Education and New Developments 2022 – Volume 2最新文献

{"title":"EXPANDING THE ROLE OF UNIVERSITIES TO PROMOTE SOCIAL AND ECONOMIC DEVELOPMENT OF THE TERRITORY: A NEW MANAGEMENT PARADIGM AT RIO DE JANEIRO STATE UNIVERSITY","authors":"T. A. Baptista, Claudia Gonçalves Lima","doi":"10.36315/2022v2end041","DOIUrl":"https://doi.org/10.36315/2022v2end041","url":null,"abstract":"\"The present work deals with the management experience at Rio de Janeiro State University– UERJ, where a new management and governance model was adopted in order to strengthen university autonomy. This new model has given rise to the expansion of universities’ responsibility and has reorganized management sectors in a process that involves the renewal of internal legislation with the view to regulate and guide the university's action in the process of knowledge transfer to society through services. The result of this new regulatory framework is the improvement and increase in the spectrum of partnerships between universities and governments, the strengthening of pre-existing partnerships, and, finally, the attribution of new responsibilities to the so-called supervisory units or “supervisory bodies of the central administration of the university”. Great part of the efforts aimed at rearticulating UERJ’s internal system points to the need to overcome the historical internal fragmentation, redirecting management to an articulated system which is able to reflect the political will of the authorities involved, in the sense of an autonomous and radical evolution of the institution's internal governance. It can be stated that the transformations seen at UERJ are part of a broader process inscribed in the scope of the current management strategies to bring universities closer to the demands of society. Its main characteristics are, as follow: the integration of disciplines and thematic areas that enhance knowledge in the face of regional development; the prioritization of partnerships with the public sector, the valuing of innovation and projects with the potential for technology transfer, the expansion of the role of universities to promote social and economic development of the territory; the strengthening of the role of universities for the planet sustainability; the financing associated with academic results (publications and students’ involvement), the sophistication of monitoring, management systems and their indicators; the encouragement of regional action and the implementation of correlated management and governance models. This work, therefore, presents a brief balance of this experience based on systematized data between 2020 and 2021.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133351463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPLEMENTING PSYCHOSOCIAL SUPPORT FOR CHILDREN AFFECTED BY THE BEIRUT BLAST: PROVIDING A SAFE PLACE IN THE MIDDLE OF CRISIS","authors":"Steffi Schenzle","doi":"10.36315/2022v2end009","DOIUrl":"https://doi.org/10.36315/2022v2end009","url":null,"abstract":"\"The Beirut blast on August 4, 2020 has left a large impact on the well-being of children. This paper is a preliminary presentation of a larger explorative case study investigating the experiences of psychosocial counsellors providing psychosocial support through non-formal education for affected children after the blast. Longitudinal fieldwork consisting of digital and face-to-face in-depth interviews, visual materials and focus group discussions have been conducted. This paper describes how psychosocial support implemented by counsellors can provide a safe place for children in light of the aftermath of the Beirut blast and the ongoing crises in Lebanon. The supporting factors include a physically safe space, tools provided to the children to reduce their stress levels and increase their well-being, and a professional team providing a child-friendly and respectful place.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114484740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IDENTIFYING THE PH.D. STUDENTS’ NEEDS FOR CAREER ENHANCEMENT SKILLS","authors":"A. Kosvyra, D. Filos, T. Cusack, I. Chouvarda","doi":"10.36315/2022v2end024","DOIUrl":"https://doi.org/10.36315/2022v2end024","url":null,"abstract":"\"In the past few years, it has been seen that an increasing number of Ph.D. graduates are following a career outside academia. CHAMELEONS1 project has undertaken the role of identifying and fulfilling the needs of Ph.D. students for following a career in the industry in digital health. This project has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No 873105. The overall aim of CHAMELEONS is to firstly identify a range of modules and secondly co-design and deliver three interdisciplinary, inter-sectoral, and international modules which will broaden the skills of 15 Ph.D. students/Post-Doctoral Fellows to improve their employability in both academic and non-academic environments. CHAMELEONS’ consortium offered the opportunity to the Ph.D. students participating in the project to attend some modules in fellow universities and outside their Ph.D. program. This work presents the choices of the students. Students were called to identify one to three modules based on their needs and interests. To that end, and towards identifying the quantitative and qualitative characteristics of the selected courses, a questionnaire was developed. The questionnaire was implemented as part of an online google classroom resource where information about the available courses for selection was made available. The questionnaire answers were completely anonymous. The questionnaire attempts to attain information regarding these courses at two levels: (i) background and skills that the students recognized as underdeveloped and the tools they used to identify them, (ii) preferences of students in terms of interest, reasons, and motivation of selection and the skills (provided by the European classification of Skills, Competences, and Occupations - ESCO2) they aim to acquire through these courses. 13 students replied to this questionnaire, all coming from diverse backgrounds (health-related or health technology-related) and the majority used a self-awareness/ self-assessment tool to identify the skills that they need to improve and make their decision. Moreover, students selected courses that do not actually improve a hard skill needed for their research, but soft skills in the business and career management direction, focusing mostly on creativity, innovation, and communication. Finally, students are willing to attain what can be considered necessary for building a successful career in every sector. To conclude, our study suggests that Ph.D. students have a need to develop skills beyond their basic scientific education. These skills are related to the perspective of developing a successful career plan and being competitive in the occupational arena.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133644709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BUILDING ACADEMIC INTEGRITY THROUGH ONLINE ASSESSMENT APPS","authors":"Elize du Plessis, G. van der Westhuizen","doi":"10.36315/2022v2end011","DOIUrl":"https://doi.org/10.36315/2022v2end011","url":null,"abstract":"\"The Covid-19 pandemic of the last two years is having an immense effect on teaching and learning in higher education. The rapid shift to online assignments and examinations in response to the pandemic and the consequent lockdown forced higher education institutions to become innovative with regard to online assessment. Furthermore, academic integrity during online examinations is a crucial concern since it affects the quality and trustworthiness of examination systems in higher education. In our experiences and according to course reports by lecturers at the largest distance education university in South Africa (Unisa), students handled online assessment in varied ways, which ranged from honesty to students being guilty of copy-and-paste and students assisting other students or phoning somebody for assistance. The two main research questions were: what is involved in academically dishonest behaviours in online courses, and can digital technologies such as online invigilator applications contribute towards academic integrity? The purpose of this exploratory case study was to analyse the types of challenges experienced by Baccalaureus Educationis (BEd) and Postgraduate Certificate in Education (PGCE) students during fully online examinations. We want to propose guidelines for instructors and administrators in their decision-making process regarding online evaluations and encourage future studies that will form the foundation of evidence-based practices. The study further focused on a new app referred to as the Invigilator Application (IA). This app was compulsory for students to use during their online assessment, and our interest is to discover how the IA may contribute towards academic integrity. The findings are reported in terms of the cheating behaviour that occur in different components of course assessments and are discussed in terms of personal motivation theory and broader social and community pressures.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130593880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE IMPACTS OF MENTORSHIP ON DUAL ENROLLMENT HIGH SCHOOL STUDENTS","authors":"D. Young, Bill Young, Lisa Young, B. Wei","doi":"10.36315/2022v2end079","DOIUrl":"https://doi.org/10.36315/2022v2end079","url":null,"abstract":"\"Dual enrollment programs enable high school students to take community college courses and earn high school and college credits, saving two years of college expenses. However, many dual enrollment students lack a robust support system for success in college-level coursework and environment. The authors created an interdisciplinary mentorship program that pairs a volunteer dual enrollment senior student with a dual enrollment junior student in a longitudinal mentoring relationship to address this. This study examined mentors’ and mentees’ long-term evaluation of the program and its impacts. Thirty-nine mentors and mentees were randomly matched with a waitlist control group, and mentoring relationships lasted for a full academic quarter. Participants later completed an anonymous online feedback survey (based on the Likert Scale), with a response rate of 67% (n = 26). Mentees reported an average 1.37 Likert scale increase in their comfort in dual enrollment; mentors reported an average 2.43 Likert scale increase in confidence in teaching others. Mentees’ comfort in the college environment increased with the frequency of meetings (p<0.05); the number of meetings did not correlate to their grade point average (GPA) (p>0.05). Change in dual enrollment comfort was more significant among matched students than waitlisted (p<0.05). Notably, many dual enrollment programs have a ~10% student academic probation rate (GPA<2.0) each quarter; none of the mentees experienced academic probation, but this was not significant. Among mentees, 79% reported interest in being a mentor the following year. These results indicate that peer mentorship is crucial for dual enrollment student success and presents a self-sustaining model for the future.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122122782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EVALUATING STAKEHOLDER DESIGNED INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL MODULES","authors":"T. Cusack, J. Quinn, I. Chouvarda, Nicola Mountford","doi":"10.36315/2022v2end003","DOIUrl":"https://doi.org/10.36315/2022v2end003","url":null,"abstract":"\"Collaborative doctoral programmes assist the knowledge society in finding innovative ways to address sustainable development goals by asking creative questions and finding creative solutions. The aim of CHAMELEONS (Championing A Multi-Sectoral Education and Learning Experience to Open New Pathways for Doctoral Students, H2020-SwafS-2018-2020), is to develop interdisciplinary, inter-sectoral and international modules that broaden the skills of PhD graduates improving their employability in academic and non-academic environments. Through a co-design process 4 learning outcomes were developed which formed the foundation for 3 modules. Each module advanced the students’ depth of knowledge and understanding. The 4 learning outcomes were as follows: • Develop networking and communication skills; • Understand user-centred design; • Market research capacity and research skills; and • Build an understanding of themselves and others. Fifteen doctoral students from five European universities were recruited. This paper represents evaluation conducted on the first two modules which, due to COVID-19 restrictions, were delivered via Zoom. At the conclusion of each module the students were invited to complete a questionnaire consisting of sixteen questions, thirteen of which were on a five-point Likert Scale, and three of which were free text. The closed questions explored student perceptions of: programme objectives; programme delivery; opportunities to engage; satisfaction; and links between theory and practice. Students were asked to identify three aspects of the module which assisted their learning, three changes they would suggest to enhance their learning, and were offered the opportunity to provide additional comments. Programme content: Students perceived that real-time assessment, reflective learning, engagement with course coordinators and the opportunity to engage with practical research tools (Photovoice, Ecosystem Mapping and Walk My ID) all enhanced their learning. They suggested more group activities, breakout groups (possibly themed), and real-life coffee breaks, to enable them to better network with their doctoral colleagues. There was a desire for more practical activities with some suggesting the development of career-pathway skills (Curriculum Vitae, Interviews). Programme delivery: A theme that frequently appeared was the desire to have more physical face-to-face engagements in Module Three. The students understood the Covid-19 constraints but expressed a strong desire for meeting face-to-face. When given the opportunity to add freeform and unprompted comments, students almost without exception expressed their satisfaction with both modules, and their appreciation for them. Nevertheless, a number of participants reiterated their desire to undertake Module Three in person. Programme outcomes: One student expressed an aspiration to be “more sure” of their skill set and marketability upon completion of Module Three complimenting the focus on p","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124971396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CREATIVITY, CULTURE, AND CONSTRUCTION: BRINGING DESIGN THINKING TO INDIGENOUS PRESCHOOLS","authors":"Brady W. Mills, P. Lane","doi":"10.36315/2022v2end088","DOIUrl":"https://doi.org/10.36315/2022v2end088","url":null,"abstract":"\"This paper presents the process of designing creative workshops that inform the construction of preschools in indigenous communities. The authors aim to answer the following: What is the most effective way to design and execute a workshop that enables community members of other cultures to create a preschool in their local neighborhood? How can this preschool foster and retain creativity among children through its architecture while remaining culturally celebratory and relevant? The authors use the Design Thinking process to develop a workshop for community leaders to conceptualize, ideate, and prototype these buildings. By combining discussion-based research on creativity in early education with the development process of the workshop (and its implementation in the Mayangna community in rural Nicaragua), the authors conclude that, to build a culture- and creativity-promoting workshop model that might be used around in preschool design around the world, the process must be highly adaptive, and indigenous voices must lead the project through longstanding relationships with continued input and redirection.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127959282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHING ENGLISH LANGUAGE AND CULTURE THROUGH PBL AT THE TERTIARY LEVEL","authors":"Madalina Armie, María Enriqueta Cortés de los Ríos, María del Mar Sánchez Pérez, Nuria del Mar Torres López","doi":"10.36315/2022v2end066","DOIUrl":"https://doi.org/10.36315/2022v2end066","url":null,"abstract":"\"Research has shown that language and culture are closely related (e.g., Brown, 2007; Kramsch, 1998; Kuang, 2007; Savignon & Sysoyev, 2005) and are best acquired together (Schulz, 2007). This paper aims to demonstrate how project-based learning (PBL), one of the main innovative approaches in the current educational landscape, can be useful for teaching culture in the English language classroom at the tertiary educational level. PBL is a teaching approach in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge (Kingston, 2018). According to different studies in the field (Kavlu, 2017), this approach can be more engaging and motivating for English language learners than traditional methods. First, the language is being used for an authentic purpose, which gives the language relevance. Further, learners develop content knowledge as well as critical thinking, creative thinking and communication skills. This study will focus on the implementation of PBL in the English language classroom in different degree programs: Primary Education, Infant Education, Hispanic Philology and Humanities. Students created an authentic final product that explored cultural aspects of English-speaking countries in combination with different subjects such as geography, history, literature and economy. The findings are based on a questionnaire that measures tertiary students’ motivation levels and expectations in relation to this pedagogical framework.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127881800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE POWERFUL AND CONTROVERSIAL STRATEGY OF USING STUDENTS’ FIRST LANGUAGE KNOWLEDGE IN FOREIGN LANGUAGE TEACHING","authors":"Alexandra-Monica Toma","doi":"10.36315/2022v2end053","DOIUrl":"https://doi.org/10.36315/2022v2end053","url":null,"abstract":"\"This study explores the extent to which using the students’ first language in teaching foreign languages is beneficial, and recommends some successful strategies of putting L1 knowledge to good use. Given that it is widely recommended to avoid the use of L1 in favour of monolingual approaches, that provide complete language immersion, it is especially challenging to define the situations when students’ first language can be used as a valuable and beneficial tool to support foreign language learning. Although L1 use is widely discouraged, some researchers suggest that, if used correctly and coherently, it does not hinder, but promotes language learning. In order to establish the extent to which L1 could support foreign language learning, this study sheds light on strategies used during teaching Romanian as a foreign language, aiming to make enlightening connections between L1 and L2, thus exploring the similarities between Romanian and Italian, the mother tongue of the students. The teacher used basic information about etymology, language history and phonetic transformations to explain the connections between words in Romanian and Italian, based on the common Latin inheritance. Moreover, the teacher used brief explanations and informal comments in Italian to build a meaningful relation with the students and create an inclusive, friendly and relaxed environment for language teaching. This comparative linguistics approach was assessed in relation with the results obtained by another class of Italian students, where the teacher made no such linguistic comparisons and avoided use of L1.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"11 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117005672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MIXED REALITY TOOLS FOR EDUCATION IN THE METAVERSE","authors":"Gheorghe-Daniel Voinea, R. Boboc, C. Antonya","doi":"10.36315/2022v2end056","DOIUrl":"https://doi.org/10.36315/2022v2end056","url":null,"abstract":"\"Education needs to adapt to the constant changes of society and integrate modern technologies to enhance the process of teaching and learning. The recent Covid 19 pandemic has generated a shift towards digital education, as most educational institutions were forced to temporarily suspend all physical activities. The transfer and absorption of knowledge suffered greatly from this, especially in the underdeveloped countries where the infrastructure is limited. Nevertheless, the current crisis has paved the way for digital campuses, online classrooms and digital teaching platforms. In this article we briefly present several free tools that educators can adapt and use to create a virtual classroom based on mixed reality (XR) technologies, along with the main XR hardware (such as Oculus Quest, Hololens 2). We also share insights on how a virtual classroom can increase student participation and engagement, and how we envision the future of digital classrooms and their potential in the Metaverse.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121187442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}