This document reports on a study that examined the relationship between perceived autonomy support and academic emotions in foreign language classes. The study surveyed 547 students across 31 French classes. It found that greater perceived autonomy support was associated with more positive emotions like joy and less negative emotions like boredom and anger at the individual level. At the class level, greater perceived autonomy support was associated with less reported boredom. The results provide support for autonomy support influencing students' academic emotions in foreign language learning.
Sentence completion tests are a class of semi-structured projective techniques.
Sentence completion tests typically provide respondents with beginnings of sentences, referred to as "stems", and respondents then complete the sentences in ways that are meaningful to them.
The responses are believed to provide indications of
Attitudes,
Beliefs,
Motivations, or other
Mental states.
Therefore, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings.
There is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states.
This debate would affect its categorizing as projective tests
Steven Weitz & Mary E. Rasley - The Edugaming FrameworkSeriousGamesAssoc
Steven Weitz, Associate Professor of Media Arts, Lehigh Carbon Community College
Mary E. Rasley, Professor of Computer Information Systems, Lehigh Carbon Community College
This presentation was given at the 2016 Serious Play Conference, hosted by the UNC Kenan-Flagler Business School.
Educational games often rely on quizzing, limiting the potential for learning. Games excel at having players repeat actions, creating environments where practice is expected, which leads to deeper understanding of content. By making the educational content the core gameplay, the “Edugaming Framework” approach eschews quizzing, resulting in effective educational games.
Note that when not presenting it, some of the slides look a bit jumbled, due to the way I had to hijack PowerPoint to get the animations I needed. If anyone wants a straight copy of the framework - the steps without the accompanying presentation, click here: http://seriousplayconf.com/edugamingframework_2016/
1) The document presents a study that develops and tests a new model to describe determinants of consumer avoidance of personalized ads on the web.
2) It modifies an existing model of ad avoidance by introducing irritation instead of skepticism as a mediator, modeling perceived usefulness instead of personalization, and introducing boredom as a new determinant.
3) Testing the proposed model against competing models, the results support the proposed model and show irritation and boredom directly increase ad avoidance, while perceived usefulness decreases irritation and avoidance.
Bloom S Taxonomy More details about the general structurejmckendricks
This document discusses Bloom's Taxonomy, which classifies educational goals into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain was revised by Anderson and Krathwohl in 2001 to better align with 21st century skills. The revised taxonomy has six levels within the Cognitive domain - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Objectives are classified based on the type of knowledge (factual, conceptual, procedural, metacognitive) and cognitive process verb used. The document provides examples of verbs to write objectives for each cognitive process level.
This document provides an overview of mood recognition in audio content analysis. It discusses how mood recognition aims to identify the mood or emotion of a song by extracting features and classifying using methods like regression. Key challenges include defining and quantifying moods/emotions, developing ground truth data, and determining appropriate mood models. Common approaches include classifying into mood clusters or mapping to the arousal-valence circumplex model of affect using regression techniques. Results can vary significantly based on the data but classification rates around 50% and regression errors of 0.1-0.4 are typical.
Modellazione affettiva sull’utente per migliorare l’interazione uomo-computer...Women&Technologies
Women&Technologies: Research and Innovation. Nell'ambito del prestigioso WCC, (World Computer Congress), una conferenza nella conferenza dedicata alle donne e alle tecnologie, con un particolare focus su ricerca e innovazione. Presentazione per l'intervento a distanza di Cristina Conati (University of British Columbia, Vancouver), intitolato "Modellazione affettiva sull’utente per migliorare l’interazione uomo-computer".
Finding the Truth: Interview and Interrogation Training SimulationsRonald Punako, Jr.
Presentation given at the Interservice/Industry Training, Simulation and Education Conference (I/ITSEC)2011 under the Hidden in Plain Sight:
Training Perceptual Skills session.
Problem Solving PowerPoint Presentation Content slides include topics such as: teaching problem solving skills, evaluating how you solve problems, understanding the process: how to solve problems, 8 active listening techniques, primary issues for problem solvers, group or individual brainstorming, the problem solving framework, vertical and lateral thinking, adaptors and innovators as problem solvers, collaborative problem solving, leadership and creative work environments, four models of problem solving, SWOT, the 6 C's of decision making, how to's and much more.
Sentence completion tests are a class of semi-structured projective techniques.
Sentence completion tests typically provide respondents with beginnings of sentences, referred to as "stems", and respondents then complete the sentences in ways that are meaningful to them.
The responses are believed to provide indications of
Attitudes,
Beliefs,
Motivations, or other
Mental states.
Therefore, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings.
There is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states.
This debate would affect its categorizing as projective tests
Steven Weitz & Mary E. Rasley - The Edugaming FrameworkSeriousGamesAssoc
Steven Weitz, Associate Professor of Media Arts, Lehigh Carbon Community College
Mary E. Rasley, Professor of Computer Information Systems, Lehigh Carbon Community College
This presentation was given at the 2016 Serious Play Conference, hosted by the UNC Kenan-Flagler Business School.
Educational games often rely on quizzing, limiting the potential for learning. Games excel at having players repeat actions, creating environments where practice is expected, which leads to deeper understanding of content. By making the educational content the core gameplay, the “Edugaming Framework” approach eschews quizzing, resulting in effective educational games.
Note that when not presenting it, some of the slides look a bit jumbled, due to the way I had to hijack PowerPoint to get the animations I needed. If anyone wants a straight copy of the framework - the steps without the accompanying presentation, click here: http://seriousplayconf.com/edugamingframework_2016/
1) The document presents a study that develops and tests a new model to describe determinants of consumer avoidance of personalized ads on the web.
2) It modifies an existing model of ad avoidance by introducing irritation instead of skepticism as a mediator, modeling perceived usefulness instead of personalization, and introducing boredom as a new determinant.
3) Testing the proposed model against competing models, the results support the proposed model and show irritation and boredom directly increase ad avoidance, while perceived usefulness decreases irritation and avoidance.
Bloom S Taxonomy More details about the general structurejmckendricks
This document discusses Bloom's Taxonomy, which classifies educational goals into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain was revised by Anderson and Krathwohl in 2001 to better align with 21st century skills. The revised taxonomy has six levels within the Cognitive domain - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Objectives are classified based on the type of knowledge (factual, conceptual, procedural, metacognitive) and cognitive process verb used. The document provides examples of verbs to write objectives for each cognitive process level.
This document provides an overview of mood recognition in audio content analysis. It discusses how mood recognition aims to identify the mood or emotion of a song by extracting features and classifying using methods like regression. Key challenges include defining and quantifying moods/emotions, developing ground truth data, and determining appropriate mood models. Common approaches include classifying into mood clusters or mapping to the arousal-valence circumplex model of affect using regression techniques. Results can vary significantly based on the data but classification rates around 50% and regression errors of 0.1-0.4 are typical.
Modellazione affettiva sull’utente per migliorare l’interazione uomo-computer...Women&Technologies
Women&Technologies: Research and Innovation. Nell'ambito del prestigioso WCC, (World Computer Congress), una conferenza nella conferenza dedicata alle donne e alle tecnologie, con un particolare focus su ricerca e innovazione. Presentazione per l'intervento a distanza di Cristina Conati (University of British Columbia, Vancouver), intitolato "Modellazione affettiva sull’utente per migliorare l’interazione uomo-computer".
Finding the Truth: Interview and Interrogation Training SimulationsRonald Punako, Jr.
Presentation given at the Interservice/Industry Training, Simulation and Education Conference (I/ITSEC)2011 under the Hidden in Plain Sight:
Training Perceptual Skills session.
Problem Solving PowerPoint Presentation Content slides include topics such as: teaching problem solving skills, evaluating how you solve problems, understanding the process: how to solve problems, 8 active listening techniques, primary issues for problem solvers, group or individual brainstorming, the problem solving framework, vertical and lateral thinking, adaptors and innovators as problem solvers, collaborative problem solving, leadership and creative work environments, four models of problem solving, SWOT, the 6 C's of decision making, how to's and much more.
This document provides an overview of a presentation on emotional competence (EQ) and its implications for organizational development (OD) practitioners. The presentation covers three main areas: positioning EQ as a strategic capability, engaging with definitions and models of EQ, and leveraging EQ research to inform OD practice. It discusses common approaches to defining and measuring EQ, provides examples of EQ frameworks and assessment tools, and makes the business case for why developing EQ is important for OD practitioners to enhance leadership and organizational effectiveness. The presentation aims to help participants understand how EQ relates to OD and apply EQ concepts to their professional practice.
Evaluating Machine Learning Approaches to Classify Pharmacy Students’ Reflect...mingliu107
This document evaluates machine learning approaches to classify the depth of reflection in pharmacy students' reflective writing statements. A random forest classifier was able to classify statements with a precision of 0.831 and recall of 0.784 when considering all stages combined. Features from academic writing analytics and linguistic inquiry and word count were important indicators of reflection depth. Limitations included a small sample size and imbalance between reflective and non-reflective statements. Future work could focus on building a larger annotated corpus and assessing reflection longitudinally and at the paragraph level.
Perbedaan Kemampuan Berpikir Kritis Matematis Siswa SMA Ditinjau dari Self Re...Dendy Maulana Gusmawan
The document analyzes the critical thinking abilities of high school students in light of their self-regulation abilities. It finds that students' critical thinking skills are generally low or moderate based on test scores. There are differences in critical thinking scores between students with high, moderate, and low levels of self-regulation. Specifically, students with higher self-regulation scores tended to have higher critical thinking scores. When analyzing the dimensions of self-regulation, differences were found between students scoring high versus low on most dimensions, such as motivation, time management, and self-testing. The study concludes self-regulation abilities are positively correlated with stronger critical thinking skills in mathematics among high school students.
The document discusses several methods for quantifying affect, or feelings and emotions, including typical measuring devices used in museums, their problems, and three promising alternative models: PAD, PANAS, and the Semantic Differential. PAD measures pleasure, arousal, and dominance on bipolar scales. PANAS measures positive and negative affect. The Semantic Differential uses bipolar adjective pairs to measure attitudes on evaluation, potency, and activity dimensions.
The document discusses Bloom's Taxonomy and its use in developing learning objectives. It outlines Bloom's original and revised cognitive domains, providing examples of verbs and outcomes for different levels. It also provides guidance on writing measurable learning objectives, including specifying the audience, behavior, conditions, and criteria. Educators are encouraged to design objectives and assessments that promote enduring understanding and allow students to demonstrate their learning in authentic ways.
The document outlines three experiments in "Mind Genomics" which aims to explore new "continents of the mind" through data-driven research. The first experiment determines the dollar value that people assign to different sensory elements of food. The second examines what elements elicit different emotional responses to dining experiences. The third investigates how well different food elements "fit" concepts of French, Greek, Indian, and Italian cuisines. The results provide insights into mindsets, product design, and marketing applications. The approach offers a new way to understand cognition through granular analysis of meaningful elements and ratings.
Thinking involves mental processes such as forming concepts, problem solving, reasoning, and decision making. There are different types of thinking such as autistic thinking and realistic thinking. Cognitive psychology studies mental processes like thinking, perceiving, remembering, and learning. Computer programming draws on skills also used in writing like creativity, logic, and sequencing, and can benefit from understanding cognitive psychology which studies how people think. Problem solving is considered one of the most complex intellectual functions and involves identifying problems, exploring solutions, choosing an action, and evaluating outcomes. Reasoning allows transforming information to reach conclusions through deductive or inductive logic.
This presentation discusses the procedure involved in two-way mixed ANOVA design. The procedure has been discussed by solving a problem using SPSS functionality.
This document discusses adopting a problem-solving approach to teaching mathematics at the secondary level. It explores the features of problems and establishing a framework for developing problem-solving skills in students. Some key points made include:
- Thinking-based curriculum addresses issues like students performing algorithms without understanding and inability to apply concepts to new problems.
- True problems have no memorized solutions and multiple approaches rather than contextualized algorithms.
- Benefits of problem-solving include developing higher-order thinking, expressing understanding, and creating a multidimensional classroom.
- Lessons should expose students to problems and develop habits of mind like simplifying problems, systematically organizing information, looking for patterns, and finding general rules.
This presentation describes the importance of detecting and responding to users emotion while they work with online environments. Emotion is vital to learning and using technology to recognize users’ emotion has led to powerful performance results. First, we describe how to detect emotion, using sensors (camera, wrist band, pressure mouse, seat sensors). Computational tutors dynamically collected data streams of students’ physiological activity and self-reports of emotions. Second, we describe responses or interventions that we used once emotion was detected, i.e., we evaluated the impact of animated embodied agents on user motivation and achievement. Results showed that women and students with disabilities, while using agents reported increased math value, self-concept and mastery orientation and reduced frustration. Third, we describe the integration of computer vision techniques to improve detection of emotion.
This presentation describes the importance of detecting and responding to users emotion while they work with online environments. Emotion is vital to learning and using technology to recognize users’ emotion has led to powerful performance results. First, we describe how to detect emotion, using sensors (camera, wrist band, pressure mouse, seat sensors). Computational tutors dynamically collected data streams of students’ physiological activity and self-reports of emotions. Summaries of student physiological activity helped predict more than 80% of the variance of students’ emotional states. Second, we describe responses or interventions that we used once emotion was detected, i.e., we evaluated the impact of animated embodied agents on user motivation and achievement. Results showed that women and students with disabilities, while using agents reported increased math value, self-concept and mastery orientation and reduced frustration. Third, we describe the integration of computer vision techniques to improve detection of emotion.
This document discusses detecting and responding to student emotion within an online tutor. It discusses using sensors and models to detect student emotion and remediating emotion through teacher-based, peer-based, and game-based interventions. It describes experiments conducted with a math tutor to detect student emotion using sensors and self-reports, and to study the effects of showing students their progress to improve interest and excitement. Studies showed that providing students access to their progress page increased how often they accessed it, suggesting it may improve affect.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
How Do Coping Strategies Correlate With Job Satisfaction Revisedpaneil
This study examined the relationship between individual coping strategies and job satisfaction in 25 undergraduate psychology students. The study measured coping strategies using the COPE inventory, which categorizes strategies as either adaptive or questionable. Job satisfaction was measured using the Job Satisfaction Scale. The hypotheses were that adaptive coping strategies would positively correlate with job satisfaction, while questionable strategies would negatively correlate. The results found no significant correlations, though adaptive coping approached significance. The small sample size limited conclusions, but relationships between specific coping strategies like positive reinterpretation and job satisfaction warrant future research.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docxSALU18
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
Sentence completion tests consist of item stems that people complete to reflect their personality. How they complete the sentences can provide clues about underlying attitudes, affects, and concerns. Sentence completion tests have been constructed for personality assessment, clinical applications, and measuring constructs like egocentricity, moral attitudes, and depression. They can assess psychological characteristics and contribute to assessing personality as well as intellectual functioning.
The document provides guidance on effective lesson planning. It discusses that effective lesson plans focus on what students accomplish rather than just what the teacher covers. While there is no single accepted planning model, effective plans clearly outline objectives using active verbs, consider student learning styles and attention spans, and systematically develop questions and activities. Teacher planning is often a mental process that must be flexible, focused on student needs, and constantly revised based on changing circumstances. Lesson plans should incorporate a variety of activities targeting different learning styles.
This document provides information about an Organizational Behavior course taught at Catolica Lisbon School of Business and Economics. The course will introduce students to the field of organizational behavior and examine how individuals, groups, and organizations behave. Students will learn about theories of motivation, leadership, and teamwork through analyzing case studies, completing a course project in teams, and participating in online studies. Grades will be based on case study analysis, project work, attendance, participation, and a final exam. The course aims to prepare students to understand human behavior in business organizations.
The document discusses traditional strategies for assessing student learning, including tests, questionnaires, and visual identification. It describes different types of test formats like multiple choice, essays, and alternative questioning techniques. Essays are discussed as being useful for assessing higher-order thinking but not factual recall. Questionnaires and inventories are presented as self-report tools to understand student interests and abilities through questions like checklists and Likert scales. Visual identification is defined as having students match images to concepts. The document advocates using a variety of assessment strategies to best evaluate student skills and knowledge in art education.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Facebook: https://www.facebook.com/PECBInternational/
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This document provides an overview of a presentation on emotional competence (EQ) and its implications for organizational development (OD) practitioners. The presentation covers three main areas: positioning EQ as a strategic capability, engaging with definitions and models of EQ, and leveraging EQ research to inform OD practice. It discusses common approaches to defining and measuring EQ, provides examples of EQ frameworks and assessment tools, and makes the business case for why developing EQ is important for OD practitioners to enhance leadership and organizational effectiveness. The presentation aims to help participants understand how EQ relates to OD and apply EQ concepts to their professional practice.
Evaluating Machine Learning Approaches to Classify Pharmacy Students’ Reflect...mingliu107
This document evaluates machine learning approaches to classify the depth of reflection in pharmacy students' reflective writing statements. A random forest classifier was able to classify statements with a precision of 0.831 and recall of 0.784 when considering all stages combined. Features from academic writing analytics and linguistic inquiry and word count were important indicators of reflection depth. Limitations included a small sample size and imbalance between reflective and non-reflective statements. Future work could focus on building a larger annotated corpus and assessing reflection longitudinally and at the paragraph level.
Perbedaan Kemampuan Berpikir Kritis Matematis Siswa SMA Ditinjau dari Self Re...Dendy Maulana Gusmawan
The document analyzes the critical thinking abilities of high school students in light of their self-regulation abilities. It finds that students' critical thinking skills are generally low or moderate based on test scores. There are differences in critical thinking scores between students with high, moderate, and low levels of self-regulation. Specifically, students with higher self-regulation scores tended to have higher critical thinking scores. When analyzing the dimensions of self-regulation, differences were found between students scoring high versus low on most dimensions, such as motivation, time management, and self-testing. The study concludes self-regulation abilities are positively correlated with stronger critical thinking skills in mathematics among high school students.
The document discusses several methods for quantifying affect, or feelings and emotions, including typical measuring devices used in museums, their problems, and three promising alternative models: PAD, PANAS, and the Semantic Differential. PAD measures pleasure, arousal, and dominance on bipolar scales. PANAS measures positive and negative affect. The Semantic Differential uses bipolar adjective pairs to measure attitudes on evaluation, potency, and activity dimensions.
The document discusses Bloom's Taxonomy and its use in developing learning objectives. It outlines Bloom's original and revised cognitive domains, providing examples of verbs and outcomes for different levels. It also provides guidance on writing measurable learning objectives, including specifying the audience, behavior, conditions, and criteria. Educators are encouraged to design objectives and assessments that promote enduring understanding and allow students to demonstrate their learning in authentic ways.
The document outlines three experiments in "Mind Genomics" which aims to explore new "continents of the mind" through data-driven research. The first experiment determines the dollar value that people assign to different sensory elements of food. The second examines what elements elicit different emotional responses to dining experiences. The third investigates how well different food elements "fit" concepts of French, Greek, Indian, and Italian cuisines. The results provide insights into mindsets, product design, and marketing applications. The approach offers a new way to understand cognition through granular analysis of meaningful elements and ratings.
Thinking involves mental processes such as forming concepts, problem solving, reasoning, and decision making. There are different types of thinking such as autistic thinking and realistic thinking. Cognitive psychology studies mental processes like thinking, perceiving, remembering, and learning. Computer programming draws on skills also used in writing like creativity, logic, and sequencing, and can benefit from understanding cognitive psychology which studies how people think. Problem solving is considered one of the most complex intellectual functions and involves identifying problems, exploring solutions, choosing an action, and evaluating outcomes. Reasoning allows transforming information to reach conclusions through deductive or inductive logic.
This presentation discusses the procedure involved in two-way mixed ANOVA design. The procedure has been discussed by solving a problem using SPSS functionality.
This document discusses adopting a problem-solving approach to teaching mathematics at the secondary level. It explores the features of problems and establishing a framework for developing problem-solving skills in students. Some key points made include:
- Thinking-based curriculum addresses issues like students performing algorithms without understanding and inability to apply concepts to new problems.
- True problems have no memorized solutions and multiple approaches rather than contextualized algorithms.
- Benefits of problem-solving include developing higher-order thinking, expressing understanding, and creating a multidimensional classroom.
- Lessons should expose students to problems and develop habits of mind like simplifying problems, systematically organizing information, looking for patterns, and finding general rules.
This presentation describes the importance of detecting and responding to users emotion while they work with online environments. Emotion is vital to learning and using technology to recognize users’ emotion has led to powerful performance results. First, we describe how to detect emotion, using sensors (camera, wrist band, pressure mouse, seat sensors). Computational tutors dynamically collected data streams of students’ physiological activity and self-reports of emotions. Second, we describe responses or interventions that we used once emotion was detected, i.e., we evaluated the impact of animated embodied agents on user motivation and achievement. Results showed that women and students with disabilities, while using agents reported increased math value, self-concept and mastery orientation and reduced frustration. Third, we describe the integration of computer vision techniques to improve detection of emotion.
This presentation describes the importance of detecting and responding to users emotion while they work with online environments. Emotion is vital to learning and using technology to recognize users’ emotion has led to powerful performance results. First, we describe how to detect emotion, using sensors (camera, wrist band, pressure mouse, seat sensors). Computational tutors dynamically collected data streams of students’ physiological activity and self-reports of emotions. Summaries of student physiological activity helped predict more than 80% of the variance of students’ emotional states. Second, we describe responses or interventions that we used once emotion was detected, i.e., we evaluated the impact of animated embodied agents on user motivation and achievement. Results showed that women and students with disabilities, while using agents reported increased math value, self-concept and mastery orientation and reduced frustration. Third, we describe the integration of computer vision techniques to improve detection of emotion.
This document discusses detecting and responding to student emotion within an online tutor. It discusses using sensors and models to detect student emotion and remediating emotion through teacher-based, peer-based, and game-based interventions. It describes experiments conducted with a math tutor to detect student emotion using sensors and self-reports, and to study the effects of showing students their progress to improve interest and excitement. Studies showed that providing students access to their progress page increased how often they accessed it, suggesting it may improve affect.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
How Do Coping Strategies Correlate With Job Satisfaction Revisedpaneil
This study examined the relationship between individual coping strategies and job satisfaction in 25 undergraduate psychology students. The study measured coping strategies using the COPE inventory, which categorizes strategies as either adaptive or questionable. Job satisfaction was measured using the Job Satisfaction Scale. The hypotheses were that adaptive coping strategies would positively correlate with job satisfaction, while questionable strategies would negatively correlate. The results found no significant correlations, though adaptive coping approached significance. The small sample size limited conclusions, but relationships between specific coping strategies like positive reinterpretation and job satisfaction warrant future research.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docxSALU18
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
Sentence completion tests consist of item stems that people complete to reflect their personality. How they complete the sentences can provide clues about underlying attitudes, affects, and concerns. Sentence completion tests have been constructed for personality assessment, clinical applications, and measuring constructs like egocentricity, moral attitudes, and depression. They can assess psychological characteristics and contribute to assessing personality as well as intellectual functioning.
The document provides guidance on effective lesson planning. It discusses that effective lesson plans focus on what students accomplish rather than just what the teacher covers. While there is no single accepted planning model, effective plans clearly outline objectives using active verbs, consider student learning styles and attention spans, and systematically develop questions and activities. Teacher planning is often a mental process that must be flexible, focused on student needs, and constantly revised based on changing circumstances. Lesson plans should incorporate a variety of activities targeting different learning styles.
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Autonomy support and Academic Emotions
1. Autonomy and Emotions Design Results References
Autonomy support and Academic Emotions in
Foreign Language Classes
False friends or right ones?
Christian Beermann & Hanna Cronj¨ager
christian.beermann@uni-hamburg.de
Fachbereich Erziehungswissenschaft, Didaktik der romanischen Sprachen
Universit¨at Hamburg
IATEFL / LASIG, November 26th, 2010
1 / 21
2. Autonomy and Emotions Design Results References
Outline
Autonomy and Emotions
Definitions
Relation between autonomy and emotions
Design
Research Questions
Participants
Population
Measures
Method
Results
Descriptive
Correlations
Model results
Results (Resume)
2 / 21
3. Autonomy and Emotions Design Results References
Outline
Autonomy and Emotions
Definitions
Relation between autonomy and emotions
Design
Research Questions
Participants
Population
Measures
Method
Results
Descriptive
Correlations
Model results
Results (Resume)
2 / 21
4. Autonomy and Emotions Design Results References
Outline
Autonomy and Emotions
Definitions
Relation between autonomy and emotions
Design
Research Questions
Participants
Population
Measures
Method
Results
Descriptive
Correlations
Model results
Results (Resume)
2 / 21
5. Autonomy and Emotions Design Results References
Definitions of autonomy and academic emotions
”Autonomy is essentially a matter of the learner’s psychological
relation to the process and content of learning [. . . ] a capacity for
detachment, critical reflection, decision-making, and independent
action.”
(Little, 1999, p. 4)
The multi-component approach to define emotions.
Emotions are defined by four distinct components (Izard, 1994;
Scherer, 1984):
affective
cognitive
physiological
motivational
3 / 21
6. Autonomy and Emotions Design Results References
Definitions of autonomy and academic emotions
”Autonomy is essentially a matter of the learner’s psychological
relation to the process and content of learning [. . . ] a capacity for
detachment, critical reflection, decision-making, and independent
action.”
(Little, 1999, p. 4)
The multi-component approach to define emotions.
Emotions are defined by four distinct components (Izard, 1994;
Scherer, 1984):
affective
cognitive
physiological
motivational
3 / 21
7. Autonomy and Emotions Design Results References
The control value theory of academic emotions
In the control-value theory (Pekrun, 2000) autonomy is seen as
an important antecedent of academic emotions.
Environment Appraisals Emotions
Competence Support
instructional quality,
teacher engagement etc.
Autonomy support
vs. control
Achievement
expectancies
Feedback and
consequences
of achievement
Social relatedness
Control
causal attribution,
self-concepts etc.
Values
interest, goals etc.
Academic
emotions
4 / 21
8. Autonomy and Emotions Design Results References
The control value theory of academic emotions
In the control-value theory (Pekrun, 2000) autonomy is seen as
an important antecedent of academic emotions.
Environment Appraisals Emotions
Competence Support
instructional quality,
teacher engagement etc.
Autonomy support
vs. control
Achievement
expectancies
Feedback and
consequences
of achievement
Social relatedness
Control
causal attribution,
self-concepts etc.
Values
interest, goals etc.
Academic
emotions
4 / 21
9. Autonomy and Emotions Design Results References
Research Questions
With this study we want to explore the relation between autonomy
support and academic emotions in foreign language classroom.
Research questions are:
(How) does autonomy support influence academic emotions in
french foreign language classroom?
(How) does the class level of perceived autonomy support
influence academic emotions?
Is there a difference in the influence on distinct emotions?
5 / 21
10. Autonomy and Emotions Design Results References
Description of the participants
We asked
N = 547 pupils (individual level, within)
N = 31 German 9th grade classes (class level, between)
(schools N = 18)
on their perception of autonomy support and emotions in French
foreign language classroom.
6 / 21
11. Autonomy and Emotions Design Results References
Design
Students were asked to complete a standardized questionnaire at
two occasions in 9th grade.
first occasion (December): perception of autonomy support
second occasion (July): emotional experiences in French class
7 / 21
12. Autonomy and Emotions Design Results References
How to measure autonomy?
In french class . . .
I can organize my time independently.
I feel that I can make my own decisions.
I can try to solve tasks in my own way.
We are encouraged by the teacher to find our own solutions.
We are taught to work independently.
Im Franz¨osischunterricht . . .
ist es mir m¨oglich, meine Zeit selbst einzuteilen.
habe ich das Gef¨uhl, dass ich eigene Entscheidungen treffen kann.
kann ich versuchen, Aufgaben auf meine Art zu erledigen.
werden wir vom Lehrer/ von der Lehrerin ermuntert, eigene L¨osungen zu
finden.
wird uns beigebracht, selbstst¨andig zu arbeiten.
8 / 21
13. Autonomy and Emotions Design Results References
How to measure emotions?
Emotions are measured as construct.
Scales make use of the multi-component approach described
above.
Four-item short scales, one item per component / dimension.
All scales:
5-point rating scale, from 1=none to 5=very strong
9 / 21
14. Autonomy and Emotions Design Results References
”Autonomy is essentially a matter of the learner’s psychological
relation to the process and content of learning [. . . ] a capacity
for detachment, critical reflection, decision-making, and
independent action.
(Little, 1999, p. 4)
10 / 21
15. Autonomy and Emotions Design Results References
Parceling
Parceling of variables: Subsuming of items by computing their
mean.
Personal Dimension, Parcel 1
I can organize my time independently.
I feel that I can make my own decisions.
Task Dimension, Parcel 2
I can try to solve tasks in my way.
Instructional Dimension, Parcel 3
We are encouraged by the teacher to find our own solutions.
We are taught to work independently
11 / 21
16. Autonomy and Emotions Design Results References
Internal Consistencies
Autonomy
Autonomy Support (α = .78)
Source of the scales: Kunter, 2005, PISA
2003
Emotions:
Joy (α = .83)
Boredom (α = .87)
Anger (α = .75)
Anxiety (α = .75)
Source of the scales: Cronj¨ager, 2009
12 / 21
17. Autonomy and Emotions Design Results References
Method
Structural Equation Modeling – allows for modeling the
outcome and the predictor als latent variable, considers
measurement error
Multilevel Analysis – by using the Type = COMPLEX option,
accounts for clustered data
One model for each emotion
13 / 21
18. Autonomy and Emotions Design Results References
Boxplots of the examined variables
auto autocm joy bor ang anx
12345
Bold Lines = Median
Box = inter-quartile range
ˆ= 50 % of data
Circles = Outliers
14 / 21
19. Autonomy and Emotions Design Results References
Descriptives and Intraclasscorrelation Coefficient (ICC)
M (SD) ICC
auto 2.45 (0.77) 0.20
autocm 2.44 (0.39) —
joy 1.99 (0.77) 0.14
bor 2.75 (1.02) 0.15
ang 2.18 (0.88) 0.15
anx 1.49 (0.62) 0.01
15 / 21
20. Autonomy and Emotions Design Results References
Correlations between autonomy and emotion
auto5 auto5cm joy bor ang
auto5
auto5cm 0.49∗∗∗
joy 0.46∗∗∗
0.27∗∗∗
bor −0.39∗∗∗
−0.29∗∗∗
−0.65∗∗∗
ang −0.37∗∗∗
−0.27∗∗∗
−0.53∗∗∗
0.69∗∗∗
anx −0.21∗∗∗
−0.06 −0.28∗∗∗
0.37∗∗∗
0.61∗∗∗
Note: level of significance:∗∗∗p < .001; ∗∗p < .01; ∗p < .05.; Bivariate
Pearson product-moment correlations
16 / 21
21. Model Results: Joy
Within (individual level)
Between (class level)
autonomy
0.79∗∗∗
autop1 autop2 autop3 joy1 joy2 joy3 joy4
joy
1 1.01 1.17 0.911 0.29 0.84
1 0.91 0.20ns
0.77
joyautonomy
0.22ns
joy1 joy2 joy3 joy4
Figure: Model for joy
22. Model Results: Boredom
Within (individual level)
Between (class level)
autonomy
−0.43∗∗∗
autop1 autop2 autop3 bor1 bor2 bor3 bor4
boredom
1 1.02 1.21 1.381 1.48 1.53
1 0.23ns
0.69 0.77
boredomautonomy
−0.53∗
bor1 bor2 bor3 bor4
Figure: Model for boredom
23. Model Results: Anger
Within (individual level)
Between (class level)
autonomy
−0.67∗∗∗
autop1 autop2 autop3 ang1 ang2 ang3 ang4
anger
1 1.04 1.20 0.821 0.52 0.60
1 0.97 0.02ns
0.65
angerautonomy
−0.42ns
ang1 ang2 ang3 ang4
Figure: Model for anger
24. Model Results: Anxiety
Within (individual level)
Between (class level)
autonomy
−0.30ns
autop1 autop2 autop3 anx1 anx2 anx3 anx4
anxiety
1 1.01 1.17ns
0.61ns
1 0.96 0.86
1 0.70ns
0.83ns
0.59ns
anxietyautonomy
0.09ns
anx1 anx2 anx3 anx4
Figure: Model for anxiety
26. Autonomy and Emotions Design Results References
Results
Autonomy support influences on individual level
joy
boredom
anger
On class level
boredom
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27. Autonomy and Emotions Design Results References
Thank you for your attention !
Merci beaucoup pour votre attention!
Download slides at
www.christian-beermann.de
or contact: christian.beermann@uni-hamburg.de
20 / 21
28. Autonomy and Emotions Design Results References
References
Cronj¨ager, H. (2009). “Emotionen im schulischen Fremdsprachenunterricht: Bedingungen, Wirkungen und
Ver¨anderungen im ersten Lernjahr Franz¨osisch”. Unver¨offentlichte Dissertation. Jena: Universit¨at Jena.
G¨otz, T. et al. (2006). “Academic emotions from a social-cognitive perspective: antecedents and domain specificity
of students’ affect in the context of Latin instruction.” In: The British journal of educational psychology 76.Pt
2, pp. 289–308.
Izard, C. (1994). Die Emotionen des Menschen [Human emotions]. Weinheim: Beltz.
Kunter, M. (2005). Multiple Ziele im Mathematikunterricht. M¨unster: Waxmann.
Little, D. (1999). Learner autonomy. Definitions, issues and problems. Reprinted. Dublin: Authentik.
Pekrun, R. (2000). “A Social-Cognitive, Control-Value Theory of Achievement Emotions”. In: Motivational
psychology of human development: developing motivation and motivating development. Ed. by J. Heckhausen.
Oxford: North Holland, pp. 143–163.
Scherer, K. R. (1984). “On the nature and function of emotion: A component process approach”. In: Approaches to
emotion. Ed. by K. R. Scherer and P. Ekman. Hillsdale, NJ: Lawrence Erlbaum Associates. Chap. 14,
pp. 293–317.
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