Deborah Carlson is a research associate at the University of North Florida who has over 30 years of experience in education. She received her BA in childhood education from the University of Florida in 1976 and her MEd and EdD in elementary education and curriculum & instruction from the University of Florida and University of Tennessee, respectively. Her roles have included teacher, assistant professor, project manager, staff development coordinator, assistant principal, and principal for the Department of Defense Education Activity. She has authored and co-authored several publications related to curriculum development and evaluation.
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
Learning analytics adoption in Higher Education: Reviewing six years of exper...Bart Rienties
In this webinar, Prof Bart Rienties will reflect on the process of implementing learning analytics solutions within the UK higher education setting, its implications, and the key lessons learned in the process. The talk will specifically focus on the Open University UK (OU) experience of implementing learning analytics to support its 170k students and 5k staff. Its flagship OU Analyse has been hailed as one of the largest applications of predictive learning analytics at scale for the last five years, making OU one of the leading institutions in learning analytics domain. The talk will reflect on the strong connections between research and practice, educational theory and learning design, scholarship and professional development, and working in multi-disciplinary teams to explain why the OU is at the forefront of implementing learning analytics at scale. At the same time, not all innovations and interventions have worked. During this webinar, Prof Rienties will discuss the lessons learned from implementing learning analytics systems, how learning analytics has been adopted at OU and other UK institutions, and what the implications for higher education might be.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
Learning analytics adoption in Higher Education: Reviewing six years of exper...Bart Rienties
In this webinar, Prof Bart Rienties will reflect on the process of implementing learning analytics solutions within the UK higher education setting, its implications, and the key lessons learned in the process. The talk will specifically focus on the Open University UK (OU) experience of implementing learning analytics to support its 170k students and 5k staff. Its flagship OU Analyse has been hailed as one of the largest applications of predictive learning analytics at scale for the last five years, making OU one of the leading institutions in learning analytics domain. The talk will reflect on the strong connections between research and practice, educational theory and learning design, scholarship and professional development, and working in multi-disciplinary teams to explain why the OU is at the forefront of implementing learning analytics at scale. At the same time, not all innovations and interventions have worked. During this webinar, Prof Rienties will discuss the lessons learned from implementing learning analytics systems, how learning analytics has been adopted at OU and other UK institutions, and what the implications for higher education might be.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Annexe à l'accord du 11 mars 2016 relatif aux appointements minimaux des ouvriers du bâtiment dans la CCN des ouvriers employés par les entreprises du bâtiment (c'est-à-dire occupant plus de 10 salariés)
Presentation by Howard Frumkin, MD, MPH, DrPH at the 2009 Virginia Health Equity Conference.
Focusing on how inequities in the built environment – places where we work, live and play; transportation; food; and parks and green spaces - impact health, Dr. Frumkin described the dimensions of healthy communities and community design principles and the opportunities for effective interventions. He described the work of the Centers for Disease Control and Prevention in promoting health equity through healthy places. He also gave examples of communities that are advancing health equity through healthy places.
Salaire moyen de quelques emplois en cote d’ivoireRomuald N'TAKPE
Salaire moyen de quelques postes en Côte d'Ivoire.
NB: les rémunérations ne reflètent pas entièrement les données du marché et elles ne sont pas exhaustives.
Key Marketing Lessons from charity: waterAlex Rascanu
Alex Rascanu's "Key Marketing Lessons from charity: water" presentation at the #MarketersUnbound event organized by Marketers Without Borders at the Capital C office on June 3, 2014. More info. about Alex: http://www.alexrascanu.com. More info. about Marketers Without Borders: http://www.themwb.org
518. Building Sustainable K-12 STEM Programs in Rural NC Communities
STEM in Rural Communities
Describe/discuss key elements needed to build and sustain high quality STEM programs in rural communities. Describe/discuss barrier’s to implementing sustainable STEM programs in rural communities and strategies to address barrier’s? Examples include teacher turnover, resources, and teacher support. Provide an overview of PLTW elementary, middle and high school programs.
Presenter(s): Ken Verberg
Location: Sandpiper
Engineering Higher Education: A Leading Model That Guides Mobile Technology T...Dustin Bessette, CIG
A visionary leadership of education has been currently transformed by mobile devices with educational purposes. These purposes lead to drastic changes that often occur with internal and formation structures of academic programs. These changes lead to prosperous students that are able to obtain these changes and modify their learning spectrum for a new era. Within the new era, careers and jobs are changing due to technical and financial advances that require these new skills. Mobile technology is the new face of education by a basis of relative institutions that believe in advances for career, educational, and personal purposes. These devices are created specifically for educational learning, such that more students are able to learn studies that they never could before. This will also help generate new students from locations the institution was not able to gain students from in the past. The purpose of this study is to engage topics about the virtual classroom and discuss a model that entices new possibilities that are in relative manner to measurements for academics. The focus will be based from research that is specifically centered for virtual learning. Areas of interest will be mainly distance learning, engineering virtual classrooms, modifying institutional programs, and marketing and enrollment procedures. These items will assure research that bases its methods on higher educational leaning set towards institutional awareness of advanced technology for academics. The outcomes of this model will create modified ideas and methods that are currently used in the academic setting. The research is based on current information that is sufficient and bases a majority of information related to academic integrity and purpose. Its methods are created to assist faculty and students better understand how creative measures can assist and engage the institution with technical advances for virtual classroom.
Using Learning analytics to support learners and teachers at the Open UniversityBart Rienties
In this seminar Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be in these Covid19 times.
https://www.kent.ac.uk/cshe/news-events.html
1. 1
Deborah L. Carlson
12000 Alumni Drive
Jacksonville, FL 32224-2678
Phone: (904) 620-5157
Email: dcarlson@unf.edu
a. Professional Preparation
University of Florida Gainesville, FL Childhood Education BA 1976
University of Florida Gainesville, FL Elementary Education M.Ed 1978
University of Tennessee Knoxville, TN Curriculum & Instruction Ed.D. 1983
b. Appointments
2015-Present Research Associate
Florida Institute of Education at the University of North Florida
1987-2013 Department of Defense Education Activity (DoDEA)
Pacific Region Staff Development Coordinator
Adjunct Professor, University of San Diego, Boston University, University of
Maryland (Curriculum Alignment and Standards, Examining Student Work, and
Examining Math Practices [PreK-12] )
Assistant Principal and Principal, PreK-12
On-Site Team Leader, Antilles School District, PR (PreK-3,9-12)
1985-1986 Assistant Professor,Curriculum and Instruction, UT, Knoxville
1983-1985 Associate Project Manager,U.S. Department of Education Grant, Tennessee’s Career
Ladder Program, UT Knoxville
1979-1981 Teacher,Music (K-6), Martha Manson Academy,Gainesville, FL
1977-1979 Teacher,Language Arts & Reading, Choral Music (6-8), Lincoln Middle School,
Gainesville, FL
c. Products
(i) Up to five most closely related to proposal project
Carlson, D., Wehry, S., & McLemore, B. (2016). The teachers’ voice: Using photovoice and
concept mapping to evaluate an innovative prekindergarten robotics program. In A. Cañas,P.
Reiska & J. Novak (Series Ed.) Springer Communications in Computerand Information Science:
Vol. 635. Innovating with Concept Mapping,7th International Conference on Concept Mapping,
CMC 2016,Tallinn,Estonia,September 5-9, 2016, Proceedings (pp. 241-254). doi: 10.1007/978-
3-319-45501-3_19
Wehry, S., Carlson, D., & McLemore, B. (2016). The Teachers’ Voice: Forming a Theoretical
Framework Combining a Prekindergarten STEM Curriculum and a Learning Curriculum. A. J.
Canas,P. Reiska, J.D. Novak (Eds.) Innovating with Concept Mapping, Proceedings of the 7th
International Conference on Concept Mapping. Tallinn, Estonia.
McLemore, B. Wehry, S., & Carlson, D. (2016). Using Concept Mapping to Compare
Intentionally Taught Outcomes with Actual Outcomes of a Prekindergarten Robotics and
Problem Solving Curriculum. A. J. Canas, P. Reiska, J.D. Novak (Eds.) Innovating with
Concept Mapping, Proceedings of the 7th International Conference on Concept Mapping.
Tallinn, Estonia.
McLemore, B. Wehry, S., Carlson, D., Monroe-Ossi, H., Fountain, C., & Cosgrove, M. (2016).
Using concept mapping to assess 4- and 5-year old children’s knowledge in the robotics
and programming for prekinderten project. In A. Cañas, P. Reiska & J. Novak (Series
Ed.) Springer Communications in Computer and Information Science: Vol. 635.
2. 2
Innovating with Concept Mapping, 7th International Conference on Concept Mapping,
CMC 2016, Tallinn, Estonia, September 5-9, 2016, Proceedings (pp. 287-302). doi:
10.1007/978-3-319-45501-3_23
Carlson, D., & Bullion, P. (1995). A Team Approach to Cooperative Learning.
Teaching and Change,2(2),118-140.
(ii) Five other significant products or publications
Handler, J.,& Carlson, D. (1984). Shaping Tennessee's MasterTeacher Program - 1983. Part
1: Improving Teacher Quality through Incentives Project. ERIC, 340094,1-267.
Handler, J.,& Carlson, D. (1985). Shaping Tennessee's Career Ladder Program - 1985. Part 2:
Improving Teacher Quality through Incentives Project. ERIC, 337847,1-260
Community Strategic Plan: Volume I. (2013, April 1). Retrieved November 17, 2015, from
http://www.dodea.edu/CSP/volume-I.cfm
Carlson, D. (Director) (1984, April 23). It's Time to Move: A Case for Movement Education in
the Music Class. American Education Research Association Annual Conference. Lecture
conducted from AERA,New Orleans.
Carlson, D., & Ellinger, T. (1990). Education in Korea: Feeling Bad and Doing Well. Foreign
Service Journal, 67(6),16-18.
d. Synergistic Activities
2016-2017:Research Associate for a 9-month STEM pilot program, responsible for developing and field
testing a robotics, programming, and problem solving integrated curriculum for prekindergarten students
in three centers located in Jacksonville, FL.(Florida Institute of Education, University of North Florida).
2015-2016:Research Associate for a 3-month STEM pilot program - Robotics and Programming for
PreK:An Early Learning Problem Solving Initiative (RAPP),at the Florida Institute of Education,
University of North Florida, implemented in three centers located in Jacksonville, FL.
2014-2015:Framer for the revision of the Florida Science Standards. Task force is responsible for
creating the foundation for the new Florida Standards, and to assist in the development of the essential
concepts and skills Florida students (K-12) will be required to achieve. This work will be used by the
Writers in developing the full scope of the new Florida Science Standards.
2007-2013:Principal, Amelia Earhart Intermediate School (grades 3-5) 640 students, 75 professional
staff; Bob Hope Primary School (grades PreK-2),750 students, 100 professional staff, Kadena Air Force
Base,Okinawa, Japan. Professional Focus:
Implemented a school-wide problem solving process through student, parent and teacher forums,
applied to science investigations and projects, that resulted in student and school-wide awards at the
District, Regional, and country-wide (Japan) level.
Observed, monitored, and evaluated teacher progress with and practical application of their learning
of new technology (Introduction to SharePoint; Introduction to Contribute, Camtasia, and Snagit),
for graduate level college credit, through the University of San Diego.
Designed, implemented, monitored, and assessed professional development for PreK-2 grade
teachers on the use of space,transitions, center-based learning, and developmentally appropriate
practices.
Created and supported (i.e. resources,collaboration time, peer- observations) three Professional
Learning Teams for grades 3-5 teachers:Robotics using Lego Mindstorms; Looking at Student
Work (LASW) with graduate level college credit; and Unpacking Standards within an integrated
curriculum.
3. 3
2012-2013:Task Force Member and Team Leader for 21st
Century Teaching, Leading, Learning (CTLL)
Department of Defense Education Activity (DoDEA) Curriculum Integration Module. Purpose: Identify
the connections between the pedagogical strands and instruction, technology and teacher support systems;
Develop training modules for Professional Development of 21st
Century Teaching, Learning, and
Leading. Professional development framework supports (PreK-12):adoption of the common curricular
standards, Common Core State Standards; adoption of assessments aligned to new curriculum standards;
conversion to digital learning environments; integration of science,technology, engineering, and
mathematics into all curricular areas; employment reform to change the way we recruit and retain talent.
1998-2000 Site Team Leader (STL) Pre-K – 12 and Adjunct Professor for the University of San Diego,
Antilles District, Puerto Rico. Purpose: A two year project focused on underperforming schools in
DoDEA worldwide. I provided on-site expertise and support for teachers in: curriculum/standards
alignment (EDU 567 N, University of San Diego: Curriculum Alignment and Standards for Early
Childhood Programs,graduate credit); effective teaching practices,and creating/using assessments
aligned with instruction.
1990-1995:Pacific Area Staff Development Coordinator (DoDEA): Supervised and evaluated a team of 6
staff development officers; serving four districts (Japan, Okinawa, Philippines, Korea),comprised of 50
schools and 24,000 students. Purpose: to provide instructional support for grade level PreK-12 teachers
through: analyzing, modeling, observing, and evaluating best teaching practices; creating and leading
study groups for teachers to share reflections on their learning; and (as an adjunct professor for Boston
University, University of Maryland, and University of San Diego), provide graduate level college credit
for their work.
e. Collaborators & Other Affiliations
(i) Collaborators and Co-Editors
zero Collaborators and zero Co-Editors
(ii) Graduate Advisors and Postdoctoral Sponsors
zero Graduate Advisor and zero Postdoctoral Advisors
(iii) Thesis Advisor and Postgraduate-Scholar Sponsor
zero Graduate Students Advised and zero Postgraduate-Scholars Sponsored