scholarly journals Every pandemic has a silver lining

2021 ◽  
Vol 4 (1) ◽  
pp. 4
Author(s):  
Darlene Bakker
Keyword(s):  
Decision Making ◽  
Harvard Business Review ◽  
Face To Face ◽  
Teacher Student ◽  
Teaching Situation ◽  
Use Of Technology ◽  
Spanish Flu ◽  
On Line ◽  
University Of Hawai'i ◽  
Pedagogical Changes

“They (pandemics) are the original social and political disruptors, and sometimes that can be really positive” Brown (2020) in University of Hawai'i News. Most active teachers, in the past year, have taught both in-person and on-line. Using the Cynefin Framework, a decision-making framework which is based in complexity science (Snowden & Boone, 2007, p.70), I examine the pedagogical changes made by teachers in the emergency teaching situation brought about by the COVID-19 pandemic. When using the Cynefin Framework, issues facing an organization can be categorized in one of five possible contexts, simple, complicated, complex, chaotic and disorder, depending upon the severity of the disruption. In a regular classroom most disruptions would be in the simple or complicated context and teachers will solve those problems by making decisions based on prior practice. In the complicated contexts, the same teachers may seek advice from senior teachers, or experts, to solve situations. A problem in the complex context would require the teacher or administrator to find an emerging path through the situation. The disruption I am examining is, according to Brown, the original disruptor—a pandemic, namely COVID-19 which caused school instruction to move from face-to-face to emergency on-line teaching. While much of the beginning on-line teaching began in a chaotic context, that is not the only category that is identified by use of the Cynefin Framework. With data drawn from three interviews given by teachers or administrators recorded on YouTube for the Global Teacher Prize dating from March 2020 forward, I examine how both teachers and schools are changing their use of technology. I look at changes and modifications to pedagogy that the teacher has instituted and have determined work. I will then determine if the change is primarily beneficial for the teacher, student, or another party—uncovering the silver linings and innovations in the ways that teachers have changed their use of technology and their pedagogy during the emergency on-line teaching of COVID-19. Reference Snowden, D. J., & Boone, M. E. (2007). A Leader’s Framework for Decision Making. Harvard Business Review, 1–25. University of Hawai'i News. https://www.hawaii.edu/news/2020/04/07/covid19-vs-spanish-flu/

Technology Imperative in Managerial Decision-Making

2014 ◽  
pp. 158-176 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Decision Making ◽  
Decision Makers ◽  
Limited Information ◽  
Managerial Decision ◽  
Managerial Decision Making ◽  
Face To Face ◽  
The Core ◽  
Use Of Technology ◽  
Management Approaches ◽  
Virtual Setting

Decisions can make or mar an organization. Decision-making is a multifaceted and intricate process. This process becomes even more complicated and complex when it comes to organizations, especially in this competitive world. Today, decisions are made not only under uncertainty, with available and/or limited information, but may also be made in a virtual setting. Decision makers may not be engaged in face-to-face deliberations. Hence, understanding the challenges, complexity, and rewards of the use of technology, especially information technology in managerial decision-making, is important. Such an understanding is not only vital in determining the efficacy of managers and their organizations, but also significant in designing future management approaches and organizations. This is the core objective of this chapter.

Examining the Perceptions, Beliefs, and Practices of Teacher Candidates Who Work With Diverse Learners

2020 ◽  
pp. 141-163
Author(s):  
Salika A. Lawrence ◽  
Tabora Johnson ◽  
Keshia James ◽  
Keturah Brooks ◽  
Zoland Charles ◽  
...  
Keyword(s):  
Decision Making ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Diverse Learners ◽  
Responsive Teaching ◽  
Face To Face ◽  
Culturally Responsive Practices ◽  
Teacher Student ◽  
Field Notes ◽  
Instructional Decision

This chapter examines teacher candidates' instructional decision-making and their perceptions of how instructional choices impact diverse learners. It describes strategies teacher candidates believe help to support the academic development of diverse learners. Data from semi-structured, face-to-face interviews, field notes from in-class observations, and classroom artifacts were used to examine how teacher candidates enacted culturally responsive teaching. The results show that teacher candidates who display culturally responsive practices in their classrooms can engage learners and foster trusting communities in their classrooms built upon teacher-student and student-student relationships. Furthermore, teacher candidates display a teaching identity that enables them to self-assess their decision-making, enact, and reconceptualize theories that shape their classroom practices. There is also some disconnect between teachers' ability to enact culturally responsive practices and their skills articulating their use of this theoretical framework.

Examining the Perceptions, Beliefs, and Practices of Teacher Candidates Who Work With Diverse Learners

2021 ◽  
pp. 899-917
Author(s):  
Salika A. Lawrence ◽  
Tabora Johnson ◽  
Keshia James ◽  
Keturah Brooks ◽  
Zoland Charles ◽  
...  
Keyword(s):  
Decision Making ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Diverse Learners ◽  
Responsive Teaching ◽  
Face To Face ◽  
Culturally Responsive Practices ◽  
Teacher Student ◽  
Field Notes ◽  
Instructional Decision

This chapter examines teacher candidates' instructional decision-making and their perceptions of how instructional choices impact diverse learners. It describes strategies teacher candidates believe help to support the academic development of diverse learners. Data from semi-structured, face-to-face interviews, field notes from in-class observations, and classroom artifacts were used to examine how teacher candidates enacted culturally responsive teaching. The results show that teacher candidates who display culturally responsive practices in their classrooms can engage learners and foster trusting communities in their classrooms built upon teacher-student and student-student relationships. Furthermore, teacher candidates display a teaching identity that enables them to self-assess their decision-making, enact, and reconceptualize theories that shape their classroom practices. There is also some disconnect between teachers' ability to enact culturally responsive practices and their skills articulating their use of this theoretical framework.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

U.S. Regulatory Approaches: A Critical Appraisal

1992 ◽  
Vol 25 (3) ◽  
pp. 13-21
Author(s):  
R. L. Williamson
Keyword(s):  
Decision Making ◽  
Command And Control ◽  
Regulatory System ◽  
Federal Agencies ◽  
Toxic Substances ◽  
Use Of Technology ◽  
Treatment Technologies ◽  
New Treatment ◽  
And Control ◽  
The Impact

The American approach to environmental regulation is characterized by fragmentation of responsibilities, primary reliance on command and control regulations, extraordinary complexity, a preference for identifiable standards, and heavy resort to litigation. This system has provided important benefits, including significant reduction of environmental contamination, substantial use of science in decision-making, broad participatory rights, and the stimulation of new treatment technologies. However, these gains have been achieved at excessive cost. Too much reliance is placed on command and control methods and especially on technology-based standards. There is too much resort to litigation, and inadequate input from science. Participatory rights are being undermined, and there is a poor allocation of decision-making among the federal agencies and the states. Over-regulation sometimes leads to under-regulation, and insufficient attention is given to the impact on small entities. The responsibility for these difficulties rests with everyone, including the federal agencies, the Congress, the general public and the courts. Changes in the regulatory system are needed. We should abandon the use of technology-based standards to control toxic substances under the Clean Water Act in favor of strong health- and environmentally based standards, coupled with taxes on toxic substances in wastewater.

scholarly journals The Influence of Police Treatment and Decision-making on Perceptions of Procedural Justice: A Field Study

2021 ◽  
pp. 002242782110309
Author(s):  
Bo L. Terpstra ◽  
Peter W. van Wijck
Keyword(s):  
Decision Making ◽  
Procedural Justice ◽  
Linear Regression Analysis ◽  
Police Behavior ◽  
Face To Face ◽  
Independent Variables ◽  
Social Observation ◽  
Perceived Procedural Justice ◽  
Dutch Cities

Objectives: This study examines whether police behavior that signals higher quality of treatment or decision-making leads to higher perceived procedural justice. Methods: Analyses are based on data collected during police traffic controls of moped drivers in two Dutch cities over a period of six months. Police behavior was measured through systematic social observation (SSO), and data on perceived procedural justice were collected through face-to-face interviews immediately after the encounters. Linear regression analysis with bootstrap estimates was used (n = 218), with an overall perceived procedural justice scale as the dependent variable in all regressions. Independent variables included an overall observed procedural justice index and four separate scales of police treatment and decision-making. Results: We find no evidence that police behavior that signals fairer treatment or decision-making leads to higher perceived procedural justice. Conclusions: Our findings add to the currently very limited empirical evidence on an important question, and raise questions about a central idea, that more procedurally just treatment and decision making by authorities leads to an increase in perceived procedural justice and enhanced compliance. The first of these requires more research.

scholarly journals ProReal®: The ‘good enough’ online alternative to face-to-face Dramatherapy

Dramatherapy ◽  
2021 ◽  
pp. 026306722110208
Author(s):  
Claire Anne Quigley
Keyword(s):  
Ambiguity Tolerance ◽  
Face To Face ◽  
On Line ◽  
And Control ◽  
Selection Of

The Covid-19 restrictions have limited the access of face-to face therapies for many people and continues to effect how Dramatherapists operate. The following article offers reflections around adapting to an on-line medium, focusing more specifically around the software of ProReal. Limitations and considerations are acknowledged, including technological difficulties, computer efficacy, ambiguity tolerance and the need for careful contracting and reassurance of autonomy and control when using on-line platforms. The article ends with a short selection of vignettes from ProReal sessions.

scholarly journals Analysis of Educational Data in the Current State of University Learning for the Transition to a Hybrid Education Model

2021 ◽  
Vol 11 (5) ◽  
pp. 2068
Author(s):  
William Villegas-Ch. ◽  
Xavier Palacios-Pacheco ◽  
Milton Roman-Cañizares ◽  
Sergio Luján-Mora
Keyword(s):  
Online Education ◽  
Educational Model ◽  
Hybrid Education ◽  
Face To Face ◽  
Current State ◽  
Use Of Technology ◽  
Technological Advances ◽  
The World ◽  
The Face ◽  
Education Model

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

scholarly journals Ageing on-line in risk society: Elderly people managing the new risks via new media in the context of decreasing ontological security

2012 ◽  
Vol 6 (2) ◽  
Author(s):  
Irena Carpentier Reifova ◽  
Sylvie Fišerová
Keyword(s):  
Decision Making ◽  
New Media ◽  
Elderly People ◽  
Risk Society ◽  
Ontological Security ◽  
Individual Decision ◽  
Old People ◽  
Individual Decision Making ◽  
On Line ◽  
Second Modernity

This article proposes a theoretical framework for studying new media and its use by elderly people in risk society. Old people and their practices of new media use are discussed in light of the concepts of age cohort, generation and media generation. The article detects homology between individualization (a backbone of the second modernity as defined by Ulrich Beck) in the management of new risks and operation of new media language. Consequently, the concept of “double individualization of responsibility” is coined and connection is made to the effects of new media and new risks on ontological security. The argument is taken further onto the ground of critical gerontology, which claims that individual decision-making and fluidity of the second modernity is a source of insecurity and anxiety mainly for the old people. The article eventually presents the area of e-health as a research field for further exploration of how old people experience autonomy, individual decision making, and the absence of (or conflict with) external authority while dealing with the health risks on-line.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

Sign in / Sign up

Export Citation Format

Share Document