhard, 2012; Li et al., 2014). The problem of adjustment, particularly in the tertiary level is of gigantic importance, since foreign students need help in adjustment beyond intellectual progress. What is unclear is the amount of impact gender has on adjustment. Do male students adjust better and/or faster compared to female students? This study uses two assessment scale the Index of Life Stress (ILS) and Index of Social Support (ISS) to measure the degree of life stress and social support (Ikeguchi, 2007) available to two groups. ILS measures three areas of stress, while ISS attempts to measure the degree of social support available to foreign students. This paper likewise deals with employment equity. How many foreign student graduates choose to work and live in Japan? JASSO data indicates, as of 2017, 55.9%, of foreign students studying in Japanese universities are male, while 44.1% are female. Labor Ministry reports 1.5 million foreign workers in Japan (2018). How many foreign female student graduates get a job in Japan? The scope of the foreign labor market in Japan goes beyond the retail, restaurant and manufacturing industries. This paper hopes to provide insights on gender equity in labor opportunities to foreign born graduates of Japanese universities.
Play, Health and Wellbeing in Primary Schools: Findings from a Survey
Catherine Latimer, Queen's University Belfast, United KingdomOutdoor play has been linked to a multitude of health benefits, from physical strength and fitness to mental wellbeing and resilience. This generation has seen a worrying drop in outdoor play activity largely due to societal changes such as ‘stranger danger’, urbanization, and technological advancements, which leave children with less freedom – or indeed desire – to roam outdoor spaces than ever before. For many children the school playground is the only accessible outdoor space available to them on a regular basis, highlighting the need for these spaces to be designed and utilised with children’s health outcomes in mind. Outdoor play, when delivered correctly, has the capacity to alleviate the negative health outcomes currently – and disproportionately – experienced by primary school children in Northern Ireland (obesity, asthma, anxiety, transgenerational trauma resulting from the Troubles, to name a few), and instil in them the resilience to not only cope but flourish in a post-conflict society. The objective of this research project is to explore the effectiveness of current outdoor play provision using the voices of teachers and primary school students (aged 9-11) in Northern Ireland. This paper explores the findings from a quantitative survey which gathered information from a sample of 150 primary school teachers as part of a wider mixed-methods study.
Many Minority HS and College Students Think Better with “Distractions”: Culture, Verve and Task Presentation Format
Eric Hurley, Pomona College, United StatesShawn Trimble, Pomona College, United States
DeAndre Turton, Pomona College, United States
Recent evidence suggests that individual and group differences influence what level of immediate and ambient stimulation and stimulation variation supports optimal performance on cognitive tasks. The matter is relevant to education because schooling pedagogies generally assume that academic environments should be configured to allow students to concentrate without “distractions”. Several studies have suggested that many minority students thrive in high verve task environments (Boykin & Bailey 2001; Cunningham, et. al. 2017). Verve describe the effects of cultural socialization on one’s psychological and behavioral preferences concerning such stimulation. In 3 studies high school and college aged students completed 4 different tasks in high or low verve task environments. In the first study Black HS students performed better on tasks presented in high-verve than in low-verve formats, while White students performed best in low verve contexts. In the second study LatinX college students performed better in high-verve than in low-verve contexts while White students performed best in low verve context. In the third study Black and White college students performed best in the high or low verve condition depending on the strength of their ethnic identity. Implications for schooling will be discussed.
Successful Instructional Approaches for Contemporary Students – A Case Study
Chris Chamberlain, California State University, East Bay, United StatesNancy White, California State University, East Bay, United States
Heather Vilhauer, California State University, East Bay, United States
California State University East Bay (CSU East Bay) in Hayward, California has one of the most diverse student bodies in the United States including a large first-generation population. In recent years, faculty have noticed a shift in the make-up of today’s contemporary student. At CSU East Bay, most students work at least one job, experience financial, food insecurity, housing, and transportation challenges in addition to shouldering a variety of family responsibilities. Given these challenges, it became apparent that a different approach in teaching was necessary to meet the needs of today’s contemporary students. In 2019, faculty in the Department of Hospitality, Recreation and Tourism at CSU East Bay conducted a study to explore teaching styles, learning from each other’s style; how those styles have changed over time to meet the needs of today’s student; and the types of assignments and modes of delivery that produced the greatest learning impact on a diverse student body. This internal study helped faculty learn more about what drives them as instructors to be successful purveyors of educational, and experiential knowledge. Findings of the study revealed a department pedagogical style or culture in teaching that employed different types of experimental, practical, and problem-based activities in online, in-person and hybrid classes, which resulted in students showing greater retention of the material that better-prepared students for the working world beyond graduation.
Learning Ecologies: From Past Generations to Current Higher Education
Cláudia Lima, Universidade Lusófona do Porto, PortugalHeitor Alvelos, University of Porto, Portugal
Susana Barreto, University of Porto, Portugal
Eliana Penedos, University of Porto, Portugal
Nuno Martins, IPCA/ID+, Portugal
This paper reports on the ongoing establishment of a basis for a re-consideration of the way the contributions to knowledge, culture and social fabric of ageing Portuguese scholars may be recognized, communicated and activated in future contexts. The project stems from an analysis of the professional life and work of Portuguese scholars graduated at the School of Fine Arts of Porto (ESBAP), during the 1960s and 1970s, a period marked by the country's political Revolution of April 25th, 1974, with deep socio-cultural repercussions. The analysis was performed following semi-structured interviews carried out with informants who attended the School to later become professors. Their testimonies reveal a contrast in learning from being a student and being a lecturer; they provide valuable insights into their personal creative journeys in light of their commitment to education and how their efforts have helped maintain related formal and tacit streams of traditional knowledge, within rapidly changing cultural and socio-political environments. Despite the scarcity of means in the early days, most of the interviewees remembered their time as students with affection and a strong sense of belonging. The knowledge transfer from lecturers was often insufficient, but the creative environment and cross-fertilization was a long-standing asset.
The Use of Digital Videos, LMS, Peer and Self-feedback to Improve Presentation Skills
Jeremy White, Ritsumeikan University, JapanAn issue with conducting presentations in class is the one-off nature of the activity. Students present their topic and have little idea of how their own performance was except for their feelings and the grade they eventually receive from the teacher. However, improved access to mobile technology for both educators and students, coupled with the enhanced functionality of higher education learning management systems (LMS), has provided additional opportunities for the teaching of presentation skills in the classroom. One such opportunity is combining mobile devices, YouTube, and LMSs to allow students to record, upload, watch, and give both peer and self-feedback on in-class presentations. This presentation will at first outline the need for peer review with oral presentations, focusing on the skills students can improve by watching and giving comments on both their own and their classmates presentations. The presenter will then outline the results of a survey related to the use of video and peer review by 45 students in a private university in Western Japan. The results of the survey in general demonstrated that students felt positive towards the use of video and receiving feedback from their peers in this format. However, some were concerned about the privacy of the videos while others worried about receiving critical feedback from their peers. The presenter will conclude by outlining which skills the students believed would benefit the most from video-based peer feedback.
Leadership Skills Development in Higher Education Courses: A Case for Experiential Learning
Thomas C Padron, California State University East Bay, United StatesMatthew Stone, California State University Chico, United States
Leadership skills are essential in many professional fields. These skills that are required for each field differ by a number of factors as ideal and prescribed leadership skills that are required by one field may not suffice for others. Northouse (2012) states that the demand is strong for effective leadership in society today from local and community levels to national and international levels. According to Doh (2003), leadership knowledge, skills and attitudes can be taught, and formal classes and experiential learning environments may lead to skill development. Different people learn in different ways, but skills are developed through practice and through relating learning to one’s own personal experience and background (Katz, 1955). For students, experiential learning activities are an ideal opportunity to develop, practice and enhance their leadership skills. The effectiveness and value of mixing conventional knowledge teaching approach with experiential learning has been empirically researched in different disciplines (Hoover, Giambatista, Sorenson, & Bommer, 2010; Lei, Lam, & Lourenco, 2015; Ng, Dyne, & Ang, 2009). Utilizing theoretical frameworks from Katz’s (1955) leadership skills theory, and Kolb’s (1984) experiential learning theory, an exploratory study introduced the concept of implementing leadership skills as a core objective in a hybrid, experiential event management course. Through a cursory overview, insights from the study will be shared along with results that can be applied to most all types of higher education courses in most all disciplines.
Internship Abroad Program: The Lived Experiences of Education Students in a State University
Luzviminda Relon, University of Northern Philippines, PhilippinesQuality learning is indispensable for meeting people’s basic needs, and vital in nurturing the conditions for global peace and sustainable development across the globe. Regardless of the race and creed, everyone needs to learn in active, collaborative and self-directed ways in order to flourish and contribute to their communities. Colleges and universities are faced with evolving and more demanding environment that has forced them to become adaptive and flexible. They are also faced with the pressure from the realization that their graduates should be able to compete in an increasingly global market place. This study aimed to disclose the personal experiences of the 5 education students during their practice teaching in ASEAN countries such as Thailand, Vietnam and Indonesia. This is a qualitative study which made use of case studies and Key Informant interview. It was disclosed that the student-teachers exposed in Universities of non-English speaking countries like Vietnam and Indonesia, may tend to have several struggles academically, emotionally and socially as compared to a school in a country which have included in their curriculum the teaching of English, both as a subject and a medium of instruction. Internship abroad tend to contribute to the holistic development of a globally competent future educator. However, prior to their exposure to the country of destination, the students should be provided with opportunities to learn the culture and language of the cooperating school abroad.
Professional Integration of (Im)migrant Teachers in Singapore: Practices and Values
Peidong Yang, National Institute of Education, Singapore, SingaporeThe professional integration of (im)migrant teachers is a relatively neglected topic within research on teacher education and teacher experience, possibly due to the modest numbers of such teachers in most pre-tertiary education systems around the world. This paper argues that (im)migrant teachers’ experiences are educationally and sociologically significant: better understanding of migrant-background teachers’ experiences not only adds knowledge to teacher education scholarship, (im)migrant teachers’ professional integration also have direct impacts on host society students’ learning experiences and their formation of values and perspectives. More broadly, the integration of (im)migrant teachers in an education system arguably reflects the system’s overall orientation to social diversity, difference, and change, which are pressing global trends.
This paper looks into migrant-background teachers working in mainstream primary and secondary schools in Southeast Asian city-state Singapore, drawing on a mixed-methods study combining surveys (144 responses) and qualitative interviews and focus group discussions with more than 50 participants in total. The paper presents basic pictures about the diverse backgrounds of these (im)migrant teachers and their integration patterns, before qualitatively examining their professional integration experiences under two broad categories of practices and values. ‘Practices’ refer mainly to aspects to do with the enactment of teaching and learning, whereas ‘values’ refer to issues to do with cultural beliefs, perspectives, and value orientations. The majority of (im)migrant teachers in Singapore consider themselves well integrated professionally, but their experiences with regard to ‘practices’ and ‘values’ also display certain distinct patterns that reflect the teachers’ ethnic, cultural, and educational backgrounds.
Beyond Design Thinking Use in Conceptual Framework Development in Nursing Informatics
Reynold Padagas, Jose Rizal University, PhilippinesHistorically, learning was strictly confined in a typical brick-and-stone classroom solely purposive to enable knowledge transmission from the teacher to the learners. The traditional classroom is highly teacher-centric where the students act as obedient receptacles of knowledge transfer until massive technology disruptions emerged during the fourth industrial revolution. One strategy that has been used exponentially in education is design thinking (DT), a human-centered approach in problem solving. In this pre-test and post-test experimental research, DT enabled randomly paired nursing informatics (NI) students to construct their conceptual papers or frameworks addressing significant challenges that affect healthcare. Pre- and post-surveys were conducted after the completion and oral presentations of their conceptual papers. Key informant interviews were also conducted to generate qualitative data, which were believed to expand understanding of the perceptions and expectations of the students in NI through DT. The findings revealed that design thinking was an effective strategy in developing conceptual papers or frameworks. The nursing students valued design thinking as a tool that enhances team diversity, collaboration, patience to listen, openness to honest feedback mechanisms, openness to learning new things, social awareness and sensitivity, inquisitiveness, keenness to details, and uses mistakes as opportunities to learn. The areas of improvement, however, were in the areas of data analysis, time management, technical writing, problem-solving, conducting literature review using online platforms, reading comprehension, concentration, critical thinking, cultural sensitivity, innovations, adaptability, following prescribed formats, and creativity. Generally, while DT can be adopted as an effective teaching tool, enhanced utilization is further required.
The Quality of Legal Education in Nigeria: A Case for Professional Ethics and ICT Courses in Law Degree Curriculum
Osahon Omoregie, Ambrose Alli University, NigeriaThere has been raging debate on the quality of legal education in Nigeria. Scholars have opined that the challenges are more imminent at the undergraduate level in the University in comparison with the Nigerian Law School. One central issue canvassed relates to curriculum development. In this regard, the academic content of Law Degree Programmes has generated much criticism. While a lot has been written, not much solution has been proffered. The situation calls for more attention against the backdrop of technological advancement and other developments in contemporary times. This paper is a modest contribution to the debate. The author argues that the inclusion of Professional Ethics and Information Communication Technology courses and modules in the curricula of the Law Faculties in Nigerian Universities will not only effectively produce a better-equipped lawyer in view of the dynamics of a 21st century world, but will also engender the realisation of governmental tertiary education goals and objectives for attaining sustainable development.
Effects of Social Media on Adolescence
Eden Rincon, California State University San Bernardino, United StatesThe growth of technology and social media use today is easily attainable to not only adults, but also in the hands of adolescence. The adolescence population is at high risk for experiencing psychological and mental health effects due to social media use. When mental health is affected in adolescence, other external domains may also be harmed such as social aspects, academic performances, and environmental factors. This has brought rising concerns to mental health professionals, academic staff, parents, and so forth. This literature review will explain the development of adolescence and it’s correlation to social media use. It will also examine the effects of social media on adolescence encompassing the topics of self-esteem, depression, anxiety and sleep loss, addiction, child pornography and sexting, and cyberbullying. Treatment and inventions of counseling surrounding approaches of cognitive behavior therapy, client-centred therapy, and rational emotional behavior therapy will be discussed when providing help to adolescents. Finally, a professional role examination through school counseling will exhibit what steps are more effective and appropriate to take when providing services to students on the effects of social media whether administered individually, in groups, or school-wide.
Implementing the Japanese Dental English Core Curriculum: Enhancing Cultural Competency through Prepared and Impromptu Role Play Activities
Omar Rodis, Tokushima University, JapanBackground: A study funded by Japan’s Ministry of Education conducted a needs analysis, proposed a solution, and implemented an active learning approach for the Dental English course. Its goal was to prepare future Japanese dentists to be globally and culturally competent. Three activities were introduced into the course and one of it is the role-play activity. The activity focuses on students playing the role of a Japanese dentist and non-Japanese patients. The aim is to report student compliance and acceptance of this active learning activity in a Japanese dental school.
Methods: Two hundred and three 3rd-year undergraduate dental students participated in an active implementation-learning role-playing activity, which was included in the Dental English course in a classroom setting at a dental school in Japan, over a 5-year period from October 2013 to March 2017. Students had to do the prepared role play and impromptu role play. At the end of the course, the students evaluated the active learning activities and wrote their comments in a free entry survey.
Results: All 203 students decided to participate in the active learning activities confirming the changing learning needs of Japanese students. The most common comment was that the class was interesting, fun, an easy way to learn other culture and common/dental terms, and a non-threatening way to express themselves in English.
Conclusion: The majority of Japanese students preferred the active learning style. The study revealed that students reported greater engagement and better learning with proper guidance and time to prepare for the activities.
Technology Acceptance Model for Pre-Service Teachers of Region I
Maria Theresa Forneas, University of Northern Philippines, PhilippinesThe study determined the profile of College of Teacher Education Faculty and Pre-service Teachers; Adequacy and extent of ICT – Based Instruction along hardware, software and peopleware; degree of Perceived Usefulness, Perceived Ease of Use, and attitudes towards the use of ICT in teaching; level of assessment of the respondents in terms of technological practices; degree of difficulties on frequency of use by pre-service teachers in the school; developed ICT-based instructional materials used by the pre-service teachers in practice teaching; and propose a Technology Acceptance Model for Pre-Service Teachers. This study used descriptive research design. The findings revealed that majority of the respondents were female, have graduate or postgraduate degrees or have earned units towards a higher-level academic degree, and were in the Instructor level. The Level of adequacy and extent of utilization for ICT-based instruction was found to be Moderate Adequacy / Moderately Extent. Perceived Usefulness is Strongly Agree as supported by the rating very useful in using ICT-based instruction. Assessment in terms of Technological Practices is excellent in surfing the internet for educational research. For the Degree of difficulties concerning frequency of use, they used ICT-based in teaching activities four times a week. For Utilization and availability of the developed ICT-based instructional materials, PowerPoint presentation with audio and animation and using traditional-based instructional material ranked first in the availability of the developed ICT-based instruction. From these results, a Technology Acceptance Model is proposed to address the 21st-century education and Sustainable Development Goal of 2030.
Neuroplasticity: Rewiring the Brains for Success
Rieko Matsuoka, Teikyo University, JapanTadashi Nakamura, Nakamura ENT Clinic, Japan
This presentation shares the recent studies on the brain (e.g., Arden, J.B., 2010; Norman, D., 2007) and proposes the possibility of applying these studies for out daily professional life as an educator.
The brain used to be thought as hardwired and it was believed that genetics determined everything that we experienced (Arden, J. B., 2010). However, as an eye-catching article online (Mauz, S., 2019) describes, we can train our brain for success. According to Chopra D. (2013), we could rewire our brains as a result of neuroplasticity including neurogenesis (the growth of new neurons) and synaptogenesis (new connections between neurons). Specifically, Chopra advises us to practice 5 to 10 minute positive visualization about ourselves a day for six weeks for rewiring our brains, based on the study of memory (Schacter, D. L. et al., 2012) which states that the human brain cannot always discern between a memory and a vision of the future.
The students, complaining that they are different from so-called good students owning good brains who attend prestigious universities, may develop their self-efficacy (Bandura, A., 1997) by practicing 5 to 10 minute visualization a day for six weeks. Further review on the brain research and the students’ feedback comments on this practice will be examined and presented for the purpose of disseminating the possibly effective intervention for enhancing the quality of students’ academic lives.
Management and Multiculturalism in Romanian Universities: A Case Study at the University of Medicine and Pharmacy “Grigore T. Popa” Iasi
Gabriela Marinescu, University of Medicine and Pharmacy "Grigore T. Popa" Iasi, RomaniaThe paper aims to highlight the role of university management and multicultural education in an irreversibly interconnected world. The research objectives were related to the testing of the fundamental hypothesis according to which management and culture influence individuals and vice versa. The results showed that the academic management influences the multicultural community, and the relations between its members are always under the sign of change; both technologically and culturally. The conclusions of the research highlight that, first of all, in universities, people and technology influence and blend cultures. Multicultural education removes the barriers to communication and makes people understand others who are different from them. Self-determination is an essential dimension for this interconnected world in which multicultural educated people learn to work in teams (collectivism), learn to tolerate, understand and respect cultures very different from their own. The independence of the educated individual who makes his own decisions implies interdependence and multiculturalism. Culture and education will make the difference between those who understand what academic management in the multicultural world is and those who believe that management is only leadership, privileges and benefits.
Use of Smartphone for Engineering Class Instruction and Its Effect on Student Engagement and Learning
Getu Hailu, University of Alaska Anchorage, United StatesMaria Gemzicka, University of Alaska Anchorage, United States
According to the 2012 UNESCO report, there are a staggering 5.9 billion mobile phone subscriptions on a planet with 7 billion people. Smartphones, by far the ubiquitous interactive information and communications technology on Earth, have tremendous potential to assist the learning of people everywhere. They can be used to help deliver and spread knowledge and significantly improve the education process throughout the world.
In this project, an engineering laboratory exercise was designed and developed where smartphones were used to conduct the exercises. Student engagement and learning outcomes were evaluated. Quantitative (pre- and post-laboratory exercise surveys with relevant statistical analyses) and qualitative (observations) methods were used to assess student engagement and the learning outcomes. Results indicate that, smartly used, smartphones can enhance student engagement and learning outcomes.
Machine Learning to Guide STEM Learning: Relative Importance of Social vs Technical Competencies for STEM Students from Underrepresented Groups
Karin Maurer, Technische Hochschule Nürnberg Georg Simon Ohm, GermanyHeidi Schuhbauer, Technische Hochschule Nürnberg Georg Simon Ohm, Germany
Patricia Brockmann, Technische Hochschule Nürnberg Georg Simon Ohm, Germany
Students interested in STEM professions are often unsure about exactly will be required of them upon graduation. Academic planning is made even more difficult by the fact that STEM fields evolve quite rapidly. In addition to technical qualifications, such as programming, employers increasingly deman soft-skills, such as communication, self-reflection, conflict management and team work. Underrepresented groups in STEM include women, ethnic minorities and students from non-academic families. Although they may lack role models to help them in academic planning, they can offer employers unique advantages. As minorities learning to integrate into the majority group, they may have learned to switch roles and see alternative perspectives. University job market portals could further aid STEM students from underrepresented groups. Ads placed by potential employers describe the competencies required for entry-level positions. Text mining of job ads enables the extraction of these competencies. A job market portal supported 15 German universities is analyzed using two different machine learning tools: linear regression and neural networks. The analysis of thousands of job ads over 10 years enables the identification of specific competencies desired by potential employers in STEM fields. By tracking the changes in employer demands, trends can be identified showing which skills are becoming more and less desirable over time. This analysis demonstrates how the relative importance of social competencies to technical qualifications changes over time. The probable future importance of individual qualifications can be predicted. This can help students from underrepresented groups in their academic planning.
Professional Development for Teaching Online and Hybrid Courses in Higher Education
Kristin Palmer, University of Virginia, United StatesAll institutions want their faculty to have confidence going into a classroom to teach their subject, whether face to face classes, hybrid classes that are partially online, or fully online classes. How can institutions support their faculty to be effective and independent in the classroom teaching hybrid and online courses? This talk will walk through the suite of professional development opportunities available to faculty for teaching online at the University of Virginia (UVA). There is a range of options from self-service, just-in-time summary sheets to immersive cohort based residential workshops. I will illustrate the resources that have been developed which include: Screencasting 101, Accessibility 101, and Converting Your Course to be Online. I will also walk through the self-paced six-week online course that is available for teaching faculty best practices for teaching online. I will walk through the syllabus and materials for our face-to-face residential workshop called the Course Design Institute. Finally, I will discuss the idea of having a selective teaching fellows program which is based on available, free content but is delivered to a cohort over an academic year with high perceived value for faculty.
Massive Open Online Classes (MOOCs) are Not Dead: An Overview of Geographic and Degree Trends in MOOCs
Kristin Palmer, University of Virginia, United StatesIn 2012, the New York Times proclaimed it was the year of the MOOC. By 2015, most academics in higher education in the United States and Europe were saying MOOCs are dead. During this presentation, I will present an overview of MOOCs from 2012 through 2019. I will walk through different product developments with a variety of MOOC platforms from free open educational resources (OER) courses to full online degree programs from elite universities. I will also walk through data illustrating which are the primary MOOC providers and geographic trends for what different regions are doing with MOOCs. This includes degrees in North America, partnerships across institutions for content in Latin America, credentialed courses that can be used for credit in any European institution and popularity of MOOCs in Asia. Participants will walk away from this session with a thorough understand of trends, products, and history of MOOCs globally from 2012 to the present.
Adding Value to the College Experience: Using Co-curricular Transcripts to Enhance Student Learning
Leslie Scamacca, LaGuardia Community College, United StatesIn a 2017 college student Strada-Gallup survey, a mere one-third of the respondents believed that their college experience adequately prepared them for success in both the job market and in the workplace. By maintaining the academic status quo, the gap is widening between what students can synthesize and express about their college experience, and what employers hear during interviews. Thomas (2018) suggests bridging this gap takes more than updates to a resume. Student involvement provides a strong base for the development of leadership, interpersonal skills, and critical thinking; all high-demand skills with employers. The use of career-relevant education and the co-curricular transcript are tools that can help educators support students in building strong connections between academia and the workplace. The co-curricular transcript offers an official record of all student activities beyond the classroom, and how these college experiences truly complement their academic work (Thomas, 2018). The co-curricular transcript delves deeper than traditional participation in student clubs and organizations. Co-curricular learning includes experiential and service learning like intern- and externships, study abroad programs, volunteering, and attending conferences. For the employer, surely the co-curricular transcript can corroborate activities listed on a resume. However, well-developed and supported co-curricular learning encourages students to connect their in- and out-of-classroom experiences in a meaningful way. Students are able to articulate their learning outcomes in a way that demonstrates value to a potential employer. In this presentation, the author will discuss efforts at an urban community college to implement co-curricular learning through the Digication platform of ePortfolio.
The Associations Between the Perception of Helpfulness of Teacher Induction Programs and Anticipated First-year Teacher Retention in China
Xiaotian Han, Shanghai Normal University Tianhua College, ChinaThe purpose of the study was to: (a) determine to what extent the formalized teacher induction programs (TIPs) are perceived to be helpful for first-year public primary school teachers in Shanghai, China; (b) measure anticipated job retention of first-year teachers; and (c) examine the degree to which these TIP helpfulness and anticipated job retention are associated. In this study, retention is defined as remaining in a Shanghai public primary school. Shanghai TIPs are one-year long, mandatory programs for first-year public primary teachers. The conceptual framework of TIPs includes four main components (orientation, mentoring, professional development, and teacher evaluations) as found in Horn, Sterling, and Subhan’s (2002) high-quality teacher induction program component model. The study employed a non-experimental, correlational design and used survey responses from teachers to address the research questions. An on-line survey was completed by 408 participants who held a bachelor’s degree or higher along with a teaching credential and who were within their first year of teaching in a Shanghai public primary school. Results of the study include: (1) Overall, Shanghai public primary school teachers perceived the level of TIP helpfulness to be relatively high; however, the levels of helpfulness varied across the four components; (2) The majority of participants expressed agreement with plans to stay in the same position; and (3) The perception of overall TIP helpfulness was a statistically significant predictor of anticipated teacher retention.
Attitude, Perceptions and Development of edTPA as an Assessment Process Among ECE Senior Cohort Students
Anuja Roy, University of Cincinnati, United StatesMarcus Johnson, University of Cincinnati, United States
edTPA serves as a teacher performance assistance and support system that measures new teachers’ readiness to teach young children. Even though it is not mandatory for the teaching license in Ohio, the University of Cincinnati makes edTPA mandatory in order for teacher candidates to graduate. This study tries to determine the change in attitude of the teacher candidates towards edTPA throughout the academic year while gauging the relationship between the edTPA support sessions provided by the university and the candidates’ attitude towards edTPA. The quantitative results from all 63 participants across five sessions throughout the academic year indicate that the attitude of the teacher candidates was highest for edTPA in the second session of data collection (November) and it was lowest after the submission of their portfolios while the candidates waited for their scores. There was a weak positive correlation between the candidates’ attitude and the edTPA support sessions provided by the university. Overarching themes that have surfaced during the qualitative interpretation of 12 candidates’ responses were taken into consideration. The negative feedback focused on lack of time to complete edTPA assignment and the high fee for assessment. Few positive themes include, but not limited to, providing individualized attention to the children by the teacher candidates, and video recording as a good indicator of one’s teaching practices. These findings suggest that edTPA can be useful in enhancing skills among teacher candidates. Suggestions have been proposed to motivate teacher candidates towards edTPA.
Reconciliation with Indigenous Peoples in University and Colleges
Pamela Palmater, Ryerson University, CanadaReconciliation has become the buzz word of the decade ever since the Truth and Reconciliation Commission (TRC) of Canada published their report on residential schools in Canada.* The TRC, headed by (then) Justice Murray Sinclair, heard from residential school survivors, families and native communities from all over Canada about their experiences in residential schools and their lives afterwards. These schools lasted for over 100 years, with the last one only closing in 1996. Despite being called schools, residential schools were actually designed to separate native children from their parents, extended families and communities, for the express purposes of assimilating them into, what the TRC describes as "Euro-Christian society". Thousands of children were starved, neglected, tortured, medically experimented on, mentally, physically and/or sexually abused or even murdered. Their experiences have had long-lasting, inter-generational impacts on many more thousands of children, grandchildren and great-grandchildren. The TRC offered 94 Calls to Action directed to the federal and provincial governments, churches, businesses, the media, the public at large and, specifically, universities and colleges. This research looks at how universities and colleges need to engage in reconciliation with Indigenous peoples on a substantive basis and not the superficial gestures currently offered by most.
A Generational Study of Chinese Educational Value Transformations in the Past 70 Years
Aili Guo, Intercultural Institute, ChinaChinese educational value has undergone significant transformations from 1949 to 2019. By interviewing three generations of Chinese people, this paper reports the distinct features of Chinese educational value transformation in the past 70 years in terms of the focus of education and the student-and-teacher relationship. It is found that Chinese education is consistently related with politics, but its significance in real educational practice varies during different historical periods. The focus of Chinese education has generally changed from political belief to intelligence. Moral education is neglected in real practice today, though it is promoted by policy. The relationship between teacher and student is becoming loose and secular. Teacher’s authority has been challenged by students, and the traditional Chinese value of respecting teacher is declining. Equality between teacher and student is defined as the ideal type of teacher-and-student relationship by new generations of Chinese students. The research findings allow a nuanced understanding of Chinese indigenous educational psychology. Their implications for global education are also discussed.
The Effectiveness of Biology Modeling with English Learners: A Multiple Case Comparison Study
Kathy Malone, Nazarbayev University, KazakhstanKristina Cameron, Westerville City Schools, United States
The use of Science Modeling, specifically Modeling Instruction, has been shown to be very effective in the learning of science content in multiple disciplines at the secondary level. However, the benefits of using this pedagogy with English Learners (ELs) has not been assessed. In addition, there is a need for research concerning methods that will help to close the science learning gap between ELs and non-ELs which is a social justice issue. This paper presentation attempts to fill these gaps. The effectiveness of this method with ELs was assessed using a mixed-methods comparison case study design. The three cases compared included an EL modeling biology cohort (taught in a sheltered classroom), a non-EL modeling biology cohort and a non-EL traditional biology cohort. The goal of this study was to examine shifts in conceptual understanding in all three cohorts. The High School Biology Concept Inventory was used to determine student gains in biology knowledge from pre to post-assessment. The normalized gain (Ngain) was calculated to assess the effectiveness of the pedagogy. The Ngains for both Modeling Instruction cohorts, EL and non-EL, were very close and significantly larger than that of the non-EL comparison (i.e., traditional) cohort (i.e., 0.17, 0.14 and 0.07, respectively). Thus, Modeling Instruction holds promise towards helping to decrease the science gap between ELs and traditionally taught non-EL students. MI could be one method that could help towards alleviating this social justice issue.
Syntactic Complexity and EFL Writing Proficiency
Cheng Luo, Brock University, CanadaMeisu Wang, Brock University, Canada
Syntactic development as an important component of writing proficiency has often been studied in terms of the relationship between syntactic complexity and writing proficiency. In assessing syntactic complexity, a frequently acclaimed indicator is the T-unit or error-free T-unit. However, some studies have failed to find significant correlations between T-unit length and writing proficiency; and others have disclaimed T-unit as a viable index of overall written language development. Given such inconsistencies, this study further explores the relationship between syntactic complexity and English as a Foreign Language (EFL) writing proficiency by comparing the use of various syntactic structures by adult Chinese EFL learners at different proficiency levels, to identify the most viable syntactic correlate(s) of EFL writing proficiency that can guide EFL teaching and learning. 101 corpus-based compositions by adult Chinese EFL learners were graded into two proficiency groups in comparison to a native speaker group, and analyzed in terms of non-finite verb constructions, nominalization, ellipsis, comparative structure and relative clauses, as well as T-units. The results indicate that while clause length is not indicative of EFL learners’ developmental writing proficiency, non-finite verb constructions, T-units, and some other structures are. Further analysis show non-finite verb structures as the most significant indicator of syntactic maturity in adult EFL writing, which not only accounts for the vagueness of T-unit that indiscriminately subsumes a number of syntactic structures, but also pinpoints embedded structures as more essential to syntactic maturity in writing proficiency development.
Pictogramming Workshop (Learning Programming Concepts with Pictogram Contents Creation)
Kazunari Ito, Aoyama Gakuin University, JapanWe have been developing content creation environment using human pictogram, called “Pictogramming.” This application can be accessed freely (web site URI: http://pictogramming.org/?page_id=470 and application URI: https://pictogramming.org/editor/). Pictogramming is coined from two words, “pictogram” and “programming”. Pictograms are widely used in various fields such as counseling, safety, and facilities. Thus, the pictogram has been researched in various fields.
Pictogramming also has aspects of a programming learning environment. Pictogramming is designed with the goal of creating pictograms, so its command set and functions are limited compared to general programming languages. It leads to fit for educational use and it also has the advantage that an understanding of the concepts of programming such as sequential execution, parallel execution, variables, looping, conditional statements, etc. can be achieved through pictogram creation without much learning cost. Our past research proved that posturing human-shaped pictogram by this application generates humour and surreal emotions, which also promotes communications between learners. Hence, this application has widely used at from many elementary schools to universities with various learning context in Japan. This time, we would like to introduce this application and show off some practice examples and after that we held short workshop that each participant makes pictogram signs and we shall discuss programming learning method for student and the further educational use of various symbols not only pictograms but also emojis, diagrams, and so on.
‘Misinformed’ Perceptions of English Language Amongst Japanese Learners
Naoko Araki, Akita International University, JapanThe Japanese government and enterprises have been emphasizing the urgent need of fostering ‘global jinzai’ (global human resources) in Japan. The pressure of increasing numbers of global human resources, globally competitive Japanese people, is commonly viewed as requiring fluency in English communication. The current social and educational norms lead to further development of English language education to satisfy the government policies. Under these policies and competitive pressure, Japanese students entering university come with ‘misinformed’ impressions of English language and culture associating their mastery of English language with their sense of self-worth. This creates disparity and a new imagined category of 'Junjapa' amongst themselves that it is particularly seen amongst students who highly value advanced English language levels as essential for being accepted into 'elite discourses of globalisation' (Yamagami and Tollefsen, 2011). The presentation will be critically questioning the government policy on global human resources and will bring discussions of this new category in globalising Japan.
Implementation of Input Methods with Natural Language for Pictogramming
Mikihiro Ishii, Aoyama Gakuin University, JapanKazunari Ito, Aoyama Gakuin University, Japan
This paper proposes the extension of input method of “Pictogramming”. We have been developing content creation environment using human pictogram, called “Pictogramming.” It also leads to fit for educational use and it also has the advantage that an understanding of the concepts of programming such as sequential execution, parallel execution, variables, looping, conditional statements, etc. can be achieved through pictogram creation without much learning cost. This application can be accessed freely (web site URI: http://pictogramming.org/?page_id=470 and application URI: https://pictogramming.org/editor/). Pictogramming is coined from two words, “pictogram” and “programming”. Pictograms are widely used in various fields such as counseling, safety, and facilities. Thus, the pictogram has been researched in various fields. Pictogramming is designed with the goal of creating pictograms, so its command set and functions are very simple compared to general programming languages. It supports three types of command inputs; 1) English or Japanese keyboard input, 2) dragging the body parts of a human pictogram, and 3) clicking the buttons for supporting command inputs.
In this time, we had implemented further two input methods. 1) natural language sentence input, and 2) natural language speech input for smartphone use. First function allows users to input arbitrary arguments order, and it may useful for learning foreign languages. Second function may shorten the time to input and enhance efficiency.
We evaluate these new input methods through the experiment.
Relational Organizing: Coordinating Student Services for Student Success
Jeffrey Grim, University of Michigan, United StatesHigher education institutions of all types, sizes, and locations struggle to retain and graduate undergraduate students, especially those from historically underrepresented backgrounds (low-income, first-generation status, and students of color). While the literature mostly problematizes student background, motivation, and ability as the cause for individual retention and graduation rates, there is not enough focus on the institution’s role in producing such outcomes. This pilot case study research project examines one British institution’s attempt at organizing student services to improve student success outcomes, especially for underrepresented students. Using relational coordination theory from the management literature as an analytical tool, this paper will address how interpersonal and structural mechanisms impact coordination of student services for students success along with providing implications for both student affairs practice and future conceptual research.
Sustainability in Foreign Language Textbooks
Josef Hellebrandt, Santa Clara University, United StatesThe inclusion of sustainability topics and issues in college foreign language textbooks has and continues to be quite uneven. Whereas it is no longer unusual to read or hear about research aimed at connecting language learning to environmental issues, foreign language textbooks provide a different perspective in that regard, particularly at the elementary level. Applying content analysis to multiple editions of two college-level textbooks for first-year learners of German and Spanish, this study examines the type and frequency of selected sustainability topics addressed in two different editions of the same textbook published between 2009 and 2019. This review further looks at where in the textbooks any given topics are mentioned and if the selection of topics differs between the Spanish and the German texts. Given that the majority of foreign language students do not continue beyond their language requirement, textbooks (and online platforms) that include sustainability topics may help students to decide otherwise.
Research Trends in Science Education Through LDA Modeling Based on the Web of Science
Hunkoog Jho, Dankook University, South KoreaJunhaeng Lee, Seoul National University, South Korea
Seungcheol Chae, Seoul National University, South Korea
Recently, there is a growing demand for textual analysis using text mining, machine learning, and natural language processing. This study aims at investigating research trends in science education using Latent Dirichlet Allocation (LDA). A total of 7,516 papers registered in SSCI (Social Science Citation Index) were selected through the Web of Science. The abstracts of the selected papers were preprocessed by NTLK package in Python, and the LDA modelling was operated by using Gensim package. As a result, nine topics were found as cross-cutting issues since 1991. In terms of chronological trend, there was a big shift in the year of 2009 and 2015. This study is helpful for young science educators to understand the whole pictures of science education research and for senior educators to have some implications for future research.
“Chatbot Says Her Favorite Artist is BTS!”: An Investigation Into Second Language Learners’ Perspectives of an Effective AI-based Chatbot
Jang Ho Lee, Chung-Ang University, South KoreaOne of the fastest growing areas of applying AI technology is related to the development of chatbot (or chatterbot), which can serve a variety of functions, ranging from extracting information from the Internet, to making natural conversations with its user. In the field of second language teaching and learning, the role of AI-based chatbot has just started to gain attention from researchers, raising the question of how it can enhance learners’ second language acquisition. In this paper, we report a study on Ellie, an AI-based chatbot whose design and development are aligned with this purpose, and learners’ perception of Ellie after conducting a series of language learning tasks. Over 100 young Korean EFL learners were asked to chat with Ellie in a group of three or four, and given specific language tasks such as eliciting personal information from Ellie and buying shoes by taking the role of customers. The participants were given a survey, including an open-ended questionnaire on their perception of chatting with Ellie. The results of the survey showed that Ellie’s comprehension level of users’ speech and contents of its generated responses are what concern its users the most, while some other factors also seem to influence their perception of the effectiveness of the chatbot. We suggest how the quality of chatbot may be enhanced in order to facilitate second language learning, based on the learners’ perspectives.
School-University Partnerships: Generative Possibilities for Theory-and-Practice Integration
Kevin O'Connor, Mount Royal University, CanadaThis paper investigates, through self-study, the effects of our pedagogy designed to help our teacher candidates’ integration of theory and practice within a “realistic” approach to teacher education involving partnership schools and an integrated, school-based, and professionally-oriented semester. Teacher education programs tend to be ineffective, as teacher candidates struggle to use the research-based guidelines offered to them in their courses when they subsequently engage in their practicum placements Clift & Brady, 2005; Perry & Power, 2004; Wideen, Mayer-Smith, & Moon, 1998). Such conclusions have prompted us to investigate alternate approaches to teacher education that foster “realistic” experiences (Korthagen, 2001) among teacher candidates in order to help them move beyond these typical limitations in their development as teachers. During the 2014-2019 academic years, we initiated the formation of partnership schools and piloted an integrated, school-based, and professionally oriented semester consisting of a capstone research project, two curriculum and instruction courses, and a fifteen-week practicum placement for all candidates in their final year of our four-year undergraduate education program. As teacher educators, this study helped us become more attuned to the importance of relationships between schools and universities as we confronted the complexities of theory-and-practice integration. The results will enhance the learning experiences of our teacher candidates through a better understanding of our own practice as we design and implement more integrative practicum experiences in the context of school-university partnerships. This research links our developing professional knowledge to ways teacher educators can support the formation of robust partnerships within teacher education.
The Effect of Foreign Language on Moral Decision Making
Arnold Arao, Osaka Ohtani University, JapanWould you sacrifice one person to save a group of five people? This kind of moral dilemma juxtaposes deontological ethics against consequentialism. It presents the problem of balancing doing what is right against the common good. Such morality forms the foundation of our identity as citizens. However, does this morality change when the problem is posed in a different language? This has been the focus of recent research into the effects of the Foreign Language Effect on moral judgement (MFLE). This experiment examined whether and how the MFLE affects moral judgement of non-native speakers of English. The findings suggest that foreign language does influence moral decision making. Moreover, there was evidence supporting the hypothesis that a problem presented in a foreign language attenuates cognitive functioning toward the deliberation of consequences rather than blunting the emotional and moral reactions to right and wrong. Such findings have a wider social implication, particularly in an increasing globalized world where individuals often engage in decision-making involving communication in a foreign language.
Combining Pedagogy and Modern Technology into the Public Relations Classroom: Arousal Theory as a Roadmap for Student Success
Jessica Nerren, California State University, San Bernardino, United StatesJessica Vierra, California State University, San Bernardino, United States
This study further assesses instructional pedagogies utilizing public relations technology in classrooms leading to the heightening of student success, empowering students, increasing comfort, bridging disparities, and embracing a diverse learning community. Public Relations professional technology hinges on educating and informing key publics, and similarly, can serve as tools that every instructor has at their disposal. Predominantly, this study dives into the literature review of research associated with the use of consumer grade and professional grade technology in the classroom and the types of different resources (i.e. live polling, animated video presentations, socials, etc.) a person may wish to apply in the classroom that is significant not only to public relations as a practice but also as a pedagogical tool, accomplishing two goals at once for students. Particularly, this study connects learning in the classroom with Arousal Theory. This study will be among the first to analyze the benefit of PR technology in the public relations classroom, through primary and secondary research by two PR practitioners and instructors. Technology used in the field of PR used as learning tools can persuade students to be more interested and participate more in content, which creates a healthy collectivistic classroom climate.
Transformation through Embodiment of Pancha Maha Bhutas (Five Great Elements)
Jelena Vasic, Independent Scholar, CanadaThis holistic and experiential workshop explores transformation through the embodiment of the five elements: space, air, fire, water, and earth, intersecting Eastern and Western epistemologies. According to Samkhya Philosophy, whatever exists in the cosmos resides within us. We are the physical manifestation of consciousness through the five elements. In this workshop, the participants are guided through the movement inspired by the elements in order to explore the body as a place of knowing, while connecting movement to self-reflection. This eco-spiritual pedagogy challenges the participants to re-examine their worldviews and re-evaluates our education systems that are still heavily influenced by Western patriarchal mind/body dualism. Through the embodiment of the elements, as well as the exploration of the fundamental concepts of Samkhya Philosophy, the participants are encouraged to explore embodied self-inquiry and critical self-reflection. They may also reflect on feelings and emotions that are catalyzed by and released through the movement and gain a deeper understanding of themselves and their lived experiences. This session uses a holistic, integrative and cyclical learning model of embodiment, self-reflection and transformation. It also intersects theories of adult education with both personal and environmental sustainability. Lastly, it is rooted in a belief that once we become aware of the individual spiritual connection to our inner world -through both cerebral and embodied inquiry -we can begin to heal our collective connection to our external natural world.
Phenomenon-based Learning Curriculum Design to Mitigate the Skills Gap
Kelly La Venture, Bemidji State University, United StatesJulie Adams, Bemidji State University, United States
Urgently needed, are solutions to help mitigate the global skills shortage that threaten the long-term economic prosperity of many nations and to address highly complex transnational challenges. These solutions require extensive coordination through the local and global levels, from different professionals, and include increased worker training, education, and close collaboration with educational institutions to improve graduate employability. Organizations need suitable candidates who have the right skills and appropriate education to fill an ever-increasing number of jobs. To alleviate the talent shortage impacting innovation and global economies, young people need a globalized perspective that may in part, be developed through phenomenon-based learning (PhenoBL). Phenomenon-based learning is a strategy born out of constructionism and developed in Finland. Students start with a real-world challenge then use collaboration and inquiry-based learning to grapple with real-world concepts to solve problems (Sislander, 2015). A phenomenological perspective on students learning (1) prepares students for a narrow and receptive appreciation of a whole system and provides a globalized perspective, (2) integrates with ethics and values, thus complementing the students’ cognitive competencies by explicitly emphasizing the training of relevant skills and competencies, and (3) bridges the gap between theoretical knowledge and knowledge-based actions in real life situations by promoting the action aspect of learning and teaching (Østergarrd, Lieblein, Breland, & Francis, 2010). This work-in-progress paper includes a review of PhenoBL, overview of student and instructor roles, an in-depth dive into the curriculum re-design to PhenoBL in a marketing course, and the impacts of PhenoBL on mitigating the skills gap.
Beyond the School Day: Exploring Refugee Youths’ Perceptions and Participation in Out-of-School Activities
Ashley Cureton, Johns Hopkins University, United StatesOut of School Time (OST) activities provide important contexts for children’s development and well-being. As the number of refugee children and youth continues to grow, the educational and social emotional needs require more and sustained attention. OST programs have the potential to serve as an anchor for refugee youth and their families who lack familiarity with American schools and communities. This study employs an interpretivist paradigm, prioritizing students’ meanings and understandings of their OST experiences. The study consists of 28 Muslim refugee youth (ages 13-17) from Syria and Iraq who resettled to the US in the last 5 years. Semi-structured, in-depth interviews and participant observations were collected through a secular non-profit organization assisting refugees from Middle Eastern countries. First, analysis of the types of OST programs youth participated in within their respective schools revealed that refugee boys were typically involved in sports-based programs while girls engaged in arts-based programs; for boys and girls, these activities reinforced their feelings of nostalgia for their countries of origins. Second, refugee students typically participated in OST programs within their local communities—but outside of their schools. Favored OST activities included programs offering academic support and homework assistance, encouraging refugee youths’ engagement both civically and politically in their schools and communities, and promoting their cultural and ethnic identities. This study provides an empirical opportunity to learn about refugees’ firsthand experiences in OST activities, their unique perceptions of the social context, and knowledge about what they need in order to feel supported within these settings.
Early STEM Integration in the Classroom: Experiences of K-3 teachers with STEM Project-Based Approach
Esther Ntuli, Idaho State University, United StatesThe last decade has seen an increase in early STEM funding and research. However, current studies show that most teachers grapple with integrating STEM effectively into the classroom. This presentation will share results from a study completed in two phases. Using a survey instrument with both open-and closed-ended questions in the first phase, the study examined the STEM integration strategies used by current K-3 in-service teachers, comfort levels with STEM curriculum and tools, and barriers to STEM integration. In the second phase, findings from the survey data were used to inform a four-day workshop with K-3 teachers that focused on STEM project-based approach. After the workshop, data was collected using a qualitative approach. Findings from the study help identify the unique steps and processes required to make STEM project-based approach effective in early learning. This study also provides suggestions to minimize barriers and recommendations from teachers on how to improve early STEM PBL approaches.
Some Important Considerations When Conducting Undergraduate Cyclical Program Reviews at a Small University
Oliver Franke, Concordia University of Edmonton, CanadaColin Neufeldt, Concordia University of Edmonton, Canada
Elizabeth Smythe, Concordia University of Edmonton, Canada
John Jayachandran, Concordia University of Edmonton, Canada
Cyclical program reviews (CPRs), also called periodic or academic reviews at institutions of higher education, are undertaken to ensure that the programs meet a variety of academic, pedagogical, professional, credentialing, and quality assurance objectives. Preparing, reviewing and implementing a CPR involves a great deal of time and effort and potential pressure on those who are tasked with preparing one especially if the program has never had a CPR, or a long time has passed since the last one was undertaken. Much has been written on how to do a CPR (Bresciani et al, 2006), what measures are most useful in assessing programs (Jayachandran, Neufeldt, Smythe and Franke Canadian Journal of Higher Education, 2019) and some of the problems from the perspective of external reviewers (Halonen and Dunn, 2017). This presentation, however, draws on our experiences as faculty and administrators at a small university in Western Canada involved in reviews of several academic programs in the social sciences. Reflecting on challenges we faced our findings identify key issues and considerations that should be addressed when preparing to undertake a CPR, both from the perspective of administrators and faculty, especially at smaller institutions where the number of faculty may be small and the institutional supports to the review process more limited. Key issues include timing of reviews, the costs and benefits of tasking a team or an individual with preparing the CPR, the role of administrators, the importance of policy templates, and the need for clearly identified learning outcomes.
Advancing Teacher Agency and Meaningful Professional Development
Melanie Mikusa, Morganton Day School, United StatesSara Zimmerman, Appalachian State University, United States
In recent years, schools have started rethinking professional development and the increasing need to provide meaningful, effective teacher learning that changes teaching practices and improves student outcomes (Mizell, 2010; Wunderlich, 2018; EdSurge, 2019). Research on teacher agency and the power to make learning choices to achieve individual goals has shown potential for teacher learning, teacher contributions to the growth of their colleagues, and support of student learning (Calvert, 2016). In this study, we describe a school where teachers take charge of determining their own professional development. The principal’s assumption is that teachers can identify the knowledge and skills they need to more effectively address student learning concerns. Financial support and assistance is provided to the teachers. Questions that are important to this study include: how do we listen to teachers to help guide their individualized learning, how do we encourage teachers to identify their student needs, and are there additional benefits to teachers and schools when teachers are given more power to make decisions regarding professional development. Ultimately, as is the case with any professional development, the most important question is how should we analyze the effectiveness of the individualized professional development. In an effort to address these questions, teachers were surveyed and teacher feedback was analyzed using Darling-Hammond, Hyler, & Gardner’s seven features of effective professional development (2017). In this session, the researchers will describe methods and provide a summary of this study’s findings.
Learning Economics with Mobile Cartoons Among Undergraduates
Yin Yin Khoo, Sultan Idris Education University, MalaysiaWai Bing Khuan, Sultan Idris Education University, Malaysia
Zainizam Zakariya, Sultan Idris Education University, Malaysia
The Ministry of Education Malaysia has spent more than RM 6 billion to leverage the Information and Communication Technology (ICT) over the past decade. Utilizing the ICT in education institution becomes one of the main shifts in Malaysian Education Blueprint 2013-2025. The economics students are facing the problem to think critically in the learning activities. Since the users of smartphone have increased tremendously among the undergraduates, there is a developing trend in mobile learning to provide increased interaction and engagement in undergraduate education. This study conducted to examine the effect of mobile cartoons on the students critical thinking ability and performance. A survey design was selected in this study. A total of 102 undergraduates was taken as samples. The findings showed significant result on students critical thinking and performance. Future research may focus on the up-scaling of the cartoons and the large sample will be employed.
Dishonest Self-Monitoring and Relationship Conflict of Undergraduate Students: The Effect of Gender
Takt Shishido, Musashino University, Japan1. Research Goal. Self-monitoring (the ability to regulate behavior to accommodate social situations) is required for a good relationship, and thus universities try to improve the student's self-monitoring ability. It is assumed there that the self-monitoring is beneficial; however, the quantitative data collected from undergraduate students surprisingly showed that the self-monitoring significantly increased unfavorable relationship conflicts in classroom. The goal of this study is to explain the counter-intuitive results. 2. Hypothesis Development. Dishonest person may try to utilize self-monitoring for a relationship building strategy, but his/her self-centered hidden agendas and motivation are sometimes detected by others and this may lead to relationship conflicts. This means that self-monitoring, when combined with low honesty, can increase relationship conflicts. In addition, we predict a moderator role of gender, because men and women are expected different roles in interpersonal relationships, according to social role theory. 3. Method. Data were collected from 187 Japanese undergraduate students (48.1% men and 51.9% women; mean age = 19.65 years) by questionnaire. 4. Results. The regression analysis showed a significant three-way interaction effect between self-monitoring, honesty, and gender on relationship conflict in classroom, in which self-monitoring significantly increased relationship conflict only among male students with a lower level of honesty. 5. Conclusion and Discussion. Dishonest self-monitoring worsens interpersonal relationships among men. Therefore, universities should be aware of a negative side effect of teaching "strategic" self-monitoring to male students.
Female Labor Force with Higher Education and Economic Growth in Japan: Prefecture Panel Data Approach
Keiji Hashimoto, Otemon Gakuin University, JapanAs a consequence of the demographic change due to aging population combined with the diminishing number of children, the shortage of labor force is a serious problem in Japanese economy. At the same time, the shares of the people of both sexes highly educated keep constantly increasing. In this study, with a focus on the labor market participation rates of female with university education, its impact on the macroeconomic performance is considered. Based on the Okun’s Law which is the standard tenet on the relationship between unemployment and economic growth, the impact of the number of people not working, classified by sex, age and education attainment, on the economic growth is empirically investigated.
The panel data on all 47 prefectures (1982-2017) for empirical estimation of Okun’s Law are from two main sources for population aged 15 and older (excludes those "in school") and GDP: Employment Status Survey (Statistics Bureau of Japan) and Prefectural Economic Calculation Annual Report (Cabinet of Office, Government of Japan), respectively.
Our estimating results show that there is a noticeable difference between men and women with higher education in the relationship with real per capita prefecture income growth. We argue that the main cause of such a difference is the point that the labor force participation rates of women become lower as the education attainments of them become higher.
Maloya: Performing Reunionese Identity
M-Muriel Hillion Toulcanon, Edith Cowan University, AustraliaMaloya is a vernacular style of dance and music, born in the former French colony of La Réunion at the time of slavery. Slaves from Madagascar, Africa, indentured labourers and workers from India, China and France brought by the French colonisers to the sugarcane plantations led to a diverse mix of ethnicities, languages, customs and beliefs – the roots of Reunionese Creolisation.
Maloya is a multicultural artform gathering of ancestry, slavery, resistance, resilience, reconnection. This unique communication system, which consequently alienated the French colonial authorities and landowners was unofficially banned until 1981. Accordingly, the importance of acknowledging the past and preserving the cultural heritage by passing this artform from one generation to the next is significant. In 2009 maloya has been recognized by UNESCO as pertaining to have intangible cultural heritage value. At a glance, the dance invites the body parts to converse with each other similarly to the different ethnicities in contact on the plantations. The music, rich of various intertwined influences, uses complex rhythms with call and response patterns and melodic intervals. I argue that Maloya embodies the spirit of the Reunionese identity. Through a practice-led research methodology including research methods from autoethnography and artography I investigate how this powerful symbol of freedom from colonial oppression is a celebration of multicultural contemporary 'postcolonial' La Réunion. I investigate how performing maloya dance and music means to perform Reunionese identity/identities.
The Effectiveness of Pair Work Implementation and of Pair Combination Indices in Large Classes
Yoshihiko Oya, Nagoya University of Foreign Studies, JapanKimiko Uchida, Nagoya University of Arts and Sciences, Japan
Due to a decline in the population of 18-year-olds in Japan, a situation has arisen in which anyone may receive university education if they wish, and yet there has been decline in the level of university students. For this reason, since 2012, the Japanese government has recommended that methods of active learning be incorporated into university classes, and such methods are now practiced at many universities. The authors have been introducing pair work, which is a form of active learning, into information literacy classes, and large sized classes. As a result, it has been found that for passive learners, who are common among Japanese students, pair learning increases their motivation, and improves their communication and thinking skills.
In pair work, the way that pairs are selected is an important point in terms of enhancing learning effects. Previous studies in information literacy classes have revealed that gender is the most important combination index. However, the results of recent practical research on pair work in large sized classes have also revealed that pairing students who have not met each other previously is another important factor that enhances the effectiveness of pair work.
Specifically, in 2017, pairs were selected randomly, whereas in 2018, pairs were selected so that, to the greatest extent possible, students were paired with a partner they had not met before. As a result, students’ satisfaction, motivation for learning, number of utterances, and learning effects were all higher in 2018 than in 2017.
Learner Centered Visual Representation of Articulatory Distances of Vowels
Florent Domenach, Akita International University, JapanShunsuke Nakata, Akita International University, Japan
This study presents a visual representation of the articulatory distances amongst vowels centered around learners’ insight, with a focus on French vowels, the target language of our students, and of Japanese vowels, our learners' native language. The aim of the study is to facilitate their understanding of their own pronunciation’s learning by offering a tool which allows learners to visually and intuitively grasp the distance between two vowels. The distances are calculated based on the number of articulatory gestures needed to attain a target vowel starting from specific vowels in the learner's language. Our previous research had shown that these distances are obtained when the distinctive articulatory features (aperture, tongue position, roundness, nasalization) are well specified. Our perception data had also indicated that perceptive similarities could be misleading since a perceptually close sound can be articulatorily far and thus not appropriate as a starting point to reach the target sound. Our visual representation of the articulatory distances can invite learners to discover such counter-intuitive but phonetically more efficient vowels for pronunciation learning. Possible future avenue for our research including the refinement of the distance calculation criteria will be also mentioned.
Perception of High School Students in Different Grades Towards the Teaching Method for English Reading Class Under the New Curriculum Reform
Jing An, Japan Advanced Institute of Science and Technology, JapanEunyoung Kim, Japan Advanced Institute of Science and Technology, Japan
Under the requirements of the New National Curriculum Reform, student-centered learning has been widely implemented in China. However, the needs and learning goals of students vary across their grade level and it may influenced by extrinsic motivation. This research is to discover students' perceptions and attitudes towards the implement of student-centered learning in English reading class, to determine if it works at each grade level. We conducted a questionnaire survey with 306 students from 10th to 12th grade of Baotou No. 9 high school, in Inner Mongolia. The results show that students have a positive attitude toward student-centered learning. Students think they become more motivated in reading when they have the opportunity to interact with others, and also can practice their collaborative skills through group works. In spite of their positive perceptions, most of students still think it not as effective as traditional teacher-centered method, and they prefer the passive way of learning which have less engagement by themselves. From the interview, teachers are willing to practice the student-centered method, and believed that there is no need to design different teaching method for different grade students, each stage has its focal point, what difficult is being flexible in the given curriculum frame. Based on the results, the researcher suggested a sensible balance teaching model between traditional teaching method and student-centered method, set tasks properly, lead students accustomed to direct their own learning.
Advances in Nuclear Energy Education: Thorium – an Energy Solution for the Global Environment
Jon French, Member of Thorium Energy Alliance, United StatesEnergy and Education go hand in hand to provide for our future. As energy demand rises along with population growth, we must satisfy the challenge of our times and create technologies that can sustain a positive global change to our world's energy requirements without harming the environment's fragile ecological system. This presentation offers the safest, lowest cost, and material efficiency that nuclear energy can solve the existing radioactive waste problem while ensuring the survival and progress of our modern world. Nuclear energy in a liquid medium using Thorium fuel in a Molten Salt Breeder Reactor is a sustainable energy source. The first 2000 years will be spent burning up existing radioactive waste using molten salt fast-burning reactors. Later Molten Salt Breeder Reactors will operate without the massive pollution of fossil fuels that have been shown to be detrimental to our Global Environment. Molten Salt Breeder Reactors will create more fuel than they consume.
Discussion of course materials published since 2017 are for students whose interest and specialty areas focus on Nuclear Science and Engineering or High Temperature Salt Chemistry. Other technologies associated with Thorium based Nuclear Energy also includes Metallurgy, Electronics, Mechanics and Architecture, also Building Construction Skills. Given projections that there will be a serious lack of food and water resources in the future, energy advancements through the use of Thorium alternatives will contribute to the production of processing both water desalination and electricity culminating in a reduced global competition and conflict for the distribution of basic resources.
Artificial Intelligence Models to Support Curriculum Development
James Otto, Towson University, United StatesChaodong Han, Towson University, United States
This research provides tools to support curriculum development for skills education. Specifically, we apply artificial intelligence neural networks and multiple linear regression models to predict a person’s annual wages based on the levels and combinations of skills that they possess. The models are developed based on governmental data for 35 job skills combined with annual wage information for over 960 occupations. Given this input data, the resulting neural network trains to above 70 percent accuracy in predicting annual wage levels. The multiple linear regression models provide somewhat lower performance. Curriculum developers and education administrators can use these models to determine what level and mix of occupational skills are most appropriate for meeting student goals and optimizing wage potentials. Job and career seekers can use these models to generate estimates of how well their skills should be compensated by the job market.
Getting Out of the Box: A Dare to Disrupt the Conventional Practices in Teacher Preparation Pratica
Rayna Fujii, University of Hawai'i Manoa, United StatesStacy George, University of Hawaiʻi Mānoa, United States
Alyssa Kapaona, University of Hawaiʻi, United States
Field practica is integral to teacher preparation programs (TPP). Through school-university field practica partnerships, TPPs “integrate coursework, theory, and pedagogy with practitioner knowledge” (NCATE, p.3). However, there are other learning experiences that could benefit teacher candidates (TC). Baldwin, Buchanan, & Rudisill, (2007) conducted a study around the impact of service-learning experiences on TCs in a TPP. They discovered that service-learning and practica shared a common purpose, but were not the same experiences. Practica are mostly self-serving to the TC, preparing them solely for assimilation to a classroom. Similar to service-learning, the researchers saw potential in other supplemental experiences, that could provide valuable opportunities for TCs to apply pedagogical knowledge in situations outside clinical practica. The researchers began a partnership with a local elementary school, to provide a space where TCs could engage with elementary students in an activity that promoted Career and College readiness, a sense of place, and STEM critical thinking and problem solving skills. The following questions are addressed in this case study: How are TC’s able to apply theoretical practices learned from content method courses to supplemental teaching experiences? What are the implications and impact of having TC’s engage in supplemental teaching experiences within the TPP? Methods include examining artifacts (videos of teacher candidate engagement, written reflection, interviews), looking at surveys, and analyzing student reflections. This study aims to uncover data and implications that could inform TPPs on the impact that adding supplemental teaching experiences may have on teacher candidate preparation for a career in education.
The Impact of Georgia Charter School Systems’ Governance Teams
Barbara Roquemore, Georgia College and State University, United StatesLarry Newton, Georgia College and State University, United States
Charter schools and systems are a growing trend in the United States. In 2007, The Georgia State Assembly passed the Charter Systems Act. Georgia’s charter school movement, however, evolved in a unique direction in the 2000’s. In an effort to expand the tenets of the original charter school concept, one that is centered on the ability to innovate, freedom/flexibility from state regulations, and a greater emphasis on self- governance, entire school systems were given the opportunity to apply to the State of Georgia to become charter systems. Local boards of education were able to apply to become Charter Systems in exchange for increased academic accountability. The Georgia Department of Education defines a charter system as:
“a local school district that operates under the terms of a charter between the State Board of Education and the local school district. The system receives flexibility from certain state rules and regulations in exchange for greater accountability. There is an emphasis on school-based leadership and decision-making.”
The purpose of this study is to determine the level of the impact the school-level governance teams have on Charter Systems’ use of flexibility, innovation and governance at the school level. The School Governance Team (SGT) members in 46 districts are surveyed to determine the impact of governance on the Charter School systems. The study is a mixed method study. It includes surveying the SGT members to provide quantitative data. Additionally, open-ended questions provide qualitative data.
A Review of Foreign Language Education Policy Researches in China Through Bibliometric Analysis of CSSCI: History, Content and Trend
Tiemei Guo, Japan Advanced Institute of Science and Technology, JapanEunyoung Kim, Japan Advanced Institute of Science and Technology, Japan
This research investigates the structure and dynamics of foreign language policy and planning research in China over the last twenty years by using CiteSpace, a well-established software for bibliometric analysis. The purpose is to aid researchers and policymakers overseas and domestic to attain a clear picture of current state of this field.
203 articles were extracted in China Social Science Citation Index (CSSCI) published between January 1998 and December 2018 with the keywords "foreign language policy" or "foreign language planning", or "foreign language policy and planning" for topic search.
The results show that foreign language policy study in China sprouted around 1999, underwent three stages. By keyword co-occurrence analysis, the main topics changed from foreign language education, foreign language teaching &learning, language policy, education policy, pluralism, globalization, foreign language education policy, language planning, national foreign language capacity, language strategy, language resources, the USA, national interest, to global competence. Those topics fall into two clusters; however, the two clusters converge into the same label as national language capacity development. Reference co-citation analysis shows co-cited references form five clusters with national language capacity development as the largest and latest one. Comparison of the total network and the main network shows the research content is quite concentrated. The predictable trend will be national language capacity development and global competence.
Seniors and Preschoolers Connect With a Robot Toy Dog: Learning Through Social and Emotional Engagement in Transgenerational Play
Katriina Heljakka, University of Turku, FinlandPirita Ihamäki, Prizztech Ltd, Finland
Playful technologies are increasingly used as tools for learning. Toy robots, a multidimensional and multiplatform media, call out for improved understandings of their potential: These toys invite to interaction of many kinds, generating both multi-sensory and cognitive experiences. For example, many toy robots use sound, lights, movement, and language-based communication to encourage players to engage physically and creatively. This presentation highlights a study focusing on playful human-robotics interaction with an interest in a robot dog, and the social and emotional connections established in a learning situation with a transgenerational playing audience including preschoolers and seniors in the context of Finnish early education. In order to find out how players of different ages reacted to, approached and employed a robot dog (called Golden Pup) as a part of playful learning, we designed an experimental study with 6-7 year old preschool children and 80+ year old seniors. We conducted the study with preschoolers and seniors who during a shared session interacted with a robot dog resembling a Golden Retriever puppy. Through a group interview and an analysis of video-recorded data, our aim was to find out how the robot dog invites playful interaction with it, facilitates social engagement between generations of players, and opens up conversations around social robotics and adaptive learning on toy-based technologies between players of different ages. Our findings suggest the role of importance of play in transgenerational encounters showing how toy robots can be used to enhance social and emotional connections, when shared by players of different ages.
Assessment in Higher Education, Federated States of Micronesia – Towards an Ecological Approach
Caroline Kocel, College of Micronesia-FSM, MicronesiaMany higher education institutions suffer from linear thinking and ‘siloing’ – characteristic of a mechanistic view. By contrast, an ecological view based on systems thinking focuses on relationships. Program review is one tool that can help make visible connections between interconnected parts and to ensure that reliable evidence exists to support decision-making. This research facilitated a critical self-assessment of non-academic operations within the College Of Micronesia-Federated States of Micronesia (COM-FSM). Best practices developed in the context of assessment of instructional programs were applied for non-academic units. The researcher assumes that staff are learners and that the pedagogical approaches used within staff development are no less important than those used by faculty in our classrooms. Participants were selected from under each Vice President and each of our campuses across the four island states of FSM. They were engaged as a community of practice to evaluate the extent to which the program review process effectively assessed operations across COM-FSM. This process was then analyzed to demonstrate those elements which were characteristic of a mechanistic view, and those characteristic of an ecological view. Analysis shows that assessment of non-academic operations at COM-FSM has characteristics of both a mechanistic view and an ecological view at two levels: learning and pedagogy, and management. The findings from this research contribute to better understand how systems thinking can be practically applied to assessment practices to move towards an ecological approach in education.
A Case Study: The Effects of Short-term English Study Abroad Programs for Engineering Students in Different Language Settings
Tae Ito, Toyota Technological Institute, JapanIt is an urgent task for Japanese universities to foster students as “global human resources” in response to the competitive global economy. Engineering students often get a job at a multinational manufacturing company; therefore, it is important for them to improve English skills and have experiences abroad. However, a language training program in America is expensive and is not affordable for many students. Therefore, a program was started in Asia (Malaysia and the Philippines) as the cost is reasonable.
The purpose of this study is two-fold: (1) to find out if there are any changes in students’ English language skills before and after participating in a program and (2) to examine if there are any differences in students’ expectations and satisfaction between students who studied in the different learning settings, America, Malaysia and the Philippines. For these purposes, pre- and post-English proficiency tests, TOEIC, and pre- and post- questionnaires including 22 questions were conducted. The result showed the difference between pre- and post-test scores of the group which went to America was statistically significant but not the other groups. The pre-questionnaire asked their degrees of expectations for English study and cross-cultural experiences. The post-questionnaire asked to what extent their expectations were fulfilled. The result revealed that the overall satisfaction of the three groups was almost the same and many participants found great values in their experiences and were motivated to study English, and to go abroad again. Therefore, a college should prepare various programs for various students' needs.
He Pā Anamata: Indigenous Approaches to Teaching Sustainability
Meegan Hall, Victoria University of Wellington, New ZealandAs with many universities around the world, Victoria University of Wellington (VUW) in New Zealand has been increasing its teaching activity about sustainability issues. Every Faculty now offers courses with sustainability content, and a number of degree qualifications have a strong sustainability focus. The experience of some of the University’s academics who teach about sustainability suggests that interdisciplinary approaches to curriculum and pedagogy remain difficult (Wood, Cornforth, Beals, Taylor & Tallon, 2016). Even more challenging is the complexity of incorporating Indigenous sustainability perspectives and practices into the learning and teaching experience in ways that are authentic and inclusive (Kealiikanakaoleohaililani & Giardina, 2016; Yap & Watene, 2019). This presentation will centre around two different examples of teaching about sustainability in ways that incorporate Māori (the Indigenous people of New Zealand) perspectives. One example is a first-year design course that used a series of video dialogues between university and community-based sustainability experts, including Māori, to teach students about the United Nation’s Sustainable Development Goals. The second example comes from an ongoing project to create a living building on the VUW campus that will provide a uniquely Māori multipurpose teaching, learning, engagement, and research complex that targets the highest level of sustainability. The presentation will conclude with thoughts and reflections on enhancing the transformative potential of sustainable development education through the use of Indigenous knowledge and pedagogical approaches to produce He Pā Anamata – a bright future.
Planning Resilient Cities Around the Globe For and With Young People: Insights From UC Berkeley’s Y-PLAN Tohoku, Japan Case Study
Amanda Eppley, University of California, Berkeley, United StatesMyrna Ortiz, University of California, Berkeley, United States
Deborah McKoy, University of California, Berkeley, United States
The Y-PLAN (Youth - Plan, Learn, Act, Now!) Tohoku, Japan Studio offers an inspiring case study demonstrating the power of engaging young people in planning inclusive and resilient cities across the globe. Through the Y-PLAN Japan studio, students from the region devastated by the 2011 Great Japan Earthquake and Tsunami learn about sustainable development and prepare social action plans for their home communities. This paper and presentation will share findings from this eight year partnership between Tohoku, Japan and Berkeley, California, engaging 1,000 Tohoku high school students. Based at UC Berkeley’s Center for Cities + Schools, Y-PLAN is an award-winning educational strategy, bringing the perspectives of young people to planning processes in our most vulnerable cities. Y-PLAN’s rigorous research methodology empowers young people to give voice to the challenges and assets of their communities. It allows civic and community leaders to hear directly about young people’s life experiences, develops trust and enduring relationships across generational divides, and prepares tomorrow’s leaders. The Y-PLAN Japan case study reveals six core findings that enable planners and educators to transform cities for and with young people. Action plans for Tohoku range from a trash collection sporting event called Zero GoMission (“gomi” means trash), bringing together the community to clean up their town in the earthquake’s immediate aftermath, to turning park benches into multi-functioning disaster-relief infrastructure by equipping them with supplies and tools. Today's young people will be living in the future that’s being planned right now; they need to be part of shaping it.
Matriarchs Matter: Family Influences to Scientific Thinking of Women of Color in the Community College
Melo-Jean Yap, San Diego State University, United StatesIn the University of California system, community college transfer students comprise of 48% of graduates with STEM bachelor’s degrees (Community College League of California, 2015). This demonstrates that two-year colleges help pave the career pathways of community college students, many of which are students from underrepresented backgrounds in STEM fields. To cultivate the potential of women of color in pursuing STEM fields in the community college, focusing on their standpoint will empower them in centering their own perspectives in their own retention and success. Learning more about their standpoint also highlights their knowledge production as future producers of knowledge in the STEM fields (Harding, 2004). To obtain the influences to their scientific thinking development, 35 women of color STEM majors answered a social network questionnaire by nominating these influences. Social network analysis was used to analyze their influential social networks. Results demonstrate that family members have the highest frequency of influence to scientific thinking, regardless of educational attainment at the high school or lower levels. These relatives also heavily consists of matriarchal figures, such as mothers and grandmothers, especially as influences to scientific observation and scientific justification. These findings signify the importance of family in cultivating intellect, whether or not the relatives obtained college degrees or higher. Significance also supports emphasis on the students’ standpoint in self-determining their own success, and creates a campus culture that celebrates family-inclusiveness. Creating campus programming that caters to students’ strong relationships with their families may promote even more persistence in their STEM career trajectories.
Applying Critical Incident Analysis to Processes of Reengagement in Formal Learning
Tauri D'Eatough, University of Technology Sydney, AustraliaThe use of Critical Incident Analysis (CIT) as both a qualitative research method and a reflective teacher education and professional practice tool, has progressively gained relevance at all levels of education, since its early application to the training of American pilots during World War 2 (Flanagan, 1954). For example, in Australia, by 1993, CIT had been pioneered in both undergraduate teacher education (Tripp, 2012) to support educators in securing more diversified learning outcomes for higher education students. This presentation reports on a research project undertaken within a qualitative framework, adopting a critical interpretive emancipatory form of CIT analysis, and incorporating an Indigenous methodological lens described as the Cultural Interface (Nakata, 2007). It provides an expose of the development of the technique of Critical Incident Analysis, including the steps involved in the construction of critical incidents in an educational setting. It identifies how the resultant data may become a platform for subsequent analysis of approaches and strategies specifically designed to improve educational outcomes for mature-age Indigenous tertiary learners. The research addresses the complexity of using memory recall in research, and the related issue of utilising subjective evaluation and interpretation of criteria, as determined by the researcher, in seeking to define categories of ‘criticality’. Lastly, the presentation sets out preliminary findings in relation to the application of CIT analysis to adult learning, particularly in relation to Indigenous adults re-engaging with formal learning based on a pattern of ‘broken education’, a phenomenon arising from dislocation in formal learning, often resulting in long-term disengagement.
No-Level Brick Japanese Language Education: Understanding Learning as Participation in Practice Through a Communities of Practice Perspective
Takuya Kojima, Ca' Foscari University of Venice, ItalyDrawing upon No-Level Brick (NoLBrick) Japanese Language Education (JLE) project at an Italian university, this study explores how a group of undergraduate students interested in JLE develops their JLE Communities of Practice (Wenger 1998; CoP) and what effect the CoP comes to have on their view of JLE. CoP which views learning as participation in social practice guides this study. NoLBrick project thematises ‘dialoguing and thinking’ by using Japanese instead of memorising linguistic information as it assumes that our language develops in sustained attempts to make ourselves understood (Mariotti forthcoming). In NoLBrick project, 12 ‘student-facilitators’ 1) supported students in a 15-weeks dialogic Japanese language course and 2) conducted action research about the course. For their research, the student-facilitators regularly reflected on students’ learning and their facilitation during pre- and post-meetings and online discussions using Japanese. While the studies informed by CoP has investigated second/foreign language learning in varied contexts (e.g. Morita 2012), little study has explored the above-mentioned way of undergraduate student language learning. This case study employed thematic analysis (Nowell et al. 2017) to examine two focal student-facilitators’ 15 weekly journals, final reports and online discussions. The result informs that focusing less on correctness but more on contents throughout the project turned their communication into active and respectful dialogues, which turned the group of students into the JLE CoP. The CoP encouraged them to view JLE as not an object to learn but a resource to think and communicate within social practice e.g. a conference presentation after the course.
No-Level Brick Foreign Language Education: Definition of the Field and Explanation of the Purposes – Japanese Language Classroom as Case Study
Marcella Mariotti, Ca' Foscari University of Venice, ItalyToday, we frequently observe social discriminations. These are tightly connected to stereotypes and intolerance toward others’ values differing to ours. Many of us do not have/take the chance to become aware of and question even our own values and ideologies behind them. Dialogue through a (foreign) language is considered as a ‘must’ toward social cohesion and mutual understanding (Council of Europe 2001). In much needed citizenship education, foreign language teachers can play a key role (Hosokawa, Otsuji, Mariotti 2016). This presentation aims to demonstrate that ‘active learning’ language classes where learners are asked to think and choose the theme which each of them cares, whatever the themes and language proficiency levels are, can empower learners and teachers to became aware of their own values given they are guided to question the reasons behind their choices and to share their thoughts in meaningful dialogues (Hosokawa, 2019) between them and outside the classroom. This approach can move our classes toward more inclusive ones. The data to support the claim came from interviews, participant observation and submitted texts in three case studies: absolute-beginners (2016), undergraduate (2018), master (2019) Japanese language courses at an Italian university. The analysis focuses on a) interrelations between language proficiency and chosen themes; b) changing awareness toward own and others’ values; and c) relationship with peer-facilitators. The showcase will leads to No Level-Brick (NoLBrick) language education project, which suggests a de-standardized transformative-critical language education, where teachers and learners are seen as subjects of a reciprocally empowering citizenship formation process.
No-Level Brick Japanese Language Education: Expectations Toward Language Teaching
Chiara Alessandrini, Ca' Foscari University of Venice, ItalyThis study explores dynamic relationships between students and student-facilitators, aiming to explore how student expectations influence their relationship and thus language learning experience and outcomes in No-Level Brick (NoLBrick) dialogic Japanese as a foreign language course at an Italian university. This research focuses on participants’ expectations toward language education as they profoundly influence their learning processes and outcomes (Bernat & Gvozdenko 2005), in particular, their expectations towards language teachers. In adult language education, facilitators are expected to ‘support’ student learning achievement while respecting their autonomy and thus allowing students to take responsibility within the learning process (Umeda 2005; Balboni 2014). However, the facilitators are often seen to fulfill the role of the teachers who often take an initiative in guiding student learning. The NoLBrick dialogic Japanese language course in this research asks us to reconsider such aforementioned expectations towards ‘facilitators’ in language classrooms when the facilitators are peer-students whose role is to promote its dialogic approach in and outside the classroom. This qualitative case study (Duff 2008) explores the data from the reports produced by students and student-facilitators, relating it to researcher’s participant observation and own experience as a facilitator within the course. This research found that the student expectations toward the facilitators were dynamically negotiated and changed or unchanged. Findings highlight a variety of relationships among the participants, ranging from friendship to evasive ones, which differently impacted the cooperativeness and the quality of dialogues in the class.
The Psychological Effectiveness of Gamified English Speaking Program Applied to Adventure Based Counseling Activities for Korean Secondary Underachievers
Junghye Fran Choi, Walden University, United StatesSeung Ho Bang, Ahyoen Polytechnic School, South Korea
This study investigated Korean secondary students who are academic underachievers’ affective domain of gamified English speaking program implemented Adventure Based Counseling (ABC) activities. Gamification is to apply the game elements and mechanism to non-game context for active participation and reinforcing motivation (Deterding et al., 2011). ABC is a counseling method to promote positive changes as learning by doing, including experiential learning, outdoor education, and group counseling (Glass & Myers, 2001). This study adopted survey and face-to-face interviews to explore the affective domain in their learning, including English learning resilience and motivation. Resilience in second language education refers to the learners’ ability to effectively manage academic failures, pressures, and stress from studying (Martin, 2002). The speaking program was designed for the twelve participants who pursue e-sports players and professional gamers rather than academic performance. Also, the public high school was specially designed for the third-grade students’ professional careers such as games, cooking, and art. For their presentation skills, the speaking program was designed based on gamification, and the participants took the classes for 50 minutes twice per week for five weeks. The result presented positive responses in their learning resilience and motivation. Overall, the interview and survey data analysis indicated that gamification can be effective to facilitate the secondary underachievers’ English presentation skills and ABC activities can provide enjoyable foreign language learning environment for academic low achievers. These findings provide positive empirical evidence for the effectiveness of gamified English speaking program applied to ABC activities in the aspect of affective domain.
Cultivating Global Competence in Teacher Preparation Programs: Preparing Students and Educators for a Changing World
Lotta Larson, Kansas State University, United StatesToday’s students face an unprecedented future in which they will navigate a global society. To prepare global-ready students, teachers must also be global-ready. This qualitative study explores the collaboration between 85 American preservice teachers, 25 Swedish preservice teachers, and 100 Swedish ninth graders. Goals of the study included 1) develop ninth graders’ English language skills , 2) encourage preservice teachers from two continents to collaboratively to create and assess literacy lessons, 3) to cultivate globally competent teachers and students. All instruction and communication took place in online environments. Data sources included recorded Zoom/Skype meetings, visual representations (images, videos), written communications (Google Docs, social media), assignments, assessments, and narrative feedback. Findings include evidence of ninth graders’ progress in English, ways Swedish and American preservice teachers collaborate, and ways the three groups interacted and developed global competencies and diverse perspectives. General suggestions for raising global-ready students and teachers and resources for international, online collaborations will also be shared.
Health Inequality Between Humanities Majors and Science Majors in Japan
Yoshihide Terada, Keio University, JapanThis study analyzed health inequality between humanities and science majors using the “Keio Household Panel Survey.” The study compared the averages and estimated the functions of “health” and calculated the difference in health inequality factors using Blinder-Oaxaca decomposition. First, the average of “health” for humanities majors was lower than that of science majors. The following results were obtained: (i)the coefficient of “income” in the estimation of “health function” of “Total” was significantly positive, (ii) the coefficient of “graduate school dummy” in the estimation of “health function” of humanities majors was significantly negative, but the same coefficient was not significant regarding science majors, and (iii) the coefficient of “junior college and technical collage dummy” in the estimate of “health function” of humanities majors was negative, but the same coefficient was positive regarding science majors. Third, an explained component of “income,” an unexplained component of “graduate school dummy,” and an explained component of “junior college and technical collage dummy” were significant factors. From the above results, we suggest that labor supply is reduced and advance to graduate school and junior college in humanities.
Innovations in Hospitality and Tourism Education in Vietnam: A Hypothetical Framework
Thao Thanh Luong, Japan Advanced Institute of Science and Technology, JapanEunyoung Kim, Japan Advanced Institute of Science and Technology, Japan
In Vietnam, the number of international tourists is increasing and their needs become more diverse. However, workers in the hospitality and tourism industry do not meet the demands due to lack of professional skills. Therefore, it is necessary to innovate the skills of workers through education, especially through innovative pedagogical approaches. Supporting teachers to innovate in teaching and curriculum development thus becomes vital for institutions. Nevertheless, few researches focused on factors responsible for curriculum renewal and pedagogical innovations, particularly in hospitality and tourism education. This paper aims to propose a hypothetical framework for innovation in hospitality and tourism education using Hargreaves and Fullan’s concept of “professional capital” and curriculum renewal process. We adopted a mixed-method approach to address psychological factors, organizational conditions and curriculum renewal factors that influence how teachers foster pedagogical innovations. Qualitative methods include interviewing school administrators and teachers, and documentation which is the researcher’s diaries. An online survey is also conducted with 100 teachers in Vietnam to identify factors responsible for innovation in hospitality and tourism education. The hypothetical framework for innovations in hospitality and tourism education shows the relationships of three groups of factors, namely teachers’ motivational forces, organizational supporting conditions, and curriculum renewal facilitation. Although it needs to be tested in our further study, the suggested framework will help administrators of Vietnamese hospitality and tourism institutions in not only building a motivational strategy to drive teachers’ innovative behavior, but also developing a training program that provides methods for teachers to innovate their teaching practices.
Teaching Experiences, Pedagogies, Practices and Praxes in Subject of Applied Geo-information System Technology
Yaowaret Jantakat, Rajamangala University of Technology ISAN, ThailandThis paper is presented as an important point for teaching experiences from 2012 to 2019 based on pedagogies and praxes in subject of applied geo-information system technology (AGST) for graduate students, is under Master of Science Program in Applied Information and Communication Technology, Faculty of Sciences and Liberal Arts, Rajamangala University of Technology ISAN, Thailand. These main purposes are to share teaching experiences, pedagogy and praxis with tactics for instructors or lecturers and to share teaching outputs-based graduate students’ assessment from thesis or independent study (IS). The sequential topics for teaching has started with a basic and theoretical approaches of geo-information (such as Geographical Information System, GIS; Remote Sensing, RS; Global Position System, GPS or called, ‘3S’) including pre-and post-test. In pedagogy and praxis, lecturer has given assignment for graduate students who have to find a variety of their interested three or five case studies using geospatial technology (GT) and present to lecturer before they will implement for small-geographic inquiry project. This teaching has been found that graduate students during 2012-2019 are able to use these pedagogies and praxes for operating their theses and ISs about 80% while 20%, who do not lead to do thesis or IS but need just knowledge. Furthermore, over eight periods above, lecturers have faced to advances of geospatial technology including cloud-based GT applications and increasingly sophisticated software, etc. Consequently, lecturers and graduate students have to develop or improve and learn using such advanced GT for research, thesis or IS too.
Eye Movement Characteristics in Reading Foreign Language Text Based on Mind Mapping Training
Ting Liu, Japan Advanced Institute of Science and Technology, JapanTakaya Yuizono, Japan Advanced Institute of Science and Technology, Japan
Mind mapping training is a way to visualize thinking process to stimulate students’ interest in learning and to improve their reading ability. This research aims to compare and analyze the reading ability of students who were given reading teaching integrated with mind mapping training (experimental group) and the conventional model (control group). Eye tracking is a sensitive and effective technique for recording online reading behavior, showing eye movement indicators during reading and providing sufficient data support for the reading comprehension process. In this research, reading ability was analyzed from eye movement indicators measured by eye tracking during reading of foreign language articles. The results showed that for experimental group, numbers of fixation, fixation frequency, average fixation time and re-reading frequency were all less than control group. The hotspots of experimental group showed convergence, mostly focused on the position of keywords and subject sentences, with relatively large distance of saccade amplitude and more information obtained by one gaze. In addition, there was no significant difference in reading comprehension rate, but in reading speed and reading efficiency, the former was obviously superior to the later. It indicated that mind mapping training was helpful for identifying keywords and subject sentences and accurately understanding their meanings during the process of reading. The attention and time used on the reading unit can be reasonably allocated, while key points can be selected for skip reading to improve reading teaching effect and students’ reading ability.
Effects of an English Essay Writing Module on the Attitudes of University Students in Japan
Madoka Kawano, Meiji University, JapanAmong four skills of language, writing requires more time and energy to acquire than other skills such as listening and speaking. Writing in a second/foreign language poses a major challenge to learners, as it involves deep cognitive engagement and advanced language proficiency. First-year university students in Japan often feel anxiety towards various types of academic writing tasks including reports, exams, and essays, especially at the beginning of the academic year. This paper reports on an English essay writing module planned and implemented at a private university in Japan and discusses its effects on students’ attitudes towards writing. The objectives of the module was to teach logical thinking skills in line with paragraph writing and essay writing. The module was embedded in two first-year English classes for science-major students in 2018. The pre-survey and the post-survey, both of which contained 5-scale questionnaire items and open-ended questions, were conducted to explore their attitudes towards writing in English. The responses were analyzed with descriptive statistics and a text mining scheme. According to the pre-survey, most students expressed anxiety about learning writing in English, since they had only experienced translating tasks and sentence-level grammar practices at high schools. The post-survey showed that most participants learned basic steps of essay writing and that they gained confidence in writing in English via activities in the academic writing module. A few students seemed to require more class time and supports, which revealed the necessity to incorporate more of academic writing to English curricula for science students.
Knowledge Creation of Adaptive Learning on the Blockchain System – Collaborative Cloud Educational System
Mayumi Hori, Chuo University, JapanMasakazu Ohashi, Chuo University, Japan
The major difference of the networked society from the conventional analog society is its potential of increasing the continuity of time and space. That is, it transcends the boundaries between individuals and organizations, private and public sectors, family and work, business and pleasure, producers and consumers, the national and local governments, different disciplines and so on. With this continuity based upon an advanced ICT infrastructure, tacit knowledge, which is the most difficult yet valuable type of knowledge to be transmitted that is gained through personal experiences and stored within individuals, has better chances to be transferred and shared. Therefore, building a platform to make tacit knowledge more accessible and sharable in the society is essential. In this paper, we would like to discuss Adaptive Collaboration, which integrates different systems and applications into one comprehensive system. The Adaptive System holds the potential to connect different entities such as corporations, university lecture, and Project Based Learning to enable the Adaptive Learning (AL) which is critical to meet the increasingly diverse needs of the Ubiquitous Society. The structure of this paper is as follows: First, we introduce the AL and discuss the potentialities of application of the Cloud System based on the Block Chain Technology. Second, we refer the experimental pilot study on the AL and provide further observation for applying the AL. Third, we discuss how this Society utilizing the Cloud Services based on the AL would affect the lectures and AL.
Annexation of Co-curricular Activities: Experiencing and Assessing Grammar Competence in EFL Context
Meherun Nesa, Southeast University, BangladeshOver the past few years the annexation of co-curricular activities (CCAs) in experiencing learning and assessing grammar competence have increasingly been filtered into educational discourse in EFL context. The empirical evidence based on questionnaires shows that traditional methods in grammar learning do not foster learners’ potential development and confidence in assessment tests. Learners are taught and assessed in different components of grammar following only academic resources via close tests. This paper proposed to include co-curricular activities with academic contents in weekly lesson plan in experiencing grammar learning and assessment tests to 25 cohort of 1st semester of the department of English at a private university in Bangladesh. This paper collected data through triangulation methods in the means of observation, interviews, and focus group discussion via the lens of socio-cultural theory (SCT). In this study, CCAs comprised drama, song, and debate to reinforce their ways of grammar learning, foster critical thinking and assess grammar competence amidst writing scripts, lyrics and speeches. It intended to launch a transformative approach with the inclusion of CCAs to remove inhibition and fear of the learners in grammar learning and assessment tests by creating collaborative intervention with peers, teacher and learning contents. This paper investigated CCAs facilitated academic grammar learning and worked as an effective means to engage learners comprehensively, reduce their affective filters implicitly, and thus, had a great impact on achievement of continuous classroom assessment. This paper may give a new vision of learning and assessing grammar to learners and teachers in EFL context.
This is No Place for Hate: Social Justice and Political Movements at a Research 1 University in Texas
Donna Druery, Texas A&M University, United StatesAccording to the Southern Poverty Law Center (2016), there were almost 900 reports of harassment and intimidation across the nation in the ten days following Donald Trump's presidential election. When the White Lives Matter group decided to host their rally at a predominately White, Tier 1 University in Texas, legally, the student body and the President of the University could not say no. What they could do was offer an alternative to hate in the form of a counter-rally to replace hate with unity and togetherness. In December, 2016, Richard Spencer, self-proclaimed member of the White Nationalist group, Alt-Right, visited Texas A&M University for a White Lives Matter Rally. Alt-Right is a political group that rejects immigration and multiculturalism (Ellis & Blakinger, 2017). The group wanted to recruit and bring in supporters from the White community. How did Texas A&M respond? They threw a party and invited the student body and the community! The counter-protest was dubbed, "Beat The Hell Outta Hate" (BTHOHate) to show the nation and the world that hate has no place at Texas A&M University. BTHOHate organizers created a maroon wall (the campus colors are maroon and white) to show solidarity with the student body and to denounce bigotry. University President Michael Young also hosted an "Aggies United" event at the football stadium. Guests included Holocaust survivor, Max Glauben, singer-songwriter Ben Rector, actress and model V. Bozeman, and award-winning actor Hill Harper. For this night, community members,students,and counter-protesters united to show that hate is unwelcome here.
Literature for Science
Yuko Hoshino, Tokyo University of Pharmacy and Life Sciences, JapanIn today’s globalized world, it is not enough to know one’s own culture and practices and to act within that boundary. However, it might be difficult for young people who have grown up in that boundary to fully realize that there is something beyond it. That is the precise reason that educators need to present multiple points of views, different interpretations of events thoughts, and encourage their students to question things surrounding them. The author will discuss her attempt to develop a class for college students of science to have them think differently from what they usually do through foreign literatures. Although the class is elective and the number of students who have chosen to take the class is small for two consecutive years, the result was a success. Those science students had none or very little experience reading literature at the beginning, they come to find hidden connotations of the writers from different cultures from their own and to enjoy the process. One of the students went out of class requirement and started reading extensively, has developed good reading skills. At science schools, students, at least in Japan, are often criticized for their over-simplified views of the world and of a poor command of language. However, if we can inspire them to read the work which presents various views, they can excel. At the presentation, the literature work introduced and how they were presented will be explained, and the students’ feedback will also be discussed.
Educational Impacts on Learners to Acquire the ‘Agency’ at a U.N. Affiliated Student-driven Organization in Higher Education Institutions
Shinichi Yamazaki, J.F. Oberlin University, JapanKoichi Haseyama, Tsurukawa Women's Junior College, Japan
This qualitative study reports on educational impacts through projects of a student-driven organization, Action by Students to Promote Innovation and Reform through Education (ASPIRE), part of the United Nations Academic Impact projects. At ASPIRE, all of the educational activities are extracurricular, and planned, organized and managed based on student’s autonomy and curiosity. OECD suggests the Learning Framework 2030 and 3 abilities, ‘Taking Responsibility’, ‘Reconciling Tensions & Dilemmas’, and ‘Creating New Values’, calling these as Agency. The concept and understanding of Agency play a critical role as guidance of how the students acquire such skills in ASPIRE, contributing to achieving the Sustainable Development Goals. Anchored in “authorial reflexivity” (Marshall, Clemente & Higgins, 2014), this study explores how the students’ and postsecondary researcher-educators’ social, educational and academic voices can be interwoven to realize their co-learning and co-investigation. This study takes advantage of a narrative approach. “Restorying” (Creswell, 2013) techniques let us form our multiple voices as learners, educators and researchers into one shared perspective. Empirical data was collected from the coordinator and senior students of ASPIRE through individual and group interviews, with fieldnotes. Our findings suggest that self-directed learning through autonomous awareness in global issues cultivates unique learning outcomes that are facilitated by each student’s own academic interest and unique lived experiences. One of the key factors to improve the students’ satisfaction in postsecondary education is having the students themselves to examine and assure what extent in the project each individual can commit and contribute in the overall projects.
Parental Perspective of Play in Children with Disabilities
Connie Ellen Gualberto, Department of Education, PhilippinesPlay is an innate feature of childhood. For children with disabilities, play is viewed from another perspective due to their limitations, as they tend to demonstrate play skills that are distinct from their typically-developing peers. Therefore, this study aimed at generating a broader understanding of play among children with disabilities, particularly those with Autism Spectrum Disorder, Down Syndrome and Cerebral Palsy, from the perception of their primary caregiver. Specifically, this study investigated two problems: (1) what are the lived experiences of parents or guardians with their children during play and (2) what model of play can be generated from the analysis of their play experiences. Using a qualitative, descriptive-interpretive approach, the narratives of nine participants who shared the play stories of their children through semi-structured interviews were analyzed through thematic analysis. Through the analysis, the parents and guardians’ lived experiences were given more meaning. In particular, the research findings showed eight themes: a) Panagay-ayam (Play as paglalaro), b) Pannakiay-ayam (Play as pakikipaglaro), c) Pagaayat (Play as laro ayon sa gusto), (d) Panagtulad (play as imitation) (e) Paglaingan (Play and the child's strengths), (f) Pagkapsutan (Play and the child's limitation), (g) Panagadal (Play as learning); and, (h) play and parents' wishes for their children's play. Based on these results, the Progression Spin Model of Play was generated that puts children with disabilities at the center of play. This model of play serves as an intervention tool for use at home, in school and in the community.
Utilizing U.S. TESOL Undergraduate Internship Students to Improve Japanese College Students’ English Skills and the TESOL Students’ Teaching Skills
Nobuo Tsuda, Konan University, JapanThe purpose of this presentation is to demonstrate how utilizing U.S. TESOL undergraduate internship students can help improve Japanese college students’ English skills effectively in an EFL environment as well as help develop the interns’ teaching skills. The internship students spend about six weeks at Konan University during the spring semester during which they are involved in teaching, co-teaching, observing, tutoring, lesson planning, and having individual conferences for a total of more than 120 hours. The biggest benefit to our students is to increase their opportunities to communicate with the interns in class as well as outside of class through tutoring. The presenter will give detailed information about how he usually recruits interns and organizes the schedules for different classes and how each instructor supervises them. Furthermore, he will talk about student survey results that show how they felt about their interns and how interacting with the interns has helped improve their language skills. The presenter will also explain how the interns’ experience at Konan will help them prepare for their teaching at any institution in the States and overseas in the future.
Competency Education Goes Online: Overview of an Undergraduate Early Childhood Education Program Moving to Competency Based, Online Education
John Lowdermilk, University of Texas Rio Grande Valley, United StatesThis presentation examines both the need and process used to create an online, competency-based program at the University of Texas Rio Grande Valley. This project is funded by the Texas Higher Education Coordinating Board. The rationale for selecting this program for development to an accelerated competency-based format is the growing need for childcare professionals with advanced academic training and credentials at the local, state, and national levels and the insufficient number of programs in colleges and universities that offer credential and degree programs in this area. In recognition of this growing need, PreSchoolTeacher.Org reported that state spending on preschool programs between 2014 and 2015 grew by $6.5 billion, an increase of $553 million from the year before. The following year, 32 states increased spending for preschool programs by a total of $767 million.
Further, a report conducted in 2015 by the Institute of Medicine and the National Research Council, corroborates the urgency of this problem and the need to create affordable certificate and bachelor’s programs in the childcare sciences: The Institute of Medicine (IOM) and National Research Council (NRC) were commissioned to explore the implications of the science of child development for the professionals who work with children birth through age 8. In the resulting report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation, the committee found that much is known about what professionals who provide care and education for children need to know and be able to do and what professional learning supports they need.
A Quantitative Model for Quality Assurance (QMQA) to Enhance Engineering Education Performance Indicators
Mohamed Askar, Southern Utah University, United StatesThe quality of engineering education is a vital factor that relates to the long-term strategic development of engineering education’s infrastructure. The most common technique of evaluating the quality of engineering education is through a range of qualitative indicators, sometimes as a part of department assessment. Common qualitative assessments embrace contribution measurements of students and faculty, such as interviews, surveys, course evaluation, peer evaluation, and faculty annual activity reports. The main objective of this paper is to design a Quantitative Quality Assurance Model (QQAM) for engineering education in order to create a statistical and mathematical reference that would optimize the processes of the evaluation and help students to receive the high standards of education they need to meet the demands of the international employment market. A constructive QQAM framework was designed that considered plenty of control criteria selected from the teaching standards and methods, the degree of importance, the control methods description, the quality assurance assessment, and the statistical analysis. The model was tested by implementing quality circles for teaching inside the institution. Second, the individual items within the model were examined to identify the correlations of the quality with the performance indicators of engineering education. Finally, QQAM comprehensively considered the complexity and practicality of engineering education, which had provided a powerful evaluation tool for effectiveness analysis of QQAM. As a result of the model design, a matrix of twelve dimensions was obtained and implemented in the engineering education programs.
Designing an AI Chatbot-based Tasks for EFL Learners
Heyoung Kim, Chung-Ang University, South KoreaArtificial Intelligence (AI) chatbot is getting smarter and more human-like, but it seems to be rarely adopted for language learning. One of the biggest reasons is that most of the highly recognized chatbot programs were developed for L1 users, so their language and topic are inappropriate to second language (L2) learners, and also the chatbot often fails to recognize the users’ inter-language. Language learning chatbot should play a role as a conversation partner in the L2 classroom, not in the L1 context. Accordingly, the purpose of this study is to introduce a new idea of developing an AI chatbot for English as a Foreign Language (EFL) learners and integrating it into English class in Korean public school curriculum. This research is a part of the two-year AI Chatbot project funded by the National Research Foundation (NRF). The testing chatbot Ellie was developed to perform speaking tasks by interacting with users in English. The tasks were created in two types: “exchanging personal information” and “problem-solving.” The presenter will show examples of the AI chatbot-based pedagogic tasks and explain how they can work as a group activity in the elementary classrooms by demonstrating the program. Finally, findings of the three-week experiments with 177 Korean elementary school students will be briefly reported especially focusing on the benefits from the new technology, and barriers to using chatbot in L2 class.
Deconstructing and Reconstructing Self: A Journey to Decolonization Indigenization and Reconciliation
Gloria Ramirez, Thompson Rivers University, CanadaIn 2015, the Truth and Reconciliation Commission of Canada (TRC) completed the five-year national inquiry into the truth of survivors, families, communities and anyone personally affected by the Indian Residential Schools (IRS). Through the voices of the survivors, the TRC report informs Canadians and the world on what really happened and the ongoing impact on Aboriginal people, hoping that this guides Canadians to reconcile through a process of mutual understanding and respect. The TRC calls for action hold every Canadian accountable. Some have ignored them, others resist them, and others are taking action. For me as an educator, teacher educator, researcher, and visitor in Secwepemcúlecw, the TRC report and its calls for action have strong resonance. The TRC report has shaken me and driven me to a deep exploration of my own identity and my role in the process of reconciliation. This paper reports on an auto ethnographic examination of my identity, my positionality and my role in decolonizing and indigenizing the academy through my research and teaching practices. Intersectionality (Crenshaw, 1991), critical (Bhabba,1998) and indigenous theories (e.g., Little Bear, 2009; Smith, 1999, 2012) and First Nations Principles of Learning guide this examination.
Efficient Teaching and Learning of a Second Language: Comparing “Desirable Difficulties” and “Cognitive Load Theory” in the Language Learning Classroom
John Duplice, Sophia University, JapanAlthough second language learning goals can be clearly defined in the form of can-do statements, theories behind how students best learn material to reach these goals is not as clear; thus it is crucial that both teachers and learners understand effective ways of acquiring the material and skills to reach the language learning goals.
Two seemingly opposing theories on how best to learn have derived from psychology research. These are “Desirable Difficulties” and “Cognitive Load Theory”. Desirable difficulties theory is based on the idea that including some difficulties in student learning may help students` longer-term retention and their ability to transfer knowledge to other skills or settings. In contrast, “Cognitive Load Theory” is built upon the premise that the brain, specifically short-term memory, is limited and intentional study methods are best to reduce the amount of cognitive load when learning. Research has been conducted into these theories investigating their effectiveness, but little has been done in comparing the efficacy of the two theories in a controlled setting. Furthermore, there is need for empirical research with focus on the second language learner.
In this proposed presentation, I address these two conflicting theories and my ongoing research on the dichotomy of desirable difficulties and cognitive load theory in the second language learning classroom. Data from this research comes from university students learning English in Japan.
A Problem-based, Design Thinking Approach to Teaching Entrepreneurship to Scientists and Engineers in Developing Countries: A Philippine Experience
Rosula Reyes, Ateneo de Manila University, PhilippinesThe technology-driven society has tremendous impact on the economic perspective of a society; that the most innovative and entrepreneurial society produces greater economic prosperity. In the global market only the right products will be able to compete. It is in this context that scientific and technological innovations are essential to entrepreneurship. However, the education system for science and engineering in developing countries prepares graduates as future employees, wage-earners rather than employers nor entrepreneurs. The Philippine Commission on Higher Education in response, established a program with the objective of raising the entrepreneurial competence of Filipino engineering students. This program paved the way to the inclusion of the entrepreneurship course in the curricula of the engineering disciplines. The challenge in teaching entrepreneurship to scientists and engineers, is how to deliver the course effectively as it transcends the standard method of teaching. This paper presents how the course evolved from teacher-centered learning to becoming a problem-based, team-based, experiential learning. The ideation process incorporates creativity and design thinking approach to identifying social challenges and finding innovative solutions. The term technopreneurship is well-defined in the community of scientists and engineers as the used of technology as a significant factor in the transformation of good and services. Synergy, sharing of ideas, engaging the user-customer, putting together the financial and technical aspects to implementing the best solutions are among the key terms mentioned by students who have taken the course.
Spanish for Specific Purposes: The Training of Spanish Interpreters
Graziela Rondon-Pari, SUNY Buffalo State College, United StatesThroughout the decades, the teaching of languages has undergone transformations, from rote memorization of grammatical rules, to free spontaneous language without error correction. At the same time, during the 20th century and beginning of the 21st century, language classes in higher education centered around grammatical reviews, culture and the study of literary works written in the target language. As language enrollments started to decline, colleges realized the need to offer students language classes that enabled students to be competitive in the global market. With that thought, universities started to focus on the teaching and learning of languages for the professions and specific purposes. Some of the specific purposes fields that are currently in great demand in the United States are court and medical interpreting, as well as legal and business-related translation, with the legal field being the one in higher demand. This workshop provides an overview of skills needed to be an interpreter, practical tips on legal discourse learning, ethical issues and an overview on how to become state and nationally court certified. The workshop will be in English, with Spanish examples.
Bloom Where You’re Planted: Spreading the Seeds of Leader in Me Everywhere
Carol Bennett, Brigham Young University-Hawaii, United StatesResearch has indicated that the Leader in Me process has shown success in raising academic scores and reducing behavioral referrals in multiple schools in the US mainland and several other countries. Numerous studies followed strict evidence standards required by What Works Clearinghouse (WWC) and the Collaborative of Academic, Social and Emotional Learning (CASEL). In March 2018, the Collaborative for Academic, Social, and Emotional Learning (CASEL) endorsed Leader in Me as a “CASEL SELect” program (their program-certification title). This designation is notable as it identifies Leader in Me as an approved social and emotional learning (SEL) approved program. This body of research is impressive, yet to date, no studies have been conducted to review the effects of the Leader in Me process on schools in Hawaii. Of the over 4,000 schools in the Leader in Me process worldwide, currently there are ten elementary schools which have officially been designated as in the Leader in Me process in Hawaii. Specifically, this study explored the Leader in Me process in schools in Hawaii, to discover if it has had a positive effect with academic achievement indicated by state test data in reading, math, and science, as well as, improved behavior according to participating school principals’ perceptions of the number of behavior referrals. Principals’ perceptions of overall satisfaction and additional indications of school improvement were also noted. These findings could greatly impact principals’ decisions to become involved in the professional development and financial commitment needed in becoming a Leader in Me school.
Integrated Focus: Unlocking Insight and Creativity in the Face of Intractable and Complex Problems
Jennifer Walinga, Royal Roads University, CanadaThe concept of insight - the ‘out of the box’ or ‘aha!’ solution to a problem - offers a framework for exploring and understanding how best to enhance problem solving skills and, consequently, performance in a variety of realms. The sudden shift in thinking that characterizes the insightful solution seems to be an important link in unlocking creative solutions to all manner of problems. Researchers of insight problem solving argue that the cognitive shift we seek happens not at the solution end of the problem, but at the problem end. It is believed that insight results from a restructuring or redefinition of the problem (Knoblich et al., 1999; Ohlsson, 1986) which leads to the abrupt and unanticipated change in the solution path that leads the solver to immediate success with a problem (Weisberg, 1995). As the old adage says: a problem well defined is half solved. As such, Wertheimer describes insight as a ‘new, more penetrating view of the problem’, but what does ‘a more penetrating view’ really mean? And how does one go about achieving ‘a more penetrating view’? This paper documents the process for unlocking insight in a variety of contexts including sport, education, social profit and corporate organizations, and public institutions.
Today’s Choices for Selecting a School: Private, Public, Charter, or Homeschool
Margaret Ferrara, University of Nevada Reno, United StatesToday, “equity” and “a quality education” are is at the forefront of education conversations. Local and national efforts are increasing to meet individual students where they are and provide relevant support to overcome obstacles preventing them from a fair chance at an education in a public school. Three years ago, gender was one of the variables that held a spotlight as districts set up a blueprint to develop new schools – namely public charter schools. A strong opposition arose against this initiative based on interpretations of Title IX. Today, mixed and single public schools are still present in the United States but what is now in the forefront are an increase in private charter schools and homeschools.. This paper attempts to capture a broad understanding of school choice –private charter schools, public charter schools, public schools, and homeschools. Overall, the paper will touch on the most fundamental differences among schools and use the template of questions that originally was linked to single and mixed gender public schools – as a research frame for looking at charter schools overall.
The Effects of Task Repetition vs Task Sequencing on L2 English Speaking Performance
Jin-Hwa Lee, Chung-Ang University, South KoreaJoo-eun Hyun, MINDs Lab, South Korea
Arguing that tasks need to be considered as a part of a sequence in the context of a syllabus rather than one-off activities, this study explored the issue of grading in designing a task-based syllabus. Specifically this study compared the effects of task repetition (Bygate, 2001) and complexity-based task sequencing (Robinson, 2011). A total of 46 Korean high school students were divided into three groups and performed a series of English speaking tasks. The first group repeated the same task three times. The second group performed three tasks whose complexity was manipulated along the resource-dispersing factor (- planning time) first and the resource-directing factor (- few elements) later. The last group performed three tasks whose complexity was manipulated in the opposite order of the second group. Three groups’ third task performances were compared in terms of complexity, accuracy, and fluency. Also, each group’s performance trajectory was examined across the repeated or sequenced tasks. The results will be discussed along with pedagogical implications.
Developing a Faculty Training Program for Entrepreneurship Education
Mingrui Yang, Japan Advanced Institute of Science and Technology, JapanEunyoung Kim, Japan Advanced Institute of Science and Technology, Japan
With the development of entrepreneurship education (EE), a fundamental problem remains-the improvement of educators' ability to teach entrepreneurship in Chinese universities. Compared with top universities, educators at second-tier universities are disadvantaged in terms of human resources, educational resources, corporate resources in China. Therefore, the faculty training program is a major method to help educators enhance their ability in EE. This paper attempts to identify the main factors for developing an effective faculty training program conducting a qualitative study by semi-structured interviews. In the study, eleven entrepreneurship educators of second-tier universities have been interviewed; the respondents evaluated and commented on previous training and elaborated on the actual needs for the faculty training program for EE. The results found that the respondents showed a lower overall satisfaction with previous training, since the training content does not match the needs of the educators well enough,and cannot effectively help educators to improve the level of entrepreneurship education. According to the interview, the appropriate three suggestions have been elaborated: developing a more diversified training form, constructing a universal theoretical foundation and a common conceptual framework, and applying the diversity of teaching methods. Furthermore, it was suggested that government and top universities should play a key role in organizing a long-term faculty training program to help improve the quality of EE in second-tier universities.
Mutual Support Activities for Chinese Immigrants in Multicultural Society Singapore
Yuki Yokohama, Kanto Gakuin University, JapanThis study analyzed by intensively reading main literatures while focusing on a study of social organizations in Chinese community in Singapore and clarified its establishment process, activities and future issues."Chinese clan associations" were founded for each hometown or kin from the middle of the 19th century in order to support many immigrants from China. Cultural events of their hometown, religious services, and the support of the social welfare, the medical care, and educational activities were provided there. And the founding of "Chinese clan associations" made many immigrants' lives stable, and they developed to the point that they formed various networks between China and Singapore. Some "Chinese clan associations" founded schools famous in Singapore, and they developed to what affected not only educational activities of Chinese residents in Singapore but political activities. On the other hand, after Singapore became independent in 1965, it was clarified that the role of "Chinese clan associations" weakened gradually as new government promoted speak mandarin campaign. And it was clarified that many of the youth of Singapore were less concerned about activities of "Chinese clan associations" in recent years, too. It was paid attention to in the future what kind of influence the education policy of Singapore or southeast Asia has on identity of the youth of Chinese residents and Chinese descents under the globalization.
Using Visual Communication Analysis (VCA) to Treat Maladaptive Behaviors and Teach Communication
Aileen Herlinda Sandoval, The Chicago School of Professional Psychology, United StatesGary Shkedy, Alternative Teaching Strategy Center, United States
Dalia Shkedy, Alternative Teaching Strategy Center, United States
The number of students with disabilities served under the federal law of the Individuals with Disabilities Education Act (IDEA) in public schools has increased from 6.4 million to 7.0 million students. Current curriculum offered is eclectic, and inconsistent as they vary across students, classrooms, districts and throughout the nation. Additionally, curriculum also does not typically provide any therapeutic benefits, communication or behavioral support. Furthermore, according to the Centers for Disease Control, approximately 31% of children with Autism Spectrum Disorder (ASD) are classified as intellectually disabled and between 25 – 50% of children with ASD do not develop functional verbal communication. As a result, this subset of nonverbal children is considered “severe” or “low functioning.” Researchers conducted two studies to test the effectiveness of Visual Communication Analysis (VCA) as a method to teach communication and reduce maladaptive behaviors, in both non-verbal children with severe Autism, and verbal children with Intellectual Disability, and/or Speech and Language Impairment. Researchers used changes in letters correct per minute (LCPM) when typing, as a measure of learning. An additional measure used was frequency of maladaptive behaviors at the beginning of the study compared to the frequency at the end of the study. Using both of these measures, VCA showed statistically significant improvements with communication and a decrease in maladaptive behaviors in the individuals tested. In addition to demonstrating the efficacy of VCA, these results lead to the questioning of the validity of the original diagnosis of intellectual disability given to this subset of children with ASD.
Special Needs Education in the Japanese Secondary School: Perceptions of Japanese Teachers of English
Christoper Hale, Akita International University, JapanSatoko Ono, Akita International University, Japan
With the current emphasis on communicative language teaching (CLT) in second and foreign language teaching contexts, much of the discussion has been on curricular design and reform of traditional-learning delivery systems. This is particularly true in Japan, with the Ministry of Education, Sports and Technology (MEXT) placing heavy emphasis on students’ communicative abilities over test-taking prowess. The rationale has been that communication should be the over-arching goal of English education. Overlooked in this environment of reform has been how students with special needs, such as those with learning disabilities like Dyslexia or ADHD, can be accommodated for within a system that emphasizes social interaction and willingness to communicate (WtC). In Japan, it is still relatively uncommon to separate students with special needs from other students, meaning that they are left to cope with language (as well as other) learning which is delivered at a pace that is often beyond their cognitive capabilities to maintain. This poster presentation represents preliminary research into how Japanese teachers of English (JTEs) perceive their readiness in addressing the needs of such students, and what specific concerns they may have in ensuring a productive and healthy classroom learning environment.
Lessons From a Global Analysis of the UN Conventions on Children and Disability Rights
Gabriela Walker, National University, United StatesAmong the 6.7 billion people in the world, there are 2.2 billion children, of which 1 billion live in poverty. This study looks at the rights of children with disabilities and how vulnerable populations can be protected. The UN (2009) identifies several obstacles to democracy, human rights, and the rule of law, including: “deepening poverty; threats to human security; the infringements of individual rights and impediments to the enjoyment of fundamental freedoms”. The author used a cumulative logit model for ordinal responses, in particular proportional odds model, to look at whether states with a higher degree of democratization and a higher level of human development are less likely to ratify the United Nations Conventions on the Rights of the Child and on the Rights of Persons with Disabilities. The analysis finds statistically significant relationships for multiple variables. Here are selected general conclusions: (1) as the widest ratified human rights treaties, the CRC and CRPD have profound implications on understanding how the states’ development and democratization impact how they sign and ratify treaties; (2) different indices have different effects on each of the conventions, without contradicting each other, meaning that governments perceive and treat Conventions distinctly; (3) the date of ratification, rather than the date of signature, is much more reflective of the state’s democratization and development levels; and (4) the world is in need for a reconceptualization and recontextualization of children and disability policies, redefining concepts like equity, empowerment, social enterprise, and inclusive development to include these disempowered populations.
Coaching in the Classroom: Incorporating Academic Coaching in a Student Success Seminar
Leilani Harjati, University of Hawaii at Manoa, United StatesShauna Sibonga, University of Hawaii at Manoa, United States
Freshman and sophomore student success seminars provide an excellent opportunity to incorporate academic coaching practice into the classroom. This session shares the experience of an academic advisor and an academic coach coming together to team-teach a freshman/sophomore success seminar. They share the unique opportunity of incorporating academic coaching activities into an established one-credit, major and career exploration course. Together they shared with students the power of developing a positive growth mindset (Dweck, 2006), grit (Duckworth et al, 2007), self-efficacy (Bandura, 1977) and resiliency (Waxman et al, 2003). With weekly touch points, students created personalized plans for major and career exploration, campus engagement, and academic achievement. Through class activities and assignments, students identified personal strengths and barriers all while being part of a supportive seminar team. Students end the semester with concrete tools to support their major and career goals. Sample class curriculum will be shared along with strategies to facilitate group coaching conversations. Presenters will also discuss how academic coaching can be applied in various settings and support different student populations.
Positive Outcomes of Feminist Pedagogical Practices in the Undergraduate Classroom
Fiona Green, University of Winnipeg, CanadaThis presentation addresses the positive outcomes of using elements of feminist pedagogies and intersectionality in teaching Canadian undergraduate students. Using reflections from my own teaching experiences over the past 3 decades, and those of students themselves, I demonstrate how feminist pedagogical approaches open intellectual spaces within the classroom that assist students in witnessing a more inviting and substantive way to critically engage with the course material and the world around them. The initial segment outlines various elements of feminist pedagogies central to my feminist teaching, such as creating a participatory classroom community where critical thinking, empowerment, and leadership skills are valued, developed and practiced. Part two demonstrates how the most basic feminist inquiry into how and what we know, particularly when using a lens of intersectionality, exposes students to the ways in which knowledge structures and systems have influenced their understanding of themselves, the world they inhabit, and their relationship with it and with others. The final section draws upon the written experiences of students themselves to demonstrate how the practice of engaging in these specific elements of feminist pedagogy and intersectionality assist students to participate in engaged ways of critical thinking. I conclude by examining examples of student reflects of how their experiences of feminist pedagogies and intersectionality have fostered their interests in and practices of pursuing and participating in political and ethical acts of resistance to bring about progressive social change in a world that needs their intelligence, commitment and participation more than ever.
Faculty Initiated Communities of Practice: A Case Study
Rebecca Wilson-Mah, Royal Roads University, CanadaFaculty development is defined as an individual process and a social activity in communities. In studies on faculty development, learning in communities and the process of developing collaborative relationships and groups of support are rarely the primary focus. Furthermore, studies suggest that autonomy, self-direction and specialized interests are impediments for forms of faculty professional development that are embedded in learning in communities. Communities established for the purposes of collegiality and learning, without an institutionally framed agenda are less common in faculty professional development in higher education. There is also more evidence of higher education institutions supporting faculty communities that are formally associated with specific operational or strategic priorities. This qualitative case study explored faculty members’ experiences in three faculty-initiated and organized communities of practice (CoP) in a University. Data collection included three focus group interviews and nine in-depth, semi-structured interviews. A thematic analysis indicated that faculty appreciated the opportunity to convene in a CoP and that learning was associated with five characteristics. The characteristics were described by faculty members as: the freedom to choose whether to join and how to contribute; an engaging purpose for attending; mutual support; a collaborative and open approach to learning and sharing; and, an opportunity to slow down and take time for reflection. There were several barriers and impediments to group functioning in these informal groups and associated risks and benefits. The findings give shape to forms of social learning that are often not noticed or invisible in our workplaces.
Learning With, From and About One Another
Cassie Prochnau, MacEwan University, CanadaHuman interaction and communication are key to successful professionals engaged in the ‘helping professions'. For students preparing for these careers, the development of interpersonal skills provides the foundation for good working and social relationships. They are the building blocks for learning to collaborate effectively, to work in teams, and to develop relationships with colleagues and clients. Interpersonal skills can be cultivated and developed throughout our lifetime and are shaped by our experiences. Institutions of higher education, engaged in preparing students for these critical roles, are expected to deliver quality instruction, dynamic curriculum and opportunities for personal and professional growth in a concerted effort to produce a well-skilled workforce. Professional programs prepare graduates for eventual practice in an interprofessional team, yet disciplinary concentrations in undergraduate programs socialize education in the context of respective disciplinary norms. Students benefit from multiple perspectives, from interaction with and learning across interprofessional boundaries. It is through this lens that we can provide a unique learning experience to engage students in the practical application of these expectations in the educational context. With support and collaboration from senior administration and program faculty, interprofessional education can not only meet the learning outcomes of an interpersonal skills course; but, more importantly, this model provides a unique opportunity for learning that engages students across disciplines in learning with, from and about one another.
Wellbeing Warriors: A Randomised Controlled Trial Examining the Effects of Martial Arts Training on Secondary Students’ Resilience
Brian Moore, Macquarie University, AustraliaMental health is a significant issue across international education systems. In the past 12 months, an estimated one in seven Australian youth experienced a mental health disorder and school-based mental health services were the most commonly accessed service supporting this population. Universally delivered preventative approaches to mental health are an important component of school-based mental health services, and interventions promoting resilience fit within this model. While research has suggested that resilience can be learned and that schools play an important role in developing resilient youth, rigorous evaluation of interventions promoting resilience is limited. Martial arts training has been found to have psychological benefits such as increased confidence and self-esteem, and was the basis of a preventative mental health intervention delivered in the current study. The study examined the effects of a 10-week martial arts based intervention which was evaluated using a randomized controlled trial. The intervention was delivered to 283 secondary school students aged 12-14 years, who were recruited from schools in New South Wales, Australia. The program was delivered in a group format at participating schools, and had an intervention dose of 10 x 50-60 minute sessions once per week for 10 weeks. Quantitative data was collected pre-intervention, post-intervention, and at 12-week follow-up. Results found a consistent pattern for resilience outcomes, where all primary and secondary measures improved for the intervention group and declined for the control group. The study provides robust evidence that students’ resilience can be improved using martial arts based interventions delivered in school settings.
A Need to Support Teacher Diversity Through Culturally Relevant STEM Education at the Elementary School
Neha Anand, University of Houston, United StatesAnanthi Shankaranarayanan, University of Houston, United States
The United States and European nations are persistently engaged in advocating the need for culturally relevant practices for the diverse student population to achieve maximum student participation and engagement in mathematics and science (hereinafter referred as MSED). However, there exists a huge gap in preparing mathematics and science teachers who could implement culturally relevant practices for the diverse population in the United States (Menshah, 2010 & Sleeter, 2011). Students participation, from marginalized communities, in MSED depending on their family background, awareness of higher education courses, and assistance with preparation exams like SAT and ACT (Rawal & Decosta, 2019). This study argues that there are bright possibilities of increasing the marginalized students’ participation in MSED through preparing teachers for culturally relevant practices from early grades, through lived experiences of two Indian teachers who are also doctoral candidates at a Southwestern university in Texas. This study investigated two female Indian teachers, engaged in teacher education preparation program in a tier one university in southeast Texas. Findings based on auto-ethnography identified culturally relevant mathematics and science education (MSED) as a tool to improve language learners’ participation in the content areas mentioned. Preparing pre-service teachers with an MSED focus could promote a stronger foundation in mathematics and science for elementary level students, by eliminating their biases such as mathematics and science as a pre-dominate field for ethnically White or Asian students only.
Design and Implementation of “Spoc Teaching Mode” for Fostering Creativity
Haiming Jiang, Japan Advanced Institute of Science and Technology, JapanEunyoung Kim, Japan Advanced Institute of Science and Technology, Japan & Dalian Polytechnic University, China
Xiaolin Sun, Dalian Polytechnic University, China
SPOC (Small Private Online Course) has been widely used in higher education all over the world for its ease of access due to advanced information technology. Pursuing a successful future career, students in higher education need to develop their creativity and professional knowledge. Therefore, higher education should focus on the cultivation of creativity and professional knowledge through SPOC. This study aimed to establish a “SPOC Teaching Mode” for fostering students’ creativity, by integrating online resources with classroom activities in order to develop a creative and professional education. The application of the mode is expected to stimulate students’ engagements in autonomous learning activities, by practicing problem-finding and problem-solving skills, furthermore, facilitate students’ professional knowledge learning as well as enhance their creativity in the professional field. Finally, a survey questionnaire was distributed to the participants in order to evaluate their views about the SPOC teaching mode.