scholarly journals Physiology labs during a pandemic: What did we learn?

2021 ◽  
Vol 45 (4) ◽  
pp. 803-809
Author(s):  
Xinnian Chen ◽  
Catherine B. Kirn-Safran ◽  
Talitha van der Meulen ◽  
Karen L. Myhr ◽  
Alan H. Savitzky ◽  
...  
Keyword(s):  
Information Sharing ◽  
Teaching Approach ◽  
Online Networks ◽  
Scientific Teaching ◽  
The Future ◽  
Laboratory Teaching ◽  
Online Format ◽  
Successes And Challenges

This article captures a collective reflection on the successes and challenges we experienced when teaching physiology laboratories online during the COVID-19 pandemic. Physiology instructors from six institutions discussed their own efforts to redesign meaningful physiology laboratories that could be taught remotely, as the nation scrambled to respond to the sudden shift out of the classroom. Despite the complexity of this task, clear themes emerged as our courses transitioned to an online format in spring 2020 and were solidified in the fall of 2020. This article reflects on the history, features, benefits, and challenges of current laboratory teaching when applying a scientific teaching approach to facilitate the redesign process. We believe online networks like ours can facilitate information sharing, promote innovations, and provide support for instructors. The insights we gained through this collaboration will influence our thinking about the future of the physiology lab, whether online or in person.

Study on the Transformation of the Development Model of the National Public Information Sharing Platform for Transportation & Logistics

2015 ◽  
Vol 744-746 ◽  
pp. 1902-1905
Author(s):  
Shou Wen Ji ◽  
Qiu Xing Feng
Keyword(s):  
Information Sharing ◽  
Public Information ◽  
Development Trend ◽  
Development Model ◽  
Service Model ◽  
Profit Model ◽  
The Sustainable Development ◽  
Development Status ◽  
The Future ◽  
The Development Trend

The article researches on the development model of the National Public Information Sharing Platform for Transportation& Logistics (LOGINK), in which the author introduces the function orientation of the LOGINK. Based on the current development status of the platform, the article predicts the development trend in the future. Then, it analyzed the necessary of the transformation of the LOGINK’s development model. In order to ensure the sustainable development of the platform, this paper proposes that the development model should be changed from “Charity” to “Charity + Appreciation”. Lastly, the article gives a plan about the service model and profit model of the platform in the future.

The Institutionalization of French in Louisiana: History, Successes, and Challenges for The Future

2019 ◽  
pp. 125-139
Author(s):  
Albert Camp
Keyword(s):  
Immersion Education ◽  
The Future ◽  
History Of ◽  
French Louisiana ◽  
Successes And Challenges

Camp explores the history of French Louisiana through schools and organizations, focusing on immersion education and the Council for the Development of French in Louisiana (CODOFIL).

scholarly journals Changes in Knowledge Across Time

2021 ◽  
Author(s):  
Kenda Parsons ◽  
Vivian Rigg ◽  
Della Boudreau ◽  
Ellen Doucet ◽  
Lily Toutounji ◽  
...  
Keyword(s):  
Child Development ◽  
Theory Of Mind ◽  
Cognitive Skills ◽  
Developmental Psychology ◽  
Current Knowledge ◽  
Metacognitive Skills ◽  
Study Materials ◽  
The Future ◽  
Online Format ◽  
Changes Over Time

Our study focuses on children’s understanding of their own knowledge and how it changes over time. Preschool-aged children perform above chance when asked about current knowledge, but only children older than 5 years of age performed above chance for past, future, or intraindividual knowledge (Atance & Caza, 2018; Caza et al., 2016). However, we do not currently know whether awareness of past and future knowledge is related. While this type of awareness seems conceptually related to metacognition (the awareness of one’s own ignorance or knowledge; Rohwer et al., 2012), the relation to this skill is unknown. Thus, the goal of the current study is to investigate how children’s awareness of their own epistemic knowledge is related to their metacognitive abilities. This study will explore children between the ages of 3.5- through 5-years-old, who will be assessed on their understanding of their current, past, and future knowledge, as well as other tasks assessing metacognitive skills. Further, we will explore the role of theory of mind and inhibitory control. We predict that children who do well on the epistemic knowledge task for the past will display better performance on the task asking about the future, and that both will be related to the other cognitive skills measured. Due to the current global situation, we converted our study materials to an online format. Our poster will highlight this process and discuss ways to approach challenges in online developmental testing. Though data collection is ongoing, we present initial insight into the process, drawbacks, and benefits of online testing. Keywords: Epistemic Knowledge, Metacognition, Theory of Mind, Child Development     References Atance, C. M., & Caza, J. S. (2018). “Will I know more in the future than I know now?” Preschoolers’ judgments about changes in general knowledge. Developmental Psychology, 54(5), 857–865. http://dx.doi.org.proxy.library.carleton.ca/10.1037/dev0000480 Caza, J. S., Atance, C. M., & Bernstein, D. M. (2016). Older (but not younger) preschoolers understand that knowledge differs between people and across time. British Journal of Developmental Psychology, 34(3), 313–324. https://doi.org/10.1111/bjdp.12130 Rohwer, M., Kloo, D., & Perner, J. (2012). Escape from metaignorance: How children develop an understanding of their own lack of knowledge. Child Development, 83(6), 1869–1883. https://doi.org/10.1111/j.1467-8624.2012.01830.x

scholarly journals Positioning the Writing Centre

2020 ◽  
Vol 12 (2) ◽  
pp. 71-77
Author(s):  
David A. Burke
Keyword(s):  
Academic Writing ◽  
Open Future ◽  
University Library ◽  
The Future ◽  
The Open Future ◽  
Key Aspects ◽  
University Of Oslo ◽  
The University ◽  
Support Students ◽  
Successes And Challenges

Implicit in the discussion about the “open” future of the library are questions about the library’s identity in an increasingly digital context and anticipations of change (Anderson et al., 2017). But the “open” future of the library does not need to be a passive future. Much like the traditional library, whose books and reading rooms were positioned between students and faculties, the future library can still occupy a similar liminal space, even as digital access supplants books and librarians do less shushing. But the future library must actively seek to occupy that space. As a future library service, a writing centre can be positioned to help do so. This paper draws on the experience of the Academic Writing Centre at the University of Oslo (UiO). As part of the University Library, the Writing Centre is already actively helping to mediate the space between students and instructors. Empowered by its liminal position, the Writing Centre offers tailored, non-hegemonic writing support based on student and faculty needs. As a best practices presentation, this paper identifies key aspects of the Writing Centre’s operational model to demonstrate how the Writing Centre at UiO has already begun to actively (re)position the University Library in the space between students and faculties. Drawing from Academic Literacy theory (Lillis, 2001; Lea & Street, 1998), this paper characterizes the space between students and instructors in the context of academic writing, emphasizing the aspects of identity formulation germane to the writing process (Ivanič, 1998; Lillis, 2010), as well as the faculties’ mandates to develop discourse literacy. From its liminal position between the faculties and the students, and with an awareness of the nature of the gap between the two, the Writing Centre (as part of the University Library) aims to actively support students and instructors toward each other and spark broader collaboration with the University Library, now and in the future. On a practical level, this paper discusses successes and challenges for the Academic Writing Centre so far and offers insight into the Writing Centre’s important role in the future library.

scholarly journals Whāia te mātauranga - How are research libraries in Aotearoa New Zealand applying Ngā Ūpoko Tukutuku / the Māori Subject Headings and offering them to users?

2021 ◽  
Author(s):  
◽  
Melissa Bryant
Keyword(s):  
New Zealand ◽  
Information Sharing ◽  
Future Development ◽  
Research Libraries ◽  
Aotearoa New Zealand ◽  
Library Users ◽  
The World ◽  
The Future ◽  
Subject Headings ◽  
Further Development

<p>Ngā Ūpoko Tukutuku/the Māori Subject Headings (MSH) were released in 2006, with the aim of “provid[ing] a structured path to subjects that Māori customers can…use to find material in libraries…using terms familiar to Māori and arranged in a hierarchy that reflects the Māori view of the world”. The project is a world leader and internationally well-regarded, but very little literature has been published evaluating the uptake and use of the MSH.  I talked with staff in wānanga, university, public, and special libraries, to explore how research libraries are applying the MSH and offering the MSH to their users, when adding metadata, providing reference and research services, or supporting library users to search independently.  Libraries employed diverse approaches tailored to their specific users, but participants consistently emphasised the importance of the MSH, advocated for further development of the thesaurus, and hoped for more training and information sharing between libraries.  Results are discussed in terms of four questions - What is working well? What could work better? What are the benefits of this work? What further questions do we need to answer?  Suggestions for further research include broader assessment of the actual and potential uptake of the MSH in libraries and other memory institutions, discussion with library users, and consideration of the future development of the MSH.</p>

scholarly journals Whāia te mātauranga - How are research libraries in Aotearoa New Zealand applying Ngā Ūpoko Tukutuku / the Māori Subject Headings and offering them to users?

2021 ◽  
Author(s):  
◽  
Melissa Bryant
Keyword(s):  
New Zealand ◽  
Information Sharing ◽  
Future Development ◽  
Research Libraries ◽  
Aotearoa New Zealand ◽  
Library Users ◽  
The World ◽  
The Future ◽  
Subject Headings ◽  
Further Development

<p>Ngā Ūpoko Tukutuku/the Māori Subject Headings (MSH) were released in 2006, with the aim of “provid[ing] a structured path to subjects that Māori customers can…use to find material in libraries…using terms familiar to Māori and arranged in a hierarchy that reflects the Māori view of the world”. The project is a world leader and internationally well-regarded, but very little literature has been published evaluating the uptake and use of the MSH.  I talked with staff in wānanga, university, public, and special libraries, to explore how research libraries are applying the MSH and offering the MSH to their users, when adding metadata, providing reference and research services, or supporting library users to search independently.  Libraries employed diverse approaches tailored to their specific users, but participants consistently emphasised the importance of the MSH, advocated for further development of the thesaurus, and hoped for more training and information sharing between libraries.  Results are discussed in terms of four questions - What is working well? What could work better? What are the benefits of this work? What further questions do we need to answer?  Suggestions for further research include broader assessment of the actual and potential uptake of the MSH in libraries and other memory institutions, discussion with library users, and consideration of the future development of the MSH.</p>

Achievement of Organizational Effectiveness: Success Cases and Challenges for the Future of Human Factors

1987 ◽  
Vol 31 (11) ◽  
pp. 1234-1235
Author(s):  
Earl A. Alluisi ◽  
Robert F. Bachert ◽  
Susan M. Dray ◽  
Glen R. Gallaway ◽  
Susanne M. Gatchell ◽  
...  
Keyword(s):  
Human Factors ◽  
Organizational Effectiveness ◽  
Human Factors Engineering ◽  
Functional Roles ◽  
Panel Session ◽  
The Future ◽  
Critical Skills ◽  
The Many ◽  
Successes And Challenges

The purpose of this panel session was to expose participants to the many different evolving roles of human factors engineering in today's industries. Discussants were senior human factors professionals representing computer, government, military, automotive, and commercial industries. Successes and challenges for the human factors profession were identified in each type of industry. Panel discussions focused around the functional roles of human factors within organizations and identifying critical skills necessary for the human factors practitioners to be successful. A synopsis of the views presented during the panel discussions is presented below.

For Instructors

2020 ◽  
pp. 94-111
Keyword(s):  
Skill Development ◽  
Teaching Approach ◽  
Learner Satisfaction ◽  
Soft Skill ◽  
Basic Understanding ◽  
The Future ◽  
Solid Foundation

By now, you're hopefully up to your head in theory and have a good handle of where we've been. Now, the authors take you on a different kind of journey, to a place of the future. All bluster aside, there is merit behind grounding yourself in theory (as you no doubt know). In this chapter, they present the major takeaways for instructors. Before they get into these strategies to better assist your learners, they would strongly recommend that you have at least a basic understanding of Backwards Design and Fink's Integrated Teaching Approach. Both of these strategies will help you to design a class that is truly intentional and create a solid foundation for all of the tips and strategies they present. With each tip they provide a small piece of the puzzle that will ultimately help you to engage your learners in a way that provides more learner satisfaction, soft skill development, and helps your evaluations.

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