scholarly journals When Co-Occurring Factors Impact Adult Learners: Suggestions for Instruction, Preservice Training, and Professional Development

2019 ◽  
Vol 31 (1) ◽  
pp. 6-16 ◽  
Author(s):  
David A. Housel
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Formal Education ◽  
Educational Background ◽  
Autism Spectrum ◽  
Future Research ◽  
Health Issues ◽  
Preservice Training ◽  
Service Professional ◽  
Background Considerations

This literature review explored areas that are often manifest in adult classrooms but insufficiently addressed or overlooked in preservice training and in-service professional development for educators of adults. Three overarching themes emerged: (a) educational background considerations (e.g., significant interruptions in formal education), (b) disability considerations (e.g., learning disabilities and students on the autism spectrum), and (c) status considerations (e.g., domestic violence and mental health issues). This overview of the identified themes was contextualized within andragogy, which posits ways that adults learn differently from children. Recommendations to enhance instructional approaches were interwoven throughout the review. Following the overview and instructional recommendations, preliminary assertions for strengthening preservice training and ongoing professional development for educators of adults and areas for future research were advanced.

scholarly journals South European undergraduate and continuing professional development program reconceptualization for the New Information Professional: a synergistic innovation perspective

2018 ◽  
Vol 3 (1) ◽  
pp. 24-29
Author(s):  
Stavroula Sant-Geronikolou
Keyword(s):  
Professional Development ◽  
Formal Education ◽  
Information Science ◽  
Academic Library ◽  
Development Program ◽  
Continuing Professional Development ◽  
Future Research ◽  
Theoretical Contribution ◽  
Synergistic Approach ◽  
Context Specific

Purpose – As, under the new educational, communicational and technological paradigms, Library and Information Science curricula reconceptualization is gaining momentum, this opinion paper should be seen as a theoretical contribution to current thinking around South European formal education and Continuing Professional Development potential to effectively addressing the New Academic Library challenges.Design/methodology/findings - Building on context-specific case studies and previous international research focusing the investigation of the necessity to reshape official undergraduate programs and academic librarian career-long learning opportunities, our paper discusses whether and how an open flexible synergistic approach could be an ideal solution to current scenario pain points. Besides offering a brief but comprehensive review of the topic, it further proposes a set of future research studies that may result foundational to change within the librarian community by helping unpack the complexities of an ecosystem still in search of its identity.

scholarly journals Prior Learning Assessment & Recog- nition in Canadian Universities: View from the Web

2007 ◽  
Vol 37 (1) ◽  
pp. 95-112
Author(s):  
Christine Wihak
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Formal Education ◽  
Learning Assessment ◽  
Future Research ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
Quality Of Information ◽  
Canadian Universities

Prior Learning Assessment & Recognition (PLAR), the practice of formally assigning credit for learning gained outside the formal education system (Thomas, 2000), offers significant benefits to adult students. Previous research had demonstrated that adult students may not, however, be aware of the availability of PLAR. This study investigated the availability of PLAR information on the websites of 60 Canadian universities. The research found that 24 Canadian universities offered PLAR for advanced standing. Considerable variation existed in the ease with which PLAR information could be located and in the quality of information provided. Universities were also found to vary widely in the supports offered to learners seeking PLAR, in the formality of their institutional PLAR policies, and in the extent to which the practice is institution-wide or restricted to specific faculties or departments. Findings are discussed in terms of implications for adult learners and their advocates and for future research. RDA (Reconnaissance d’acquis), la pratique d’accorder officiellement du crédit pour un apprentissage acquis en dehors du système formel d’éducation (Thomas 2000), offre des bénéfices importants à des étudiants adultes. Des recherches faites auparavant avaient démontré que les étudiants adultes ne seraient peut-être pas au courant du RDA (Schmyr, 2003). Cette étude sur la disponibilité des informations sur RDA dans les sites web de 60 universités canadiennes a eu pour résultat de trouver que 24 universités canadiennes offraient RDA comme designation de classification scolaire avancée. La facilité avec laquelle des renseignements sur RDA pouvaient être localisés, de même que la qualité des renseignements, variaient beaucoup. L’appui offert par des universités à des étudiants recherchant RDA variait énormément, et aussi la formalité des politiques de RDA. Il s’agissait de savoir à quel point la pratique s’étendait à tous les départements d’un institut éducatif ou si elle n’était restreinte qu’à des facultés ou des départements bien spécifiques. On étudie les résultats quant aux implications pour des étudiants adultes et pour les recherches futures.

The Influence of Background Auditory Noise on P50 and N100 Suppression Elicited by the Paired-Click Paradigm

2020 ◽  
Vol 34 (3) ◽  
pp. 171-178
Author(s):  
Samantha Major ◽  
Kimberly Carpenter ◽  
Logan Beyer ◽  
Hannah Kwak ◽  
Geraldine Dawson ◽  
...  
Keyword(s):  
Sensory Gating ◽  
Autism Spectrum ◽  
Inhibitory Response ◽  
Future Research ◽  
Typically Developing ◽  
Optimal Outcomes ◽  
Hyperactivity Disorder ◽  
Auditory Sensory Gating ◽  
Auditory Noise ◽  
P50 Suppression

Abstract. Auditory sensory gating is commonly assessed using the Paired-Click Paradigm (PCP), an electroencephalography (EEG) task in which two identical sounds are presented sequentially and the brain’s inhibitory response to the second sound is measured. Many clinical populations demonstrate reduced P50 and/or N100 suppression. Testing sensory gating in children may help to identify individuals at risk for neurodevelopmental disorders earlier, including autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), which could lead to more optimal outcomes. Minimal research has been done with children because of the difficulty of performing lengthy EEG experiments with young children, requiring them to sit still for long periods of time. We designed a modified, potentially child-friendly version of the PCP and evaluated it in typically developing adults. The PCP was administered twice, once in a traditional silent room (silent movie condition) and once with an audible movie playing (audible movie condition) to minimize boredom and enhance behavioral compliance. We tested whether P50 and N100 suppression were influenced by the presence of the auditory background noise from the movie. N100 suppression was observed in both hemispheres in the silent movie condition and in the left hemisphere only during the audible movie condition, though suppression was attenuated in the audible movie condition. P50 suppression was not observed in either condition. N100 sensory gating was successfully elicited with an audible movie playing during the PCP, supporting the use of the modified task for future research in both children and adults.

Aviation and the Microbiome

2020 ◽  
Vol 91 (8) ◽  
pp. 651-661
Author(s):  
Joshua T. Davis ◽  
Hilary A. Uyhelji
Keyword(s):  
Psychological Health ◽  
Aviation Safety ◽  
Autism Spectrum ◽  
Unintended Consequences ◽  
Microbial Colonization ◽  
Future Research ◽  
Aerospace Medicine ◽  
Medical Certification ◽  
Physical Disorders ◽  
The Impact

INTRODUCTION: Although the impact of microorganisms on their hosts has been investigated for decades, recent technological advances have permitted high-throughput studies of the collective microbial genomes colonizing a host or habitat, also known as the microbiome. This literature review presents an overview of microbiome research, with an emphasis on topics that have the potential for future applications to aviation safety. In humans, research is beginning to suggest relationships of the microbiome with physical disorders, including type 1 and type 2 diabetes mellitus, cardiovascular disease, and respiratory disease. The microbiome also has been associated with psychological health, including depression, anxiety, and the social complications that arise in autism spectrum disorders. Pharmaceuticals can alter microbiome diversity, and may lead to unintended consequences both short and long-term. As research strengthens understanding of the connections between the microbiota and human health, several potential applications for aerospace medicine and aviation safety emerge. For example, information derived from tests of the microbiota has potential future relevance for medical certification of pilots, accident investigation, and evaluation of fitness for duty in aerospace operations. Moreover, air travel may impact the microbiome of passengers and crew, including potential impacts on the spread of disease nationally and internationally. Construction, maintenance, and cleaning regimens that consider the potential for microbial colonization in airports and cabin environments may promote the health of travelers. Altogether, the mounting knowledge of microbiome effects on health presents several opportunities for future research into how and whether microbiome-based insights could be used to improve aviation safety.Davis JT, Uyhelji HA. Aviation and the microbiome. Aerosp Med Hum Perform. 2020; 91(8):651–661.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

Oppositional Defiant Disorder and Related Disruptive Behaviors in Autism Spectrum Disorder

2020 ◽  
pp. 136-158
Author(s):  
Connor M. Kerns ◽  
Chandler Puhy ◽  
Chelsea M. Day ◽  
Steven J. Berkowitz
Keyword(s):  
Autism Spectrum Disorder ◽  
Oppositional Defiant Disorder ◽  
Challenging Behaviors ◽  
Disruptive Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Defiant Behavior

The Diagnostic and Statistical Manual of Mental Disorders, fifth edition characterizes oppositional defiant disorder (ODD) as reflecting pervasive patterns of irritable mood, defiant behavior, and/or vindictiveness. Youth with autism spectrum disorder (ASD) exhibit high rates of disruptive behaviors commonly associated with ODD, such as noncompliance, irritability, temper tantrums, and mood dysregulation. This chapter reviews the presentation of ODD in individuals with ASD, including current prevalence estimates, proposed etiology, validated assessment methods, and emerging best practices designed to treat challenging behaviors. Although there is a robust literature describing assessment and treatment procedures for disruptive behaviors in individuals with ASD, conceptualizing these hallmark behaviors within the framework of ODD is relatively novel and not without controversy. Discussion thus includes challenges around the applicability of the diagnostic criteria in this population and future research directions that may provide clarity on this issue.

Synthesis

2020 ◽  
pp. 421-428
Author(s):  
Lauren Brookman-Frazee ◽  
Amy Drahota ◽  
Colby Chlebowski ◽  
Yael Koenig ◽  
Katherine Nguyen Williams ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Future Research ◽  
Research Directions ◽  
Course Assessment ◽  
Academic Partnerships ◽  
Assessment And Treatment ◽  
Important Field ◽  
Future Research Directions ◽  
Psychiatric Conditions

Recent research and clinical attention devoted to co-occurring psychiatric conditions within autism spectrum disorder (ASD) has led to significant advances in the understanding of and ability to assess and treat co-occurring problems effectively. This chapter summarizes those advances while also highlighting the substantial gaps that remain in the understanding of co-occurring problems in people with ASD. The chapter provides recommendations for future research directions in the areas of etiology, developmental course, assessment, and treatment. It also offers suggestions for improving the representativeness of research participants and strengthening community–academic partnerships in this important field of study.

scholarly journals Recommendation Systems for Education: Systematic Review

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1611
Author(s):  
María Cora Urdaneta-Ponte ◽  
Amaia Mendez-Zorrilla ◽  
Ibon Oleagordia-Ruiz
Keyword(s):  
Machine Learning ◽  
Systematic Review ◽  
Formal Education ◽  
Research Work ◽  
Hybrid Approach ◽  
Recommendation Systems ◽  
Educational Resources ◽  
Future Research ◽  
Collaborative Approach ◽  
Developmental Approach

Recommendation systems have emerged as a response to overload in terms of increased amounts of information online, which has become a problem for users regarding the time spent on their search and the amount of information retrieved by it. In the field of recommendation systems in education, the relevance of recommended educational resources will improve the student’s learning process, and hence the importance of being able to suitably and reliably ensure relevant, useful information. The purpose of this systematic review is to analyze the work undertaken on recommendation systems that support educational practices with a view to acquiring information related to the type of education and areas dealt with, the developmental approach used, and the elements recommended, as well as being able to detect any gaps in this area for future research work. A systematic review was carried out that included 98 articles from a total of 2937 found in main databases (IEEE, ACM, Scopus and WoS), about which it was able to be established that most are geared towards recommending educational resources for users of formal education, in which the main approaches used in recommendation systems are the collaborative approach, the content-based approach, and the hybrid approach, with a tendency to use machine learning in the last two years. Finally, possible future areas of research and development in this field are presented.

scholarly journals Sensory over-responsivity is related to GABAergic inhibition in thalamocortical circuits

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Emily T. Wood ◽  
Kaitlin K. Cummings ◽  
Jiwon Jung ◽  
Genevieve Patterson ◽  
Nana Okada ◽  
...  
Keyword(s):  
Magnetic Resonance ◽  
Sensory Information ◽  
Network Connectivity ◽  
Sensory Stimulation ◽  
Autism Spectrum ◽  
Future Research ◽  
Resonance Spectroscopy ◽  
Gamma Aminobutyric Acid ◽  
Sensory Stimuli ◽  
Brain Responses

AbstractSensory over-responsivity (SOR), extreme sensitivity to or avoidance of sensory stimuli (e.g., scratchy fabrics, loud sounds), is a highly prevalent and impairing feature of neurodevelopmental disorders such as autism spectrum disorders (ASD), anxiety, and ADHD. Previous studies have found overactive brain responses and reduced modulation of thalamocortical connectivity in response to mildly aversive sensory stimulation in ASD. These findings suggest altered thalamic sensory gating which could be associated with an excitatory/inhibitory neurochemical imbalance, but such thalamic neurochemistry has never been examined in relation to SOR. Here we utilized magnetic resonance spectroscopy and resting-state functional magnetic resonance imaging to examine the relationship between thalamic and somatosensory cortex inhibitory (gamma-aminobutyric acid, GABA) and excitatory (glutamate) neurochemicals with the intrinsic functional connectivity of those regions in 35 ASD and 35 typically developing pediatric subjects. Although there were no diagnostic group differences in neurochemical concentrations in either region, within the ASD group, SOR severity correlated negatively with thalamic GABA (r = −0.48, p < 0.05) and positively with somatosensory glutamate (r = 0.68, p < 0.01). Further, in the ASD group, thalamic GABA concentration predicted altered connectivity with regions previously implicated in SOR. These variations in GABA and associated network connectivity in the ASD group highlight the potential role of GABA as a mechanism underlying individual differences in SOR, a major source of phenotypic heterogeneity in ASD. In ASD, abnormalities of the thalamic neurochemical balance could interfere with the thalamic role in integrating, relaying, and inhibiting attention to sensory information. These results have implications for future research and GABA-modulating pharmacologic interventions.

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