Exploring the Core Features of UTeach Maker

2022 ◽  
pp. 139-159
Author(s):  
Shelly R. Rodriguez ◽  
Jason Robert Harron ◽  
Stephanie Chang ◽  
Lauren Penney
Keyword(s):  
Learning Environments ◽  
Learning Opportunities ◽  
Stem Learning ◽  
Professional Networks ◽  
The Core ◽  
Supportive Community ◽  
Skill Building ◽  
Core Features

UTeach Maker is a collaborative micro-credentialing program that supports preservice and practicing STEM teachers in developing the knowledge, skills, and professional networks needed to bring maker-centered learning opportunities to secondary STEM learning environments. This chapter describes the UTeach Maker program and unpacks four core features including (1) collaboration with field leaders to develop an open portfolio, (2) collaboration with peers and mentors to develop a supportive community, (3) collaboration with technical experts to promote skill building, and (4) collaboration with participants to develop a personalized experience. The chapter also highlights unique aspects of the program and explains how the UTeach Maker model can be adapted to support micro-credentialing initiatives in other contexts.

Peer Support Interventions in Inclusive Classrooms

2021 ◽  
pp. 137-148
Author(s):  
Erik W. Carter
Keyword(s):  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
Learning Opportunities ◽  
Inclusive Classrooms ◽  
Evidence Based ◽  
The Core ◽  
Students With Severe Disabilities ◽  
Implementation Steps ◽  
Core Features

Supporting students with severe disabilities to access the myriad social and learning opportunities that exist within inclusive classrooms can be a challenge. Peer support arrangements are an evidence-based intervention for increasing social interactions and academic engagement while decreasing heavy reliance on individually assigned paraprofessionals. This chapter addresses the core features of this intervention and its anticipated outcomes. It also includes implementation steps and recommendations for intervention, as well as applications to diverse students and settings.

Reduced Jumping to Conclusion Bias after Experimentally Induced Enhancement of Subjective Body Boundaries in Psychosis

2021 ◽  
Vol 54 (2) ◽  
pp. 92-97
Author(s):  
Naomi Lyons ◽  
Detlef E. Dietrich ◽  
Johannes Graser ◽  
Georg Juckel ◽  
Christian Koßmann ◽  
...  
Keyword(s):  
Sense Of Self ◽  
Psychotic Symptoms ◽  
Control Group ◽  
Implicit Measure ◽  
Relevant Factor ◽  
The Core ◽  
Significant Difference ◽  
Explicit Measure ◽  
Experimental Group ◽  
Core Features

<b><i>Introduction:</i></b> A disturbed sense of self is frequently discussed as an etiological factor for delusion symptoms in psychosis. Phenomenological approaches to psychopathology posit that lacking the sense that the self is localized within one’s bodily boundaries (disembodiment) is one of the core features of the disturbed self in psychosis. The present study examines this idea by experimentally manipulating the sense of bodily boundaries. <b><i>Methods:</i></b> Seventy-three patients with psychosis were randomly assigned to either a 10-min, guided self-massage in the experimental group (EG) to enhance the sense of bodily boundaries or a control group (CG), which massaged a fabric ring. Effects on an implicit measure (jumping to conclusion bias; JTC) and an explicit measure (Brief State Paranoia Checklist; BSPC) of delusion processes were assessed. The JTC measures the tendency to make a decision with little evidence available, and the BSPC explicitly measures the approval of paranoid beliefs. <b><i>Results:</i></b> Patients in the EG showed a lower JTC (<i>M</i> = 4.11 draws before decision) than the CG (<i>M</i> = 2.43; Cohen’s <i>d</i> = 0.64). No significant difference in the BSPC was observed. <b><i>Discussion/Conclusion:</i></b> Our results indicate that enhancing the sense of body boundaries through a self-massage can reduce an implicit bias associated with delusional ideation and correspondingly support the idea that disembodiment might be a relevant factor in the formation of psychotic symptoms.

scholarly journals The Dynamics of Musical Participation

2021 ◽  
pp. 102986492098831
Author(s):  
Andrea Schiavio ◽  
Pieter-Jan Maes ◽  
Dylan van der Schyff
Keyword(s):  
Dynamical System ◽  
Dynamical Systems ◽  
Systems Theory ◽  
Dynamical Systems Theory ◽  
Coordination Dynamics ◽  
Musical Experience ◽  
The Core ◽  
Interactive Dynamics ◽  
Interdisciplinary Scholarship ◽  
Core Features

In this paper we argue that our comprehension of musical participation—the complex network of interactive dynamics involved in collaborative musical experience—can benefit from an analysis inspired by the existing frameworks of dynamical systems theory and coordination dynamics. These approaches can offer novel theoretical tools to help music researchers describe a number of central aspects of joint musical experience in greater detail, such as prediction, adaptivity, social cohesion, reciprocity, and reward. While most musicians involved in collective forms of musicking already have some familiarity with these terms and their associated experiences, we currently lack an analytical vocabulary to approach them in a more targeted way. To fill this gap, we adopt insights from these frameworks to suggest that musical participation may be advantageously characterized as an open, non-equilibrium, dynamical system. In particular, we suggest that research informed by dynamical systems theory might stimulate new interdisciplinary scholarship at the crossroads of musicology, psychology, philosophy, and cognitive (neuro)science, pointing toward new understandings of the core features of musical participation.

Immersive Learning Environments at Scale: Constraints and Opportunities

2020 ◽  
Vol 64 (1) ◽  
pp. 1165-1169
Author(s):  
Robert F. Siegle ◽  
Rod D. Roscoe ◽  
Noah L. Schroeder ◽  
Scotty D. Craig
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Virtual Reality Technology ◽  
Immersive Learning ◽  
Potential Benefits ◽  
Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

Jewish Body Politics

2018 ◽  
Author(s):  
Eliyahu Stern
Keyword(s):  
United States ◽  
Minority Rights ◽  
The United States ◽  
Body Politics ◽  
Eastern European ◽  
The Core ◽  
Two Sides ◽  
Core Features

The idea of a Jewish body provides the background to understand the major Jewish migrations, the core features of modern Jewish politics, the transformation of Judaism as a religion and the role played by Jews in the Minority Rights Movement. Eastern European Jews’ immigration to the United States or Palestine as two sides of the same coin.

scholarly journals Switching perception of musical meters by listening to different acoustic cues of biphasic sound stimulus.

2020 ◽  
Author(s):  
Sotaro Kondoh ◽  
Kazuo Okanoya ◽  
Ryosuke O Tachibana
Keyword(s):  
Music Perception ◽  
Sound Stimulus ◽  
Acoustic Cues ◽  
Point Scale ◽  
Top Down ◽  
Bottom Up ◽  
The Core ◽  
Entire Structure ◽  
Core Features

Meter is one of the core features of music perception. It is the cognitive grouping of regular sound sequences, typically for every 2, 3, or 4 beats. Previous studies have suggested that one can not only passively perceive the meter from acoustic cues such as loudness, pitch, and duration of sound elements, but also actively perceive it by paying attention to isochronous sound events without any acoustic cues. Studying the interaction of top-down and bottom-up processing in meter perception leads to understanding the cognitive system’s ability to perceive the entire structure of music. The present study aimed to demonstrate that meter perception requires the top-down process (which maintains and switches attention between cues) as well as the bottom-up process for discriminating acoustic cues. We created a “biphasic” sound stimulus, which consists of successive tone sequences designed to provide cues for both the triple and quadruple meters in different sound attributes, frequency, and duration, and measured how participants perceived meters from the stimulus in a five-point scale (ranged from “strongly triple” to “strongly quadruple”). Participants were asked to focus on differences in frequency and duration. We found that well-trained participants perceived different meters by switching their attention to specific cues, while untrained participants did not. This result provides evidence for the idea that meter perception involves the interaction between top-down and bottom-up processes, which training can facilitate.

scholarly journals Switching perception of musical meters by listening to different acoustic cues of biphasic sound stimulus

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0256712
Author(s):  
Sotaro Kondoh ◽  
Kazuo Okanoya ◽  
Ryosuke O. Tachibana
Keyword(s):  
Music Perception ◽  
Sound Stimulus ◽  
Acoustic Cues ◽  
Point Scale ◽  
Top Down ◽  
Bottom Up ◽  
The Core ◽  
Entire Structure ◽  
Core Features

Meter is one of the core features of music perception. It is the cognitive grouping of regular sound sequences, typically for every 2, 3, or 4 beats. Previous studies have suggested that one can not only passively perceive the meter from acoustic cues such as loudness, pitch, and duration of sound elements, but also actively perceive it by paying attention to isochronous sound events without any acoustic cues. Studying the interaction of top-down and bottom-up processing in meter perception leads to understanding the cognitive system’s ability to perceive the entire structure of music. The present study aimed to demonstrate that meter perception requires the top-down process (which maintains and switches attention between cues) as well as the bottom-up process for discriminating acoustic cues. We created a “biphasic” sound stimulus, which consists of successive tone sequences designed to provide cues for both the triple and quadruple meters in different sound attributes, frequency, and duration. Participants were asked to focus on either frequency or duration of the stimulus, and to answer how they perceived meters on a five-point scale (ranged from “strongly triple” to “strongly quadruple”). As a result, we found that participants perceived different meters by switching their attention to specific cues. This result adds evidence to the idea that meter perception involves the interaction between top-down and bottom-up processes.

How to gamify?: Example scenarios for participation in synchronous online learning

2018 ◽  
Vol 15 (5) ◽  
pp. 254-266
Author(s):  
Ünal Çakiroğlu ◽  
Servet Kiliç
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Online Learners ◽  
Online Learning Environments ◽  
Synchronous Learning ◽  
Synchronous Learning Environments ◽  
Synchronous Online Learning ◽  
Synchronous Online

Participation in synchronous online learning is an increasing need for students’ learning outcomes. Teachers generally cannot be sure about the fact that students who are seen in the participation lists are really following the online tasks. Recent studies have shown that gamification can be an effective way to support learners’ participation in the tasks. This study intended to suggest sample scenarios in line with using gamification elements in online learning environments. Two basic scenarios were developed considering the properties of online learners’ characteristics and gamification elements. First scenario giving learning responsibilities to the learners includes a puzzle activity. Second scenario presents a block-building activity including the leaderboards. The suggested model includes some new ways of using awards, reputation, badges, levels, and leader boards to provide an attractive learning environment. It is hoped that suggested scenarios can provide learning opportunities via increasing participation in synchronous learning environments.

Psychosocial support for people with dementia with Lewy bodies

2021 ◽  
Vol 23 (5) ◽  
pp. 1-8
Author(s):  
Alison Killen
Keyword(s):  
Dementia With Lewy Bodies ◽  
Psychosocial Support ◽  
Lewy Bodies ◽  
Lewy Body Dementia ◽  
Adverse Outcomes ◽  
Care Staff ◽  
The Core ◽  
People With Dementia ◽  
Age Related ◽  
Core Features

Background Lewy body dementia is the second most common form of age-related neurodegenerative dementia. It has two forms: dementia with Lewy bodies and Parkinson's disease dementia. Methods There are specific core symptoms associated with dementia with Lewy bodies. Optimum care requires awareness of the features associated with these, as well as appropriate support and management strategies, which are provided in this article. Results The core features of dementia with Lewy bodies are visual hallucinations, cognitive fluctuations, Parkinsonism and rapid eye movement sleep behaviour disorder. Appropriate psychosocial strategies includes psychoeducation, social support and environmental modification. Adoption of these approaches can reduce adverse outcomes. Conclusions The core features of dementia with Lewy bodies can significantly impair quality of life. Nursing and residential care staff are ideally placed to address this through the implementation of psychosocial strategies both directly, and through the provision of psychoeducation for family caregivers.

Enhancing Informal Stem Learning Through Family Engagement in Cooking

2021 ◽  
Vol 15 (02) ◽  
pp. 119-133
Author(s):  
Bradley J. Morris ◽  
Shannon R. Zentall ◽  
Grace Murray ◽  
Whitney Owens
Keyword(s):  
Informal Learning ◽  
Culturally Relevant ◽  
Learning Opportunities ◽  
Stem Learning ◽  
Natural Supports ◽  
Culturally Relevant Practices ◽  
Family Based ◽  
And Mathematics ◽  
Informal Stem Learning

Informal learning has the potential to play an important role in helping children develop a life-long interest in STEM (Science, Technology, Engineering, and Mathematics). The goal of this review is to synthesize the evidence regarding the features of effective informal learning, provide effective ways to support learning within these contexts, and illustrate that cooking is an optimal opportunity for informal STEM learning. We review evidence demonstrating that the most effective informal learning activities are authentic, social and collaborative experiences that tap into culturally-relevant practices and knowledge, although there are limitations to each. We propose that cooking provides a context for authentic, culturally-relevant learning opportunities and includes natural supports for learning and engagement. Specifically, cooking provides many opportunities to apply STEM content (e.g., measuring and chemical reactions) to an existing foundation of knowledge about food. Cooking is also a family-based learning opportunity that exists across cultures, allows for in-home mentoring, and requires no specialized materials (beyond those available in most homes). It may help overcome some limitations in informal STEM learning, namely scalability. Finally, cooking provides immediate, tangible (and edible) results, promoting interest and supporting long-term engagement.

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