Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

scholarly journals Analysing Structured Learning Behaviour in Massive Open Online Courses (MOOCs): An Approach Based on Process Mining and Clustering

2018 ◽  
Vol 19 (5) ◽  
Author(s):  
Antoine Van den Beemt ◽  
Joos Buijs ◽  
Wil Van der Aalst
Keyword(s):  
Data Science ◽  
Online Courses ◽  
Process Mining ◽  
Massive Open Online Courses ◽  
Structured Learning ◽  
Learning Behaviour ◽  
Specific Behaviour ◽  
Learning Progress ◽  
Tools And Techniques ◽  
Successful Students

The increasing use of digital systems to support learning leads to a growth in data regarding both learning processes and related contexts. Learning Analytics offers critical insights from these data, through an innovative combination of tools and techniques. In this paper, we explore students’ activities in a MOOC from the perspective of personal constructivism, which we operationalized as a combination of learning behaviour and learning progress. This study considers students’ data analyzed as per the MOOC Process Mining: Data Science in Action. We explore the relation between learning behaviour and learning progress in MOOCs, with the purpose to gain insight into how passing and failing students distribute their activities differently along the course weeks, rather than predict students' grades from their activities. Commonly-studied aggregated counts of activities, specific course item counts, and order of activities were examined with cluster analyses, means analyses, and process mining techniques. We found four meaningful clusters of students, each representing specific behaviour ranging from only starting to fully completing the course. Process mining techniques show that successful students exhibit a more steady learning behaviour. However, this behaviour is much more related to actually watching videos than to the timing of activities. The results offer guidance for teachers.

scholarly journals Successful Students' Experiences about growth path of Career Selection: A Qualitative Research

2019 ◽  
Vol 11 (38) ◽  
pp. 83-102
Author(s):  
یاسر آزادفارسانی ◽  
کیومرث فرحبخش ◽  
عبدالله شفیع آبادی ◽  
حسین سلیمی بجستانی ◽  
محمد ربیعی
Keyword(s):  
Qualitative Research ◽  
Growth Path ◽  
Career Selection ◽  
Successful Students

How to Have Your Cake and Eat It Too: Strategic Indulgence in Big-Time Collegiate Sports Among Academically Successful Students

2018 ◽  
Vol 10 (6) ◽  
pp. 792-801 ◽  
Author(s):  
Lile Jia ◽  
Edward R. Hirt ◽  
Alethea H. Q. Koh
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Goal Pursuit ◽  
Past Research ◽  
Academically Successful ◽  
Low Grade ◽  
Collegiate Sports ◽  
Grade Point ◽  
Successful Students

Past research on academic success emphasizes the need to avoid pleasurable nonacademic activities. In the context of enjoying big-time collegiate sports, we examined the notion that students, especially academically successful ones, may strategically indulge in sports games to resolve the conflict with academic pursuit. After confirming that high- (vs. low-) grade point average (GPA) students indeed found game-related activities less disruptive ( Npilot = 325), we proceeded to study whether strategic indulgence or single-minded avoidance was their preferred means to resolve the game–study conflict. High- (vs. low-) GPA students exhibited three features of strategic indulgence. They were more sensitive to the goodness of the opportunity to partake in collegiate sports ( NStudy1 = 216), engaged in compensatory planning to study on nongame days ( NSudy2 = 409), and actively engaged and enjoyed the game-related activities ( Nstudy3 = 530). These results suggest that understanding strategic indulgence in tempting activities would enrich our knowledge of long-term goal pursuit.

Climate financing: case study of Kenya Climate Venture Ltd.

2021 ◽  
Vol 11 (2) ◽  
pp. 1-25
Author(s):  
Edward Mbucho Mungai
Keyword(s):  
Renewable Energy ◽  
Waste Management ◽  
Learning Outcomes ◽  
Investment Fund ◽  
Content Type ◽  
European Development ◽  
Different Dimensions ◽  
Successful Students

Learning outcomes Upon completion of the case study discussions, successful students will be able to: discuss the challenges of green financing and provide solutions on how to address such challenges. Explore the different dimensions for structuring a green financing fund. Analyse the risks and suggest a mechanism for de-risking an investment fund. Case overview/synopsis Kenya Climate Venture was established in 2016 as an independent subsidiary of Kenya Climate Innovation Centre, with a seed capital of $5m from European development financing institutions Danida and UKAid and the fund raised another $5m in new capital in early 2020. Its remit was to invest in commercially viable enterprises in agribusiness, water, commercial forestry, renewable energy and waste management, largely targeting small and medium-sized enterprises. The case is exploring three themes; Theme1: Challenges of climate financing, Theme 2: Structuring a climate financing fund Theme 3: De-risking an investment fund. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 1: Accounting and Finance.

Use of Learning Analytics in China

2019 ◽  
pp. 158-173
Author(s):  
Konstantinos Skampagiannis ◽  
Athanasios Pletsas
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Educational Environment ◽  
Chinese Higher Education ◽  
General Definition ◽  
Definition Of ◽  
Higher Institutions ◽  
Technical Basis ◽  
Successful Students ◽  
Shed Light

This chapter per the authors examines the feasibility of a learning analytics tool in the Chinese Higher Institutions educational environment. At first, the general definition of learning analytics is examined. Additionally, the authors shed light on case studies of universities that have already implemented learning analytics. Moreover, the Chinese educational environment is examined through a thorough analysis of the learning analytics necessity. Based on the literature review, a learning analytics tool is proposed. In a technical basis, the tool is a combination of ELLI or Effective Lifelong Learning Inventory, a dispositional learning analytics tool and a recommender system. The ultimate function of the tool is that it links students with a specific educational profile with successful students with similar profiles. Finally, the author identified the key limitations of the prototype and performed a general analysis on the tools goals and expectations in the Chinese Higher Education Institutions.

The New Normal

2021 ◽  
pp. 88-120
Author(s):  
Simona Laurian-Fitzgerald ◽  
Carlton J. Fitzgerald ◽  
Carmen Alina Popa ◽  
Laura Bochis
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Adult Students ◽  
Learning Preferences ◽  
Collaborative Relationships ◽  
Student Centered ◽  
New Normal ◽  
Task Oriented ◽  
Successful Students ◽  
Learn Task

Adult learners are different from younger learners. Many have taken Knowles' ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-centered online learning.

Cognitive Consequences of Programming: Achievements of Experienced and Talented Programmers

1987 ◽  
Vol 3 (1) ◽  
pp. 53-72 ◽  
Author(s):  
Ellen B. Mandinach ◽  
Marcia C. Linn
Keyword(s):  
Classroom Instruction ◽  
General Ability ◽  
Home Computers ◽  
Cognitive Consequences ◽  
General Experience ◽  
And Performance ◽  
And Gender ◽  
Successful Students ◽  
The Relationship ◽  
Programming Courses

To understand the factors leading to success in programming courses it is helpful to examine the background of successful students. In this study we examined the influences of general ability, computer-related and general experience, perception of programming performance, and gender. We also studied the relationship between the form of classroom instruction and performance of successful students. Results indicated that the most successful students did not progress far along the chain of cognitive accomplishments of programming, gained their skills primarily from classroom instruction, and were not necessarily high in general ability or owners of home computers. These results have strong implications for classroom instruction.

Sign in / Sign up

Export Citation Format

Share Document