Responding to the Needs of Prisoners with Learning Difficulties in Australia

Offenders who are convicted of a crime in Australia are encouraged to participate in educational and vocational training programs during their time in prison. However, one of the significant challenges encountered by not only prisoners who enroll in educational and vocational training programs, but also for the staff who teach into these programs, are prisoners who experience learning difficulties. Prison teachers and other staff are ordinarily unaware of which offenders experience such difficulties. Given that unidentified learning difficulties are associated with poor educational, employment and psychological outcomes, it is critical that prisoners who experience specific learning difficulties are identified, and that educational and vocational training programs offered in prisons cater for the diverse learning needs of all prisoners. This review highlights issues with the identification of learning difficulties and proposes methods of supporting prisoners who experience learning difficulties and the people tasked with managing them. Such a review offers an important contribution to the literature on educational and vocational training programs in prisons as well as practical implications for prisoners, teachers and administrators.

Inclusive Formative Assessment for Diverse Pre-Service Foundation Phase Literacy Teachers

Many classrooms in South Africa are very diverse in terms of culture, gender, language, and intellectual ability. Thus, educators need to be inclusive in the way they plan for teaching and learning. This chapter attempts to show how teacher educators at one institution of higher education in South Africa implemented inclusive formative assessments in their initial teacher education programme. Traditional assessment practices like examinations, tests, and essays, which dominate many classrooms, have proven to be unable to capture the range and nature of the diverse learning outcomes sought from courses. In this study, students were given different assessment tasks to demonstrate their knowledge of the handwriting skills and pedagogy. Findings of the study show that teacher educators managed to accommodate all the students through their use of inclusive assessments. Teacher educators observed improvement in student's self-esteem, motivation, and engagement.

Us & Them: Being at a Residential School, Perspectives from Students, Staff and Whanau

<p>Residential special education for students with diverse learning needs continues to be one of the most complex and contested areas on the education spectrum. This thesis explores a live-in boarding school for girls with special learning, social, emotional, and behavioural needs. The participants view was sought to understand the value placed on the school by those who use and provide the services. The methodological approach was a case study design underpinned by a constructivist paradigm. Twelve participants volunteered to be interviewed. The participants were made up from three stakeholder groups these were teachers, residential workers, students‟ and parents/whānau. An inductive content analysis procedure was used to identity four overarching themes. Overall, all stakeholders thought the school served a purpose and they strongly support a continuum of services, including special residential schools. However, there is clearly a stigma attached to the school, which seems to be a barrier to the school operating in a more inclusive way. This setting the participants believed was more inclusive for the girls as they did not experience the marginalization of the mainstream.</p>

Us & Them: Being at a Residential School, Perspectives from Students, Staff and Whanau

<p>Residential special education for students with diverse learning needs continues to be one of the most complex and contested areas on the education spectrum. This thesis explores a live-in boarding school for girls with special learning, social, emotional, and behavioural needs. The participants view was sought to understand the value placed on the school by those who use and provide the services. The methodological approach was a case study design underpinned by a constructivist paradigm. Twelve participants volunteered to be interviewed. The participants were made up from three stakeholder groups these were teachers, residential workers, students‟ and parents/whānau. An inductive content analysis procedure was used to identity four overarching themes. Overall, all stakeholders thought the school served a purpose and they strongly support a continuum of services, including special residential schools. However, there is clearly a stigma attached to the school, which seems to be a barrier to the school operating in a more inclusive way. This setting the participants believed was more inclusive for the girls as they did not experience the marginalization of the mainstream.</p>

Re-Envisioning Pedagogy in the Lens of Asychronous and Synchronuos Learning in Higher Education Amid Covid 19 Pandemic in Kenya

Higher Education institutions have faced many challenges since the onset of COVID 19 pandemic with closures that extended to more than three months. Coronavirus pandemic pushed universities to switch to online classes from the conventional traditional pedagogies. While the work to transition face-to-face instruction to online environments would mean a lot of technological preparedness among lecturers, students, infrastructure; these initiatives have at the same time lead to established familiarity with the necessary technological tools, and teaching approaches with online learning. Universities have taken up the initiative to re-plan, re- design and re-develop in-house capacity building structures and develop off campuses courses and distance learning in order to meet the diverse learning needs of the students and pedagogical needs of the faculty. Among these initiatives is re-envisioning pedagogy in the lens of asynchronous and synchronous learning in higher education amid COVID 19 Pandemic. This paper has analyzed reflections on asynchronous and synchronous pedagogies and learning during faculty capacity building sessions from the University of Nairobi, Kenya. Out of these reflections are recommendations that other universities in the global arena can apply for quality in the teaching-learning processes in institutions of higher learning.

Application of Information Technology and Artificial Intelligence in Computer Assisted Costume Design

Costume Design and information technology can be used as a collision between fashion and information technology. As a course that combines artistry and technology, costume and costume design have higher and higher teaching requirements for technical environment on the basis of art display, and attaches equal importance to students’ innovative thinking and practical ability in the teaching process. Compared with traditional teacher-centered, only attach importance to knowledge and neglecting the students’ ability development of teaching mode can meet the demand for professional talents, and reasonable use of the information technology as the guide, give full play to student’s main body role, respect students’ individual differences, according to the diverse learning needs of students, In order to better train out of the garment industry needs high-quality talents.

Pengembangan Media Interaktif Pengembangan Media Interaktif Berbasis Game Edukasi dalam Meningkatkan Kreativitas Guru Sekolah Dasar di Masa Pandemi Covid-19

The presence of the Covid-19 Virus in the world has not only changed the learning culture, but has become a new challenge in developing teacher creativity in the teaching and learning process. This conventional learning pattern that has evolved into technology-based distance learning requires teachers to be able to adapt and adapt to the limited learning needs of students during the pandemic. Digital technology tools are currently very developed, but they are enough to help educators to adapt to the diverse learning needs of today's students. So it is necessary to use the right learning media in carrying out learning during the pandemic. This training aims to train abilities and skills in increasing the creativity of teachers in using interactive learning media during the pandemic using the Quizizz platform. Quizizz is an interactive game-based online platform that can be used in a fun teaching and learning process during the Covid-19 pandemic by utilizing an Android smartphone. The method used is the lecture method and interactive training by involving the teacher as a simulation model.

Pengaruh Minat dan Motivasi Belajar Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 11 Mataram

In the 2013 curriculum teachers are required to use diverse learning strategies so that students' learning outcomes improve, but during the math learning process, students' attention is still lacking, and have no interest in the subject. The purpose of this research is to find out the influence of learning interest, and motivation on the results of learning mathematics subjects grade VIII SMP Negeri 11 Mataram Year Lesson 2020/2021. The research method used is the Questionnaire and Documentation Method, which is used to obtain data in accordance with respondents' opinions related to information about learning interests and learning motivation, as well as collecting UAS grades of grade VIII students of SMPN 11 Mataram odd semester of the 2020/2021 school year, which is then processed with descriptive statistics and simple linear regression. The results showed that there is a significant influence on the interest of learning on the results of learning mathematics, There is a significant influence on the motivation of learning on the results of learning mathematics, and there is a significant influence on the interest and motivation of learning on the results of learning mathematics students grade VIII SMP Negeri 11 Mataram School Year 2020/2021.

Approaching informal learning about #feminism on Twitter

Purpose In a socio-educational context impregnated by social networks, feminist organizations and individuals have turned to social media to spread their knowledge. This paper aims to approach how feminist tweets are produced to ignite meaningful informal learning (IL) processes. Design/methodology/approach This study uses an interdisciplinary mixed methodology. By using Twitter tracking tools, a database has been enabled to catalogue feminist hashtags into topics and categories for further analysis. These data have been contrasted with surveys to the managers of the most followed feminist accounts in Spain and Catalonia. Findings From an educational perspective, the analysed feminist hashtags have been organized in 13 different topic categories. The different propagation processes on Twitter – tweeting and retweeting – imply diverse learning processes. Moreover, tweets with complementary information such as images or links generate the most interaction, being the preferred format for IL. Research limitations/implications Researching with Big Data in educational sciences is a field in development, and Twitter data collection tools are mostly addressed to marketing and economic sectors; thus, free tools with limited services were used, offering the analysis of a brief and concrete situation of a platform in constant change. Although this ephemeral data and its relevance does not prevail over time, it has an impact on citizens’ learning. Originality/value It is the first study in Spain that illustrates the informal education that feminism offers to the community, facing the complexity of measuring Twitter with an educational perspective through the use of marketing tools.