Mentoring Dispositions for Pre-Service and Early Career Special Educators Through Service Learning

Service learning projects were created and implemented by faculty in the special education unit at Molloy College for pre-service and early career special education teachers. The service learning projects provided an opportunity for faculty to mentor participants in the area of dispositions for teaching through a shared experience outside of the higher education classroom. The projects were conducted in/or with community schools serving the K-12 population and students with disabilities in inclusive settings. It was hypothesized that service learning opportunities would serve as a platform for participants to reflect and to evaluate their dispositions as they act and interact in environments which were multidimensional. The results indicated that this was the case and that participants gained insights into their dispositions when the statements of dispositions were related to an experience. Faculty concluded that a variety of service learning projects provided varied opportunities for participants to exercise beliefs and bring clarity to the term “dispositions for teaching.”

The Role of an Agile and Lean Project Management Toolkit for Assisting E-Learning Project Management Teams in Multi-National Organisations

Project management is a term for which there are endless books professing the right way to conduct it. Project management is the systematic application of a standardized approach to conducting a project that increases that project's chances of success. It is known that IT projects are some of those projects most likely to fail, and e-learning projects are no different. The aim of this chapter is to explain how it might be possible to develop a toolkit that could allow e-learning systems of any scale to be developed by those who often have to deliver learning, but may not necessarily have skills in project management or ICT development. It is intended that the proposed toolkit would be valued by other internationally focussed organisations where learning and teaching are a core part of the activities that it conducts, but on a smaller scale. To achieve this, research is proposed at the University of Gloucestershire and Crocels Community Media Group. A pilot study is conducted, and the questionnaire for the study proves to be reliable.

Partnering With LGBTQ+ Communities

What issues and considerations are involved in developing and facilitating service-learning projects with lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities? This chapter presents results of examining the limited scholarship on service-learning projects conducted with these communities. The author proposes possible reasons for the lack of scholarship and offers suggestions for pre-, during-, and post-project considerations. These suggestions include identifying and surveying potential collaborators, preparing students for engaging with the communities, facilitating reflection during the project, and debriefing students afterward, along with analyzing results in order to improve future collaboration efforts.

In This Together: Teachers’ Experiences with Transnational, Telecollaborative Language Learning Projects Edited by M. Dooly and R. O’Dowd (2018)

In This Together: Teachers’ Experiences with Transnational, Telecollaborative Language Learning Projects Edited by M. Dooly and R. O’Dowd (2018) Bern: Peter Lang International Academic Publishers, 230pp.

Protocolo do experimento - CPBL/MA/FGAD (Projeto: Elaborar seminário de Biodiversidade) v2

Main protocol in portugues used to conduct a quasi-experimental study of group formation of high performance in Collaborative-Learning-Projects with Agile Methods

Preparando a las nuevas generaciones con un enfoque organizacional tipo Hollywood a través del aprendizaje basado en Proyectos colaborativos

El objetivo principal de esta investigación es lograr que, con el aprendizaje basado en proyectos colaborativos, los alumnos adquieran un enfoque organizacional tipo Hollywood. Esta investigación es de corte cuantitativo; se realizó la recolección de datos con el fin de explicar las causas que implicarán en el alumno de pasar de un aprendizaje basado en proyectos colaborativos hasta llegar a desarrollar un proyecto desde el punto de vista organizacional tipo Hollywood (causa-efecto). Al finalizar dicha investigación se observó que los alumnos se sienten preparados para desempeñarse en esta modalidad; que el aprendizaje basado en proyectos colaborativos, sí propicia a trabajar en la modalidad organizacional tipo Hollywood y también considerando que han trabajado semestre con semestre proyectos diferentes estarían dispuestos a realizarlos para problemáticas reales. The main objective of this research is to make the learning based on collaborative projects, pupils a Hollywood type organizational approach. This research is quantitative nature; Data collection was performed in order to explain the causes that involve the student to move from a system based on collaborative learning projects up to develop a project from an organizational point of view Hollywood type (cause and effect). Upon completion of this investigation it was found that students feel prepared to work in this mode; learning based on collaborative projects if conducive to work in Hollywood kind of organizational modality and also considering that half have worked with half different projects would be willing to do them for real problems.

Demystifying MLOps and Presenting a Recipe for the Selection of Open-Source Tools

Nowadays, machine learning projects have become more and more relevant to various real-world use cases. The success of complex Neural Network models depends upon many factors, as the requirement for structured and machine learning-centric project development management arises. Due to the multitude of tools available for different operational phases, responsibilities and requirements become more and more unclear. In this work, Machine Learning Operations (MLOps) technologies and tools for every part of the overall project pipeline, as well as involved roles, are examined and clearly defined. With the focus on the inter-connectivity of specific tools and comparison by well-selected requirements of MLOps, model performance, input data, and system quality metrics are briefly discussed. By identifying aspects of machine learning, which can be reused from project to project, open-source tools which help in specific parts of the pipeline, and possible combinations, an overview of support in MLOps is given. Deep learning has revolutionized the field of Image processing, and building an automated machine learning workflow for object detection is of great interest for many organizations. For this, a simple MLOps workflow for object detection with images is portrayed.

When Different Language Groups Meet Online: Covert and Overt Focus on Form in Text-Based Chats

Focus on form has been extensively studied in text-based online dyadic chats but much less has been explored in group chats with interlocutors from different language backgrounds. Additionally, there are very few studies investigating covert focus on form. This study investigated the effects of interlocutor types on errors and focus on form episodes, both covert and overt, in text-based online group chats. We collected chat logs from two collaborative online international learning projects. One project was developed for the collaboration between an English course at a Chinese university and an art history course at a U.S. university; the other between another cohort of the same English course and a cultural studies course at a Mexican university. We compared errors, feedback, and other characteristics of focus on form episodes between the two projects. Analyses revealed significant differences in characteristics such as overtness (overt, covert), linguistic focus (mechanical, lexical, and grammatical), and source (code, message). However, no significant differences were found for the type of focus on form (preemptive, reactive), presence of uptake, uptake quality (successful, unsuccessful), and repair provider (self, other). Students showed a preference for self-repair over other-repair and for lexical focus over mechanical and grammatical foci in both projects. Overall, only a small proportion of errors were followed by feedback. Therefore, a small amount of uptake and successful uptake occurred in both projects. The results can shed light on how instructors could provide effective scaffolding and tasks to make virtual exchange projects more rewarding.