Three general learning profiles were identified among first-year university students: 1) Optimistic, functional students who experienced the highest levels of competence and engagement; 2) Optimistic students with study problems who expressed the highest challenge; and 3) Pessimistic, dysfunctional students who experienced the lowest competence and engagement and invested the least time in self-study. The profiles differed in their experienced challenge, competence, engagement, career confidence, self-study time, and study success. The results support the idea that students with different profiles experience constructive or destructive friction with their learning environments.
Embodied Cognition & Enactivism: Implications for EducationDoug Holton
Â
Exploring specific theoretical and practical implications of recent research on embodied cognition and enactivism for the design of effective learning environments, especially those targeting conceptual change.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
Current challenges for educational technology researchMartin Oliver
Â
Current challenges for educational technology research
Mayes described educational technology research as being like the film, 'Groundhog Day', with "cycles of high expectation [...] followed by proportionate disappointment", and "a cyclical failure to learn from the past". Fifteen years on, this experience still rings true.
Is this pattern inevitable and inescapable? This paper identified several challenges faced by work in this area. Together, they go some way towards explaining this pattern, and identifying what will need to change if we are to break out of this.
These challenges include the strategic difficulty of maintaining research work across cycles of new technology; the methodological challenge of studying things people have forgotten they are using; the epistemological challenge of reconceptualising the relationship between technology, users and effects; the practical challenge of knowing our learners; and the political challenge of securing funding for anything other than instrumental, applied work.
----
Seminar at Oxford education department, 17/11/10. Cited papers listed in the speaker's notes.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
Embodied Cognition & Enactivism: Implications for EducationDoug Holton
Â
Exploring specific theoretical and practical implications of recent research on embodied cognition and enactivism for the design of effective learning environments, especially those targeting conceptual change.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
Current challenges for educational technology researchMartin Oliver
Â
Current challenges for educational technology research
Mayes described educational technology research as being like the film, 'Groundhog Day', with "cycles of high expectation [...] followed by proportionate disappointment", and "a cyclical failure to learn from the past". Fifteen years on, this experience still rings true.
Is this pattern inevitable and inescapable? This paper identified several challenges faced by work in this area. Together, they go some way towards explaining this pattern, and identifying what will need to change if we are to break out of this.
These challenges include the strategic difficulty of maintaining research work across cycles of new technology; the methodological challenge of studying things people have forgotten they are using; the epistemological challenge of reconceptualising the relationship between technology, users and effects; the practical challenge of knowing our learners; and the political challenge of securing funding for anything other than instrumental, applied work.
----
Seminar at Oxford education department, 17/11/10. Cited papers listed in the speaker's notes.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
6
Websites, Books, Independent Studies: 6 Journal Articles Summarized Here
APA Citation REQUIRED (Refer to APA Write
][.râs Manual, 6th ed.)
Fill out both areas for 1 Article on each page (6 pages)
Sample Citation in APA 6th edition:
Arbelo, F. (2016). Pre-entry doctoral admission variables and retention at a Hispanic Serving
Institution. International Journal of Doctoral Education, 11, 269 â 284.
http://www.informingscience.org/Publications/3545
Academic Journal Articles:
APA Citation (Refer to APA Writerâs Manual, 6th ed.)
Citation here
George, K. (2016). Evaluating the effects of formal corrective feedback on off-task/on-task behavior of mild intellectually disabled students: an action research study (Thesis doctoral, Capella University). https://search-proquest-com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Source: Primary or Secondary
Primary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
Research findings
How and why is this information pertinent to your selected topic?
The goal of the study looked to identify a potential strategy for addressing the behavioral deficiencies commonly displayed by students classified as mild intellectually disabled as well as any other student determined to have behavioral issues within the classroom setting. Specifically, the study determines if formal corrective feedback influences on the off-task/on-task behavior of mild intellectually disabled students. With this information, we know about treatment choices (strategies) that we can use to change the task refusal behaviors of a student with special needs and increase his compliance with activities and demands.
Academic Journal Articles:
APA Citation (Refer to APA Writerâs Manual, 6th ed.)
George, K. (2016). Evaluating the effects of formal corrective feedback on off-task/on-task behavior of mild intellectually disabled students: an action research study (Thesis doctoral, Capella University). https://search-proquest-com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Issues / Topics Covered
Formal corrective feedback, off-task behaviors, on-task behaviors, specific types of off-task behavior.
Author(s):
George, Kevin
Research Question(s) addressed:
RQ1: Is there a significant difference between the frequency of off-task behaviors when formal corrective feedback is not applied and the frequency of off-task behaviors when formal corrective feedback is applied?
RQ2: Is there a significant difference between the frequency of on-task behaviors when formal corrective feedback is not applied and the frequency of on-task behaviors when formal corrective feedback is applied?
RQ3: Does formal corrective feedback have a stronger or weaker effect on specific types of off-task behavior?
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Fifteen tenth graders classified as Mild Intellectually Disabled (MI.
Higher secondary school teachers' attitude towards second degree in physics: ...Premier Publishers
Â
The goal of this paper is to understand the attitude of teachers for second degree in physics in Eastern part of Ethiopia. This study adopts a qualitative approach. Questionnaires written for open-ended responses were administered to a sample of 100 high school teachers. Content analysis was used to interpret diverse responses pertaining to teachers who want to continue further education on their first background. Both descriptive and quantitative methods were used to discuss the result. The study revealed that there is significant number of teachers who doesnât want to pursue higher education in physics. Although the obtained result shows that most of the respondents are interested to upgrade their academic qualification, the number of teachersâ who lost interest for further education in their first background is very significant, more than 20% of the total number of respondents, which is an alarming quantity and shows the threat that research and postgraduate program in this field are facing.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Letâs 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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
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In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
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Ketonen et al. EFYE2013
1. www.helsinki.fi/yliopisto
Importance of engagement
during first-year studies
Ph.D. candidate Elina Ketonen (elina.e.ketonen@helsinki.fi),
Anne Haarala-Muhonen, Laura Hirsto, Jari Hänninen, Kirsti Keltikangas, Kristiina Wähälä &
Professor (PI) Kirsti Lonka
Faculty of Behavioural Sciences
University of Helsinki, Finland
kirsti.lonka@helsinki.fi
Twitter @kirstilonka #EFYE2013
15.5.2013
Faculty of Behavioural Sciences / Ketonen et al. /
EFYE Conference, May 14, 2013, Helsinki, Finland 1
4. www.helsinki.fi/yliopisto
⢠There is a long history of research on student
learning in higher education
⢠Previous research has applied a number of
frameworks when examining studying in university:
â Student approaches to learning (SAL)
e.g. Biggs 1987; Entwistle & Ramsden, 1983; Lonka &
Lindblom-Ylänne, 1996; Marton & SäljÜ, 1976
â Self-regulated learning (SRL)
e.g. Boekaerts, 1997; Pintrich, 2000; Vermunt, 1998
â Motivation (Cognitive and attributional startegies, SAQ)
e.g. Cantor, 1990; Eronen, Nurmi, & Salmela-Aro, 1998;
Jones & Berglas 1978; Martin, Marsh, & Debus, 2001;
Norem, 1989; Nurmi, Aunola, Salmela-Aro, & Lindroos, 2003
15.5.2013 4
Faculty of Behavioural Sciences / Ketonen et al. /
EFYE Conference, May 14, 2013, Helsinki, Finland
Introduction
5. www.helsinki.fi/yliopisto
Dynamic Interplay between Students
and their Learning Environment
THE LEARNER
ENVIRONMENT
Challenge
STUDYING
PERCEPTION FRICTIONS
Instruction
Orientation
Competence
Goals
Motivation
Modified on the basis of
Lindblom-Ylänne & Lonka, 2000
6. 15.5.2013 6
Faculty of Behavioural Sciences / Ketonen et al. /
EFYE Conference, May 14, 2013, Helsinki, Finland
Teacher regulation and
student regulation of learning
(Vermunt & Verloop, 1999)
Degree of
Student
Degree of Teacher regulation of
learning
regulation
of learning Strong Shared Loose
High Destructive
friction
Destr/Constr
friction
Congruence
Intermediate Destructive
friction
Congruence Constructive
friction
Low Congruence Constructive
friction
Destructive
friction
7. www.helsinki.fi/yliopisto 15.5.2013 7
Faculty of Behavioural Sciences / Ketonen et al. /
EFYE Conference, May 14, 2013, Helsinki, Finland
Results from the pre-study
Three general learning profiles were identified among
teacher students:
⢠Unstressed students (38%)
⢠Committed students (29%)
⢠Dysfunctional students (33%)
Committed students invested most time in
self-studying.
Dysfunctional students had weakest sense
of competence.
No differences in study success.
8. www.helsinki.fi/yliopisto
We looked at relationships between
⢠problems in studying (e.g. in self-regulation)
⢠motivation (optimism vs. task avoidance)
⢠experienced challenge and competence
⢠study engagement
⢠confidence of oneâs career choice
among first-year students from different domains
15.5.2013 8
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EFYE Conference, May 14, 2013, Helsinki, Finland
Aims
9. www.helsinki.fi/yliopisto
1) What kinds of groups could be found to classify the
participants according to exhaustion, lack of
regulation, lack of interest, task avoidance, and
optimism? (same variables as in pre-study)
2) Did these groups differ in terms of domain (faculty)
3) How did these groups differ in terms of experienced
challenge and competence, study engagement,
career choice, invested self-study time and study
success?
15.5.2013 9
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EFYE Conference, May 14, 2013, Helsinki, Finland
Research questions
10. www.helsinki.fi/yliopisto
The participants were 697 first-year students from
⢠teacher education,
⢠chemistry,
⢠theology,
⢠law and
⢠engineering
from the University of Helsinki and Aalto University
15.5.2013 10
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Participants
11. www.helsinki.fi/yliopisto
⢠Pre-test questionnaire measuring problems in
studying, optimism, task avoidance, experienced
challenge and competence, study engagement,
career choice etc.
⢠Follow-up questionaire (during the course)
measuring academic emotions, invested self-study
time etc.
⢠Study success assessed on basis of course
examinations
⢠Step-wise cluster analysis and various ANOVA tests
were conducted (a person-oriented approach)
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Materials and Procedures
12. www.helsinki.fi/yliopisto
Variables
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EFYE Conference, May 14, 2013, Helsinki, Finland
General learning
profiles
(cluster analysis)
Exhaustion
Lack of Regulation
Lack of Interest
Task Avoidance
Optimism
SAQ & MED NORD
-questionnaire
(Lonka et al., 2008)
Challenge
Competence
Study engagement
Career choice
Self-study time
Study success
Backround variables
Domain (faculty)
Gender
Age
Dependent variables
13. www.helsinki.fi/yliopisto 15.5.2013 13
Faculty of Behavioural Sciences / Ketonen et al. /
EFYE Conference, May 14, 2013, Helsinki, Finland
Cluster analysis
1
2
3
4
5
6
ExhaustionLack of regulationLack of interestTask avoidanceOptimism
Group 1
Group 2
Group 3
Figure 1. General learning profiles (mean scores) of the groups.
14. www.helsinki.fi/yliopisto 15.5.2013 14
Faculty of Behavioural Sciences / Ketonen et al. /
EFYE Conference, May 14, 2013, Helsinki, Finland
Learning profiles
Three clusters (general learning profiles)
were identified:
⢠Optimistic, functional students (44%)
⢠Optimistic students with study problems (33%)
⢠Pessimistic, dysfunctional students (23%)
16. www.helsinki.fi/yliopisto 15.5.2013 16
Faculty of Behavioural Sciences / Ketonen et al. /
EFYE Conference, May 14, 2013, Helsinki, Finland
Differences between clusters
p = .000
p = .000
p = .000
p = .000
Optimistic,
functional
Optimistic with
problems
Pessimistic,
dysfunctional
Challenge (1-7) 4.6 5.2 4.8
Competence (1-7) 5.6 4.8 4.2
Study engagement (1-6) 4.4 4.1 3.4
Career choice (1-5) 4.2 3.9 2.9
Table 1. Between-group differences in experienced challenge and competence,
study engagement, and confidence of career choice.
17. www.helsinki.fi/yliopisto
Optimistic,
functional
Optimistic
with problems
Pessimistic,
dysfunctional
Invested self-study (h) 5.5 5.0 1.5
Planned self-study (h) 13.8 13.0 5.6
Expected success (0-5) 3.4 3.2 2.6
Study success (0-5) 3.5 3.3 2.7
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EFYE Conference, May 14, 2013, Helsinki, Finland
Differences in self-study and
study success
p = .038
p = .002
p = .007
p = .003
Table 2. Between-group differences in invested and planned self-study, and
expected and actual study success.
19. www.helsinki.fi/yliopisto
⢠Experienced level of challenge and competence were
different ď this supports the idea of
constructive/destructive friction, where different groups of
students react in various ways:
⢠Optimistic, functional students ď highest sense of
competence, study engagement and confidence of career
choice
⢠Optimistic with problems ď expressed highest challenge
⢠Pessimistic, dysfunctional ď lowest sense of competence,
study engagement and confidence of career choice,
invested least time in self-study and got lowest grades
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EFYE Conference, May 14, 2013, Helsinki, Finland
Our preliminary reflections
20. www.helsinki.fi/yliopisto
Ketonen, E., & Lonka, K. (2012). Do situational academic emotions predict academic
outcomes in a lecture course? Procedia - Social and Behavioral Sciences 69, 1901-
1910. http://www.sciencedirect.com/science/article/pii/S187704281205611X
Lindblom-Ylänne, S., & Lonka, K. (2000). Dissonant study orchestrations of high
achieving university students. European Journal of Psychology of Education, 15(1), 19-
32.
Lonka, K., & Ketonen, E. (2012). How to make a lecture course an engaging learning
experience? Studies for the Learning Society, 2(2-3), 63-74.
http://versita.metapress.com/content/6604263706320662/fulltext.pdf
Lonka, K., Sharafi, P., Karlgren, K., Masiello I., Nieminen, J., BirgegĂĽrd, G., &
Josephson, A. (2008). MED NORD - A tool for measuring medical studentsâ well-being
and study orientations. Medical Teacher, 30(1), 72-79.
Vermunt, J.D.H.M., & Verloop, N. (1999). Congruence and friction between learning
and teaching. Learning and Instruction 9(3), 257-280.
15.5.2013 20
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EFYE Conference, May 14, 2013, Helsinki, Finland
Key references
Editor's Notes
Multiple/singe scale measuresfrom 1-5/1-6/1-7 scale (I totally disagree â I totally agree/not at all â very much)âHow much do you feel __________ right now?â
High/avarage/low scores onâŚreported high levels ofâŚreported strong evaluations ofâŚperceived the course least/mostâŚscored at an avarage level onâŚ
Grades were given on the European Credit Transfer and Accumulation System scale of 1 (no understanding) to 5 (deep understanding)