ALF-Score++ - Transferability of a Predictive Network-Based Walkability Scoring System

Walkability is an important measure with strong ties to our health. However, there are existing gaps in the literature. Our previous work proposed new approaches to address existing limitations. This paper explores new ways of applying transferability using transfer-learning. Road networks, POIs, and road-related characteristics grow/change over time. Moreover, calculating walkability for all locations in all cities is very time-consuming. Transferability enables reuse of already-learned knowledge for continued learning, reduce training time, resource consumption, training labels and improve prediction accuracy. We propose ALF-Score++, that reuses trained models to generate transferable models capable of predicting walkability score for cities not seen in the process. We trained transfer-learned models for St. John's NL and Montréal QC and used them to predict walkability scores for Kingston ON and Vancouver BC. MAE error of 13.87 units (ranging 0-100) was achieved for transfer-learning using MLP and 4.56 units for direct-training (random forest) on personalized clusters.

ALF-Score++ - Transferability of a Predictive Network-Based Walkability Scoring System

Walkability is an important measure with strong ties to our health. However, there are existing gaps in the literature. Our previous work proposed new approaches to address existing limitations. This paper explores new ways of applying transferability using transfer-learning. Road networks, POIs, and road-related characteristics grow/change over time. Moreover, calculating walkability for all locations in all cities is very time-consuming. Transferability enables reuse of already-learned knowledge for continued learning, reduce training time, resource consumption, training labels and improve prediction accuracy. We propose ALF-Score++, that reuses trained models to generate transferable models capable of predicting walkability score for cities not seen in the process. We trained transfer-learned models for St. John's NL and Montréal QC and used them to predict walkability scores for Kingston ON and Vancouver BC. MAE error of 13.87 units (ranging 0-100) was achieved for transfer-learning using MLP and 4.56 units for direct-training (random forest) on personalized clusters.

Hybrid Learning Aided Technology-Rich Instructional Tools - A Case Study: Community College of Qatar

Educational Institutions have an essential role in promoting the teaching and learning process, within universities, colleges, and communities. Due to the recent coronavirus COVID 19 pandemic, many educational institutions adopted hybrid learning (HL), which is a combination of classic and online learning. It integrates the advantages of both, and it is a fundamental factor to ensure continued learning. Technological innovations such as HL are changing the teaching process, and how students, lecturers, and administrators interact. Based on this, the Community College of Qatar (CCQ) focused on researching the structures and elements related to the adoption of HL. Thus, the goal of this research paper is to reveal the impact of HL on the learning process in CCQ, and the effective didactic tools required for a successful HL program. Our research questions for assessing and evaluating the learning process at CCQ are as follows: a) Is HL a suitable learning strategy that would best suit the students ?; b) What are the didactic tools needed in the HL program at CCQ ?; c) Will the students meet the learning objectives if HL program is adopted?. A quantitative method was used in this study. Furthermore, a questionnaire was designed for the survey which was designed to measure the opinions of the students, instructors, and administrators about the HL program. It is observed from the results that the majority of students, instructors, and administrators showed a positive attitude toward HL, but some had negative views and experienced challenges. The results were analyzed and discussed to better utilize HL to meet the growing demands of the community.

Formal and Non-formal Skills Improvement for the Marginalised Youth in Uganda

The aim of the article was to explore ways in which formal and non-formal skills development programmes can be improved for education continuity and employability of marginalised youth. This is attributed to the fact that coronavirus disease (COVID-19) with its related lockdowns is causing not only unprecedented disruption in the provision of skills, but also catalysed innovation in distance learning. A qualitative case study with some elements of action research, systematic inquiry and non-participant classroom observation with capability and empowerment theories supported the inquiries. Thematic analysis was used. Results reveal that while access to skills development was maintained in some spaces through a rapid shift to distance learning, the pre-existing social and digital divides deprived marginalized groups of continued learning and putting them behind schedule. Many institutions and learners lack operational distance-learning platforms, digital skills and devices. Save for the few exceptions, distance learning policies by the government have not yet been able to facilitate the acquisition of practical skills, which are critical components for the success of education and employability. Evidence points not only to pedagogical dimensions with educator’s incompetence to provide a supportive environment, but also to designing structured educational resources versus the abundance of online resources, disruptions to assessment and certification, and a general decline in the quality of practical training causing demotivation among learners and educators. The general increased economic hardship has also increased the likelihood of marginalised youth dropping out of education. The study recommends a robust shift on how skills are delivered-shift to digital literacy and adoption to technology, forge national and regional public private partnerships to increase the availability of accessible distance learning solutions, allocate more financial resources, develop new training programmes by marrying curricula to real life working situations, assess and certify online for educational continuity and employability.

Hybrid Design and Flipping the Classroom in Content-Oriented Foreign Language Courses Developing Intensive Italian for Gamers

In recent years, scholars have increasingly indicated content-based language teaching (CBLT) as a potential successful response to the increasing challenges faced by language departments in higher education. This article is a case study on the advantages of using a hybrid format in a content-based intensive foreign language video game-based (VGBL) course. For decades now, video games have been a pervasive part of our culture. My experiments in introducing video games as a learning device in the F/L2 language classroom have led me to explore the option of teaching a gaming-based language course. I further developed language acquisition strategies using video games and related media. In spring 2017, I used the SLU state-of-the-art learning studio to teach Intensive Italian for Gamers, which combines “traditional” intensive language instruction with gaming-based interaction. Within the pedagogical premise that language acquisition is a process that involves, and benefits from, daily interactions in the language in and outside the classroom, the course targeted the specific segment of the student population that self-identifies as gamers. A specific content-oriented intensive foreign language course of this kind would not have been possible without a hybrid course design format. Flipping the classroom allowed learners to spend more time in contact with the target-language and focus their attention on exploring the spoken language through the digital gaming realia and communicating with one another in the target language on the specific course topic: video games. Flipping the classroom also encouraged students to explore more of the language independently. In an online survey conducted approximately six months after completing the course (response rate was 83.3%), all of the respondents reported that they autonomously continued to play games in the target language in their own spare time, and most of them did so often”. Pilot data show that students attained the desired level, continued learning on their own, and less stress was involved than in a traditional course. My course could serve as a model for a mixed/blended learning format that could be applied to other languages and even other fields. After all, video games lend themselves to some interesting potential multidisciplinary developments in, among other subjects, History, Art and Architecture.

Family engagement amidst COVID-19 pandemic: a cross-sectional study from Pakistan

Background: Family engagement in the early years of a child’s life is one of the most powerful predictors of a child’s development. Since the beginning of the COVID-19 pandemic, family engagement has been affected in numerous ways. Thus, this study aims to identify the perception of parents on the change in dynamics of family engagement between parents and their children during the pandemic in Pakistan.Methods: A cross-sectional study design was followed using an online survey. The survey was administered to parents to assess their perception related to the effect of COVID-19 on family engagement as a whole.Results: The 90 parents participated in this online survey majority of whom had children aged 9 years and above (n=30). Most of the parents talked to their children daily, had one mealtime together, watched Television, and spent time with each other daily. There were some statements over which the parents marked ‘frequently’ and ‘hardly ever’ such as doing exercise, reading to the child, and supervising screen time. Results of the study show that the COVID-19 pandemic has affected interactions between parents and their children.Conclusions: Family is the basic unit of society. It plays a significant role in establishing life-long positive relationships. Family is a child’s first exposure to a nurturing environment and impactful engagements which helps in growth and mental development. COVID-19 has posed an overwhelming burden and affected the social interactions of parents with children. Social media advocacy and schools have supported in providing resources for continued learning with the participation of other members of the family.

An Online Assessment Strategy to Improve Student Engagement, Performance, and Retention: Certification-based Retesting

Many courses still utilize a traditional one chance testing model to assess student understanding. If the purpose of assessment is to reflect the mastery a student has in a course, then there is benefit for students to have multiple opportunities to show mastery. This paper outlines the results of a course policy of full grade replacement retesting that required students to first pass a “recertification” quiz. The goal of this policy was to adopt a pedagogical style that more readily reflected the opportunity of continued learning that many workers experience in the professional world while simultaneously aiming to engage students in an online course during the COVID-19 pandemic. A hypothesis test was conducted to determine if this retake policy helped to improve student grades during the course. The results indicate there was a statistically significant difference between the mean score on the first exam and the retest where, on average, students who utilized the exam retake increased their score. Time was found to have a positive relation with retest scores, but even after accounting for time, retesting was found to have a practical and significant effect on student performance. Retesting policies consistently show positive impacts on grades (e.g. Roszkowski & Spreat, 2016; Herman et al., 2019) and should be more widely considered when developing and updating course policies.

Unveiling the parents’ perceptions on no-homework policy in Nangan Elementary School

This qualitative-phenomenological study was initiated to explore and understand the lived experiences and different perceptions of parents on no-homework policy in Nangan Elementary School, Nangan, Governor Generoso, Davao Oriental. Subsequently, this qualitative exploration hoped to draw out conclusions on the perceptions of the parents. The data source in this study derived from seven (7) research participants for the in-depth interview and another seven (7) parents for the focus group discussion. The research participants of this study were the selected Grade Five to Grade Six parents in Nangan Elementary School who were usually having many assignments compared to lower grade levels. The following themes emerged from analysis based in the perspectives of participant interviews: no-homework policy can be optional; no-homework policy is unfavorable and unhelpful to students; no-homework policy causes students to become irresponsible; and no-homework policy causes less learning among students. Concerning the experiences of parents in dealing with the assignments of their children, five major themes were manifested such as: having difficulties in answering homework; being able to help children; having fun while doing the assignment; being unable to finish work or chores; and bonding opportunity. Moreover, the participants about their challenges in dealing with the assignments of their children, four major themes emerged: understanding how to answer the lesson; having balance and time management; giving encouragement; and having follow-ups and rules. Lastly, their suggestions as regards the no-homework policy revealed four emergent themes: parents should always be responsible and helpful to their children; parents should have time management and balance; teachers should give appropriate, simple and uncostly homework; and teachers should give homework to students for continued learning.

Upskilling health and care workers with augmented and virtual reality: protocol for a realist review to develop an evidence-informed programme theory

IntroductionAugmented reality (AR) and virtual reality (VR) are increasingly used to upskill health and care providers, including in surgical, nursing and acute care settings. Many studies have used AR/VR to deliver training, providing mixed evidence on their effectiveness and limited evidence regarding contextual factors that influence effectiveness and implementation. This review will develop, test and refine an evidence-informed programme theory on what facilitates or constrains the implementation of AR or VR programmes in health and care settings and understand how, for whom and to what extent they ‘work’.Methods and analysisThis realist review adheres to the Realist And Meta-narrative Evidence Syntheses: Evolving Standards (RAMESES) standards and will be conducted in three steps: theory elicitation, theory testing and theory refinement. First, a search will identify practitioner, academic and learning and technology adoption theories from databases (MEDLINE, Scopus, CINAHL, Embase, Education Resources Information Center, PsycINFO and Web of Science), practitioner journals, snowballing and grey literature. Information regarding contexts, mechanisms and outcomes will be extracted. A narrative synthesis will determine overlapping configurations and form an initial theory. Second, the theory will be tested using empirical evidence located from the above databases and identified from the first search. Quality will be assessed using the Mixed Methods Appraisal Tool (MMAT), and relevant information will be extracted into a coding sheet. Third, the extracted information will be compared with the initial programme theory, with differences helping to make refinements. Findings will be presented as a narrative summary, and the MMAT will determine our confidence in each configuration.Ethics and disseminationEthics approval is not required. This review will develop an evidence-informed programme theory. The results will inform and support AR/VR interventions from clinical educators, healthcare providers and software developers. Upskilling through AR/VR learning interventions may improve quality of care and promote evidence-based practice and continued learning. Findings will be disseminated through conference presentations and peer-reviewed journal articles.