scholarly journals Reflection and Readiness: Shared Benefits of Using an Oral Final Evaluation to Assess Counselor Competency

2021 ◽  
Author(s):  
Tanya Surette ◽  
Kelly Brenton
Keyword(s):  
Learning Environments ◽  
Critical Assessment ◽  
Final Evaluation ◽  
Educational Systems ◽  
Assessment And Evaluation ◽  
Counselor Competency ◽  
Site Supervisors ◽  
The Face ◽  
Creativity And Innovation ◽  
Counsellor Educators

The COVID-19 pandemic has impacted educational systems worldwide, shifting everything from pedagogy to learning environments. The emerging needs and complexities presented during this time has challenged long-standing practices, requiring creativity and innovation to adapt in the midst of uncertainty and accelerated change. This has been the reality within graduate counselling programs where coursework and internships were interrupted, and the counselling environment altered. In the face of such changes, the critical assessment and evaluation of pre-service counsellor competence remains a high priority of counsellor educators. This article outlines the practice of adopting an Oral Final Evaluation (OFE) of post-practicum graduate counselling students as a means of addressing the need to accurately assess counsellor competence in the changed landscape of the current pandemic. This article provides a rationale for integrating an OFE and space for reflection on its implementation, along with feedback from participating students, faculty, and site-supervisors.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

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.

scholarly journals Internationalization at Canadian Universities: Where are we Now?

2007 ◽  
Vol 16 (2) ◽  
Author(s):  
Linda Weber
Keyword(s):  
Learning Environments ◽  
Educational Goals ◽  
Learning Needs ◽  
Economic Factors ◽  
Domestic Students ◽  
Canadian Universities ◽  
Global Context ◽  
Studying Abroad ◽  
The Face ◽  
The Relationship

Internationalization is powerfully impacting the missions, planning documents, and learning environments of Canadian universities. Internationalization within Canadian universities is viewed from a local as well as global context. Accounts of the composition of domestic students studying abroad and international students studying in Canada, and the implications of these statistics, are related. Emphasis is given to a discussion of the contribution that economic factors play in internationalization decisions. Economic factors have undeniably shaped the face of internationalization at Canadian universities. Complexities of the relationship between global context and educational goals are outlined and educators are challenged to responsibly interpret and implement university changes resulting from internationalization while prioritizing the learning needs of students.

scholarly journals Learning With Heterogeneous Misspecified Models: Characterization and Robustness

Econometrica ◽  
2021 ◽  
Vol 89 (6) ◽  
pp. 3025-3077 ◽  
Author(s):  
J. Aislinn Bohren ◽  
Daniel N. Hauser
Keyword(s):  
Learning Environments ◽  
Unified Framework ◽  
Simple Criterion ◽  
Partisan Bias ◽  
Misspecified Models ◽  
Long Run ◽  
The Face ◽  
Parametric Specification ◽  
The Impact ◽  
Source Of Information

This paper develops a general framework to study how misinterpreting information impacts learning. Our main result is a simple criterion to characterize long‐run beliefs based on the underlying form of misspecification. We present this characterization in the context of social learning, then highlight how it applies to other learning environments, including individual learning. A key contribution is that our characterization applies to settings with model heterogeneity and provides conditions for entrenched disagreement. Our characterization can be used to determine whether a representative agent approach is valid in the face of heterogeneity, study how differing levels of bias or unawareness of others' biases impact learning, and explore whether the impact of a bias is sensitive to parametric specification or the source of information. This unified framework synthesizes insights gleaned from previously studied forms of misspecification and provides novel insights in specific applications, as we demonstrate in settings with partisan bias, overreaction, naive learning, and level‐k reasoning.

Critical analysis of laws and policies for the prevention of petroleum pipeline vandalization in Nigeria

2021 ◽  
Vol 23 (4) ◽  
pp. 305-320
Author(s):  
Edward O. Okumagba
Keyword(s):  
Critical Analysis ◽  
Justice System ◽  
Critical Assessment ◽  
X Rays ◽  
Life Imprisonment ◽  
Production And Distribution ◽  
The Face ◽  
Laws And Policies ◽  
Legal Frameworks ◽  
Source Materials

The loss of an estimated $4.5 billion in 2020 by Nigeria to petroleum pipeline vandalism and crude oil theft has necessitated a critical assessment of the legal frameworks for the prevention of petroleum pipeline vandalism in Nigeria. This paper utilizes source materials relating to the title by examining the impacts of existing legal frameworks for the prevention of petroleum pipeline vandalization in Nigeria. It x-rays amongst others the provisions of sections 2 and 7 of the Petroleum Production and Distribution (Anti-Sabotage) Act and Miscellaneous Offences Act which imposes the death penalty and life imprisonment with the aim of deterring offenders without creating a court to try offenders. It reveals that in the face of such stringent sanctions, the activities of petroleum pipeline vandalism have continued unabated albeit a thriving business that is likely to arm the Nigerian economy in COVID-19 pandemic era. In addition, with an already perceived “compromised” criminal justice system, the paper concludes by advocating for change in policy strategy that will include the creation of a special court by amending existing legal frameworks to try offenders of the activities of petroleum pipeline vandalization.

iPad Usage and Appropriate Applications

2017 ◽  
pp. 185-212
Author(s):  
Julia Bennett ◽  
Fan-Yu Lin
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
21St Century ◽  
Mobile Device ◽  
Educational Systems ◽  
Access To Information ◽  
Ubiquitous Access ◽  
K 12 ◽  
Ipad Applications

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad has been a popular mobile device that has been chosen for us in 1-to-1 learning environments. Research suggests that utilizing iPads in educational settings is beneficial due to its affordance, portability, ubiquitous access to information, ability to communicate with other iPad users, and the opportunity it offers to showcase creativity and individuality through various applications. Studies have found value in providing students with their own iPads. This chapter overviews both the benefits and concerns of iPad usage in K-12 classrooms. Furthermore, specific web and iPad applications are discussed. When educators take appropriate steps to create a controlled learning environment, concerns and limitations regarding mobile learning with an iPad can be diminished.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development

2011 ◽  
pp. 239-258
Author(s):  
Gail Wilson
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Environments ◽  
Faculty Members ◽  
Future Research ◽  
Collective Case Study ◽  
Face To Face ◽  
Regional University ◽  
Professional Development For Teachers ◽  
The Face

This chapter draws on a collective case study of six faculty members working in ICT-enhanced blended learning environments at a large regional university in Australia. The chapter identifies seven dimensions of the blended learning environments created by each teacher, with a particular focus on four of these dimensions – the teacher, the online, the resource-based learning and the institutional support dimension. The research showed how individual faculty members worked to blend their courses through their overall approaches to course planning, their focus on combining the strengths of both the face-toface and the online learning environments, and their eagerness to shift their pedagogical approaches to accommodate the best features of both the face-to-face and the online environments. The chapter makes recommendations for professional development for teachers that is effective in preparing them for creating and working in blended learning environments and suggests areas for future research in the area of blended learning.

scholarly journals Technology-enhanced assessment visualization for smart learning environments

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Hiran Ferreira ◽  
Guilherme P. de Oliveira ◽  
Rafael Araújo ◽  
Fabiano Dorça ◽  
Renan Cattelan
Keyword(s):  
Learning Environments ◽  
Behavioral Changes ◽  
Educational Systems ◽  
Smart Learning Environment ◽  
Pedagogical Strategies ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Related Information ◽  
Student Models ◽  
Level Of Knowledge

AbstractIn Smart Learning Environments, students need to be aware of their academic performance so they can self-regulate their learning process. Likewise, the teaching process can also be improved if instructors are able to supervise the progress of students, both individually and globally, and anticipate proper pedagogical strategies. Thus, effective Student Models, capable of identifying and predicting the level of knowledge of students, are a key requirement in modern educational systems. In this article, we revisit OSM-V, an Open Student Model with Information Visualization capabilities that allow students and instructors to assess performance-related information in educational systems. We detail its architecture and how it was integrated into Classroom eXperience, a Smart Learning Environment with multimedia capture capabilities. We also present extended results from experiments that evaluate both the perception of utility and behavioral changes in students who used OSM-V, showing that it can positively impact students’ learning and positively influence their study habits.

Busing for Racial Balance

1975 ◽  
Vol 45 (1) ◽  
pp. 1-4
Keyword(s):  
Federal Court ◽  
Fourteenth Amendment ◽  
Educational Systems ◽  
Board Of Education ◽  
Educational Equality ◽  
Court Order ◽  
Residential Patterns ◽  
Editorial Statement ◽  
The Supreme Court ◽  
The Face

It has been twenty years since the Supreme Court concluded in Brown v. Board of Education of Topeka that separate educational systems for different races were inherently unequal and therefore violated the Fourteenth Amendment. The early result of this decision was the gradual elimination of overtly dual school systems in the South. More recently, the principle of educational equality has been interpreted to forbid any school segregation by race unless it can be shown to a court's satisfaction that such segregation has no discriminatory purpose. This has led to the movement to desegregate schools even in the face of segregated residential patterns. The most recent episode in the desegregation movement was initiated in 1974 with a federal court order to desegregate the Boston Public School System. The controversy and conflict following this decision have convulsed our community. Through this editorial statement we hope to encourage serious examination of some of the issues surrounding this controversy.

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