Mixed reality simulations for social-emotional learning

2021 ◽  
Vol 102 (6) ◽  
pp. 30-37
Author(s):  
Kristin M. Murphy ◽  
Amy L. Cook ◽  
Lindsay M. Fallon
Keyword(s):  
Public Education ◽  
Active Learning ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Tool ◽  
Missing Link ◽  
Emotional Supports

Although social-emotional learning is associated with long-term success in school and careers, it is often a missing link in U.S. public education. The COVID-19 pandemic has intensified the need for social-emotional supports for children. In this time of crisis, educators have also sought new ways to make connections and reimagined how students might actively learn with each other. Kristin Murphy, Amy Cook, & Lindsay Fallon discuss what they have learned about using mixed reality simulations to facilitate social-emotional learning with children and what makes this technology a promising active learning tool.

scholarly journals The Social-Emotional Learning Process to Develop Practicing Skills for Hands-on Students

2020 ◽  
Vol 10 (8) ◽  
pp. 597-602
Author(s):  
Kridsanapong Lertbumroongchai ◽  
◽  
Kobkiat Saraubon ◽  
Prachyanun Nilsook
Keyword(s):  
Learning Process ◽  
Process Model ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Academic Knowledge ◽  
Depth Interview ◽  
The Social ◽  
Hands On

The purpose of this research is to synthesize the social-emotional learning process to develop practicing skills for hands-on students, to develop the process, and to evaluate the process. In this study, the documentary research method and in-depth interview method were employed. The results showed that the synthesis of the social-emotional learning process to develop practicing skills for hands-on students consisted of six steps: 1) perception is divided into sensory perception and explaining perceived, 2) observation is divided into certain goals, discretion, notes, observations, and time limit, 3) analysis and brainstorming is divided into information, brainstorming, and discovering new knowledge, 4) practicing is divided into cognitive phase, associative phase, and autonomous phase, 5) checking and improvement is divided into opinion, learning exchange, and providing opportunities, and 6) action is divided into behavior changing, and application of academic knowledge. Evaluating the social-emotional learning process to develop practicing skills for hands-on students employed in-depth interview technique consisting of 21 experts in three different areas (i.e., in learning and teaching, information technology, and mass communication technology terms). The results of the suitability evaluation revealed that the social-emotional learning process model with mixed reality for the hands-on students was at the highest level.

scholarly journals Facilitating Social-Emotional Learning in the Workplace

2019 ◽  
Vol 6 (2) ◽  
pp. 26
Author(s):  
Duke Dunkin Biber
Keyword(s):  
Social Emotional Learning ◽  
Holistic Health ◽  
Emotional Learning ◽  
Social Emotional ◽  
Community Centers ◽  
Holistic Wellness ◽  
College And University ◽  
Faculty And Staff ◽  
The University

The purpose of this commentary is to explain the integration of social emotional learning in higher education with faculty and staff. The University of West Georgia has established an applied holistic wellness lab, the Wolf Wellness Lab, that aims to facilitate social emotional learning for faculty and staff. The Wolf Wellness Lab was founded upon the National Wellness Institute’s framework of holistic health, including emotional, occupational, spiritual, intellectual, social, and physical health promotion. The Wolf Wellness Lab provides a variety of education, services and trainings for faculty and staff that can serve as a model for other universities, businesses, and community centers to facilitate SEL. The Wolf Wellness Lab has helped create an identity of social emotional learning and overall wellness in the department, college, and university at large, and such an identity and culture are often needed for successful and long-term healthy change. This commentary will discuss specific resources provided for faculty and staff that promote a culture of wellness.

Mixed Reality Simulations

2020 ◽  
pp. 1-15
Author(s):  
Kristin M. Murphy ◽  
Amy L. Cook
Keyword(s):  
Public Schools ◽  
Professional Learning ◽  
Emotional Development ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Digital Tool ◽  
Social And Emotional

Implementing a curriculum that supports students' social-emotional development alongside academics is essential. Social-emotional learning (SEL) promotes positive outcomes across social and emotional skills, attitudes towards self and others, positive social behavior, conduct problems, emotional distress, and academic performance. In spite of what research tells us and what we as educators know intuitively through our practice, social and emotional development has long been known to many as a missing link in U.S. public schools. Teachers' concerns include whether they have the time, resources, and access to professional learning necessary to implement high quality SEL instruction, particularly in light of academic content instruction pressures. This chapter discusses the application of mixed reality simulations as a next generation digital tool that offers active learning opportunities in social-emotional learning in conjunction with dialogic reading sessions to foster social-emotional competencies and literacy.

scholarly journals “Roots of Empathy”: A research study on its impact on teachers in Western Australia.

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Glenda Cain ◽  
Yvonne Carnellor
Keyword(s):  
Learning Outcomes ◽  
Program Implementation ◽  
Research Study ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Learning Program ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Literacy

If the current view of literature is that social emotional competence is essential for academic learning and achievement, what does this mean for the classroom teacher? (McCombs 2004). What is emotional literacy? How can emotional competency be developed? The purpose of this study was to investigate the impact that training in social emotional learning has on the pedagogy and practice of classroom teachers. It examined the effect of the Canadian developed social-emotional learning program Roots of Empathy (ROE) on teachers, children, the classroom environment and its subsequent impact on the broader community. This research study documented the changes that occurred for teachers and children who participated in the social emotional learning program. It seeks to understand how both the instructor training and program implementation has impacted on the participants, what this has meant for their understanding of social emotional learning (SEL), how the children have responded to the program and what subsequent changes have occurred in their behaviours and learning. It investigated the perceptions of the participants to the effectiveness of ROE as an SEL learning program, its benefits and limitations. From collective data and current literature on SEL, conclusions and recommendations are made. ROE is currently operating in over 1100 classrooms in Canada, with a pilot program being implemented in Australia and New Zealand. The findings of this phenomenology are significant in providing evidence-based research to inform the ongoing implementation of ROE in Australia and specifically Western Australia. For developing emotional literacy, the Roots of Empathy program was highly effective. It contributed positively to the professional learning of the teachers and increased their awareness of the emotional competencies of their children. It was also evident that pro-social behaviour of the children in the Roots of Empathy classes increased while bullying and aggression decreased. It was also noted that a whole school approach is essential for effective long term implementation of a chosen social emotional learning program and that administration support was a key factor to successful learning outcomes for all participants. Ongoing longitudinal evaluation of a social emotional learning program implementation is recommended to accurately evaluate the long term impact of these programs on the learning outcomes for students. Roots of Empathy is unique, even being described as "revolutionary in its potential to change the way young people see themselves and their world" (Gordon 2005, p.26), as it gives children direct experiential learning of emotional literacy through their interaction with a real baby. This study emphasises the need for all teachers, and pre-service teachers, to be trained in programs that specifically address social-emotional competencies. It supports the need for all schools to be resourced to implement programs that explicitly teach social emotional learning, essential for students’ cognitive and academic skills’ development. What policymakers and educators must now address is the question, “Can we afford not to support this program?"

scholarly journals School bullying: consequences, risk and protective factors and successful school interventions worldwide.

2021 ◽  
Author(s):  
Eleni Papamichalaki
Keyword(s):  
Protective Factors ◽  
Peer Support ◽  
Social Emotional Learning ◽  
Risk And Protective Factors ◽  
School Bullying ◽  
Emotional Learning ◽  
Support Programs ◽  
Social Emotional ◽  
Social And Emotional

Bullying and victimization in the school environment have been a major concern in recent years for students, parents, teachers and state authorities. The purpose of this article is to describe the multidimensional phenomenon and its short- and long-term social and emotional consequences on all parties, whether directly or indirectly involved, and to examine the risk and protective factors through Bronfenbrenner’s ecological systems theory, focusing on one of the main "systems", during adolescence, that of the school. The cultivation of social skills, coupled with a consistently positive school climate, are identified as key protective factors against bullying. In addition, two particularly successful approaches to preventing and tackling school bullying internationally are presented, namely social-emotional learning (SEL) and peer support programs. Social-emotional learning is based on the cultivation of social and emotional skills, while peer support capitalizes on the key role of “bystanders”. As evidenced by the existing literature, a significant number of meta-analyses have demonstrated the multiple benefits that result from the systematic implementation of social-emotional learning programs at all levels of education. Also, empirical research has shown that the proven success of peer support programs needs further documentation, as their diversity and complex structure require systematic and long-term implementation prior to their final evaluation.

scholarly journals Pilot Wellness Program With Adapted Social–Emotional Learning and COVID-19 Curriculum for Refugee Youth

2021 ◽  
pp. 109019812110488
Author(s):  
Julia Rosenberg ◽  
Patricia McDonough Ryan ◽  
Caroline O’Brien ◽  
Fereshteh Ganjavi ◽  
Mona Sharifi
Keyword(s):  
Behavioral Health ◽  
Social Emotional Learning ◽  
Intervention Mapping ◽  
Emotional Learning ◽  
Refugee Children ◽  
Learning Program ◽  
Social Emotional ◽  
Refugee Youth ◽  
Evidenced Based

Refugee children are less likely than their non-refugee peers to receive timely diagnoses and treatment for mental and/or behavioral health problems, despite facing multiple risk factors including potential exposure to trauma during premigration, migration, and postmigration experiences. Social–Emotional Learning offers preventive mental health education for children through well-established, evidenced-based curricula. Although there are clear benefits of Social–Emotional Learning curricula, which can help children achieve long-term success emotionally and academically, Social–Emotional Learning curricula are not easily accessible for refugee children, often because of language and socioeconomic barriers. In this pilot study, we evaluated the feasibility and acceptability of an adapted Social–Emotional Learning program that included culturally specific, multilingual, trauma-informed wellness, and physical education during the COVID-19 pandemic: EMPOWER (Emotions Program Outside the Clinic With Wellness Education for Refugees). We used the Intervention Mapping framework which guided the (1) planning, (2) program development, and (3) mixed-method evaluation of the feasibility and acceptability of the EMPOWER pilot. We found that this adaptation was well-received by Afghan refugee families and that COVID-19 safety measures were well-understood after participation. Challenges emerged around videoconferencing connectivity and around finding a common language for discussing emotions. Future iterations of the program and evaluations will require continued partnerships with community members and organizations. As we continue and expand EMPOWER, we aim to evaluate short-term improvement in Social–Emotional Learning competence as well as long-term mental and behavioral health outcomes for children and their families.

scholarly journals An Unwavering Commitment To Culturally Responsive Sustaining Education & Social Emotional Learning

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Dawn Brooks-DeCosta ◽  
Ife Lenard
Keyword(s):  
Social Skill ◽  
Culturally Responsive ◽  
Social Emotional Learning ◽  
Urban School ◽  
Support Staff ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Skill Building ◽  
Emotional Supports

Through an analysis of both SEL and CR-SE practices at an urban school and a social skill building afterschool program conducted through outside support staff, this paper demonstrates the process of providing social-emotional supports with a culturally responsive lens. The authors suggest, without a culturally responsive-sustaining lens, social and emotional supports can lack the trust and connection needed to meet students where they are while acknowledging their unique identities and cultures.

scholarly journals Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

2019 ◽  
Vol 48 (7) ◽  
pp. 466-478 ◽  
Author(s):  
James Soland ◽  
Gema Zamarro ◽  
Albert Cheng ◽  
Collin Hitt
Keyword(s):  
Academic Achievement ◽  
Literature Review ◽  
Education Policy ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Policy And Practice ◽  
Emotional Competencies ◽  
Naturally Occurring

Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this study we conducted a literature review to investigate whether assessment metadata (typically data relevant to how students behave on a test or survey) can provide information on SEL constructs. Implications of this new source of SEL data for practice, policy, and research are discussed.

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