scholarly journals Young immigrants and their schooling: learning pathways and challenges

e-Migrinter ◽  
2021 ◽  
Author(s):  
Lola Bultel ◽  
Bonnie Couillet ◽  
Lise Fauvre ◽  
Luna Russo
Keyword(s):  
Learning Pathways ◽  
Young Immigrants

ANALYSIS OF THE CONCEPT OF PERSONALISED LEARNING PATHWAYS

2017 ◽  
Vol 1 (43) ◽  
pp. 47-56
Author(s):  
Karol Korczak ◽  
Konrad Szymański
Keyword(s):  
Personalised Learning ◽  
Learning Pathways

scholarly journals The Learning Pathways Grid

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691879160 ◽  
Author(s):  
Andrew Stuart Lane ◽  
Chris Roberts
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Data Gathering ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Cognitive Frames ◽  
Open Disclosure ◽  
Learning Pathways ◽  
Social Constructivist Approach ◽  
Insight Into

The interview is an important data-gathering tool in qualitative research, since it allows researchers to gain insight into a person’s knowledge, understandings, perceptions, interpretations, and experiences. There are many definitions of reflexivity in qualitative research, one such definition being “Reflexivity is an attitude of attending systematically to the context of knowledge construction, especially to the effect of the researcher, at every step of the research processes.” The learning pathways grid (LPG) is a visual template used to assist analysis and interpretation of conversations, allowing educators, learners, and researchers, to discover links from cognition to action, usually in a retrospective manner. It is often used in simulation educational research, with a focus on understanding how learners access their cognitive frames and underlying beliefs. In this article, we describe the use of the LPG as a prospective adjunct to data collection for interviews and focus groups. We contextualize it within a study among medical interns and medical students who were engaged in high-fidelity simulation exploring open disclosure after a medication error. The LPG allowed future optimization of data collection and interpretation by ensuring reflexivity within the researchers, a vital part of research conduct. We conclude by suggesting the use of the LPG has a reasonable fit when taking a social constructivist approach and using qualitative analysis methods that make reflexivity explicit and visible, therefore ensuring it is truly considered, understood, and demonstrated by researchers.

Supporting learners’ STEM-oriented career pathways with digital badges

2019 ◽  
Vol 120 (1/2) ◽  
pp. 87-107 ◽  
Author(s):  
Caroline R. Pitt ◽  
Adam Bell ◽  
Rose Strickman ◽  
Katie Davis
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Career Pathways ◽  
Research Approach ◽  
Digital Badges ◽  
Content Type ◽  
Technology Industry ◽  
Learning Pathways ◽  
And Mathematics ◽  
Practical Implications

Purpose This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder groups in higher education and industry discussed how digital badges might transform current processes of admitting undergraduate students and hiring young professionals. Design/methodology/approach This research uses a thematic analysis of in-depth interviews with 30 stakeholders in higher education and the technology industry. Findings Interview participants expressed optimism about the potential for digital badges to make learning pathways visible to learners and external audiences and to promote equity in STEM (STEM: science, technology, engineering, and mathematics) education and careers. Participants noted several obstacles, largely focused on issues of credibility and logistics of working with badges across settings. Research limitations/implications Though the research approach is limited in geographic scope, the findings have broad applicability and insight for the use of digital badges in general. Practical implications Education policymakers, employers and scholars will be able to use the insights from this investigation in their efforts to find innovative ways to expand and diversify the STEM workforce, as well as support a wider range of learners than is currently supported by initiatives aligned with the school-to-workforce pipeline metaphor. Originality/value This paper directly confronts issues of real-world applications of digital badges by discussing practical implications with college admissions officers and employers. The current study fills a need for research that investigates the use of digital badges across – as opposed to within – contexts.

scholarly journals Measuring Social Capital and Support Networks of Young Immigrants

2016 ◽  
Vol 9 (5) ◽  
pp. 62
Author(s):  
María Paz Sandín Esteban ◽  
Angelina Sánchez Martí ◽  
Ana Belén Cano Hila
Keyword(s):  
Social Capital ◽  
Educational Outcomes ◽  
Compulsory Education ◽  
Academic Persistence ◽  
Methodological Framework ◽  
Personal Network ◽  
The Social ◽  
Relational Systems ◽  
The Impact ◽  
Young Immigrants

<p class="apa">This paper addresses the importance of the diagnosis of “personal communities” as relational systems that may influence the academic pathways of young immigrants. As part of a longitudinal study of the academic persistence of young people in their transition from compulsory to post-compulsory education, a “personal network questionnaire” has been developed. This instrument allows the relational structure of students to be captured and represented, and the impact of this structure on educational outcomes to be analysed. It measures and explores the network of inter-relations with adults (family, educational and recreational professionals, etc.) and peers in different settings. The theoretical elements underpinning its design and implementation are the interweaving of the student social capital and social support system to which they have or may have access to, and the Social Network Analysis (SNA) approach as the methodological framework. This network approach is rendered highly significant and valuable for professionals in educational diagnosis to assess relational vulnerability and design programs of intervention and counseling. With graphic techniques, we can somewhat address this challenge by examining patterns in relational data, experimenting with these data and putting forward hypotheses.</p>

scholarly journals What can be done from youth organizations to integrate young immigrants?

Educar ◽  
1998 ◽  
Vol 22 ◽  
pp. 229
Author(s):  
Miquel Àngel Essomba
Keyword(s):  
Youth Organizations ◽  
Young Immigrants

scholarly journals Innovative Teaching and Learning Pathways for Responsible Use of Resources Focusing on the ESEE Region

2022 ◽  
Vol 5 (1) ◽  
pp. 95
Author(s):  
Mariaelena Murphy ◽  
Corina Pacher
Keyword(s):  
Teaching And Learning ◽  
Raw Materials ◽  
Knowledge Exchange ◽  
Special Focus ◽  
Cultural Perspective ◽  
Innovative Teaching ◽  
Life Long Learning ◽  
Use Of Resources ◽  
Knowledge Triangle ◽  
Learning Pathways

In a world depicted by rapid growth and consumerism, where pressing societal issues such as, the critical climate crises, resources exploitation in developing countries and much more, it is essential to educate all citizens about raw materials, their uses and about responsible production and consumption. Developing life-long learning wider society programmes is an essential tool to educate the population starting with the youngest members of society (pre-school) to adulthood (life-long learning) with a special focus on the life-world orientation from a learners’ perspective. The wider society learning flagship project, ‘Raw Matters Ambassadors at Schools’ (RM@Schools), is an innovative programme funded by the European Institute of Innovation & Technology (EIT) which promotes science education and careers in the raw materials sector. Since the project’s commencement in 2016, it has gained stronger European representation with a current total of 32 partners from 18 countries. This includes the consortium members from a parallel funded programme, RM@SchoolsESEE. This project aims at extending best practices and diversifying the current portfolio to East and Southeast European countries. What makes this project so innovative is in the programme and individual learning pathways. Considering a multidisciplinary and cultural perspective, a framework was developed to assist in forming raw materials ambassadors through engaging programmes for school pupils from aged 10 up to 19 years old and through the development of educational hands-on toolkits that range from experiments to game-based tools and much more. In particular, and as a way to increase impact, the project aims to mentor teenagers from all educational disciplines between the ages of 14–19 years old to become ‘Young RM Ambassadors’. This approach utilises state-of-the-art teaching and learning methods resulting in peer-to-peer knowledge exchange and dissemination. Built into the programme is a continuous feedback loop that involves stakeholders from all sides of the knowledge triangle: educators, pupils, professionals and researchers.

scholarly journals Capturing Student Achievement and Learning Pathways at the University of Maryland, Baltimore County

2022 ◽  
pp. 396-417
Author(s):  
Sherri Nicole Braxton ◽  
Collin Sullivan ◽  
Laura A. Wyatt ◽  
Jalisa Monroe
Keyword(s):  
Information Technology ◽  
Chief Information Officer ◽  
Vice President ◽  
Baltimore County ◽  
University Of Maryland ◽  
Maryland Baltimore County ◽  
Learning Pathways ◽  
The University ◽  
Student Achievement And Learning ◽  
Digital Badging

In 2015, the University of Maryland, Baltimore County (UMBC) recognized the need to capture knowledge, skills, and abilities acquired by students in both co-curricular and curricular endeavors not being captured in any identifiable way. The Vice President of Information Technology and Chief Information Officer desired to document competencies gained by students in the variety of contexts on campus and to track student, faculty, and staff achievements in a way that would both benefit each individual while also supporting the mission of the institution. This vision led to the adoption of a digital badging initiative resulting in a scalable process for implementing new badges throughout the university community. UMBC's digital badging program became the springboard for the institution's entrance into the Comprehensive Learner Record (CLR) realm whose objective is to capture all credentials earned by students, whether they be awarded before, during, or following their tenure at the institution.

scholarly journals Understanding student learning pathways in traditional online history courses: utilizing process mining analysis on clickstream data

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matt Crosslin ◽  
Kimberly Breuer ◽  
Nikola Milikić ◽  
Justin T. Dellinger
Keyword(s):  
Poster Session ◽  
Process Mining ◽  
Structured Learning ◽  
College Level ◽  
Ongoing Research ◽  
Clickstream Data ◽  
Content Type ◽  
Learner Centered ◽  
Learning Pathways ◽  
Practical Implications

PurposeThis study explores ongoing research into self-mapped learning pathways that students utilize to move through a course when given two modalities to choose from: one that is instructor-led and one that is student-directed.Design/methodology/approachProcess mining analysis was utilized to examine and cluster clickstream data from an online college-level History course designed with dual modality choices. This paper examines some of the results from different approaches to clustering the available data.FindingsBy examining how often students interacted with others, whether they were more internal or external facing with their pathway choices, and whether or not they completed a learning pathway, this study identified five general tactics from the data: Individualistic Internal; Non-completing Internal; Completing, Interactive Internal; Completing, Interactive, and Reflective and Completing External. Further analysis of when students used each tactic led to the identification of four different strategies that learners utilized during class sessions.Practical implicationsThe results of this analysis could potentially lead to the creation of customizable design models that can assist learners as they navigate modality choices in learner-centered or less-structured learning design methodologies.Originality/valueFew courses are designed to give the learners the options to follow the instructor or create their own learning pathway. Knowing how to identify what choices a learner might take in these scenarios is even less explored. Preliminary data for this paper was originally presented as a poster session at the Learning Analytics and Knowledge conference in 2019.

Sign in / Sign up

Export Citation Format

Share Document