Hasil untuk "Education (General)"

S. Czaja, N. Charness, A. D. Fisk et al.

Kathleen V. Hoover-dempsey, H. Sandler

I. Lipkus, G. Samsa, B. Rimer

G. Biesta

Caitlin Drummond, Baruch Fischhoff

Katherine R. Arlinghaus, C. Johnston

N. Burbules, Guorui Fan, P. Repp

Abstract Quality education is one of the pillars in the United Nations 2030 Agenda for Sustainable Development, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This overall goal can be connected to some general trends affecting education in the information age. We argue that education is key to the future quality of human life and the sustainability of the world. Generally, education is being transformed in both formal and informal learning contexts by new digital technologies. Overall, some of these major innovations and how they are changing education can be summarized into the following aspects: 1) our educational aims and objectives; 2) educational ecologies and contexts of learning; 3) the processes of learning; 4) the processes of teaching; and 5) educational governance and policy. Meanwhile, we note some of the potential risks and downsides of these technology trends. From the sustainable perspective, our review points to a great potential for educational reform, but it can only be achieved if we are willing to rethink and even abandon some of our traditional ways of doing things in education.

L. Varela-Candamio, I. Novo-Corti, M. García-Álvarez

Xu Yanli, Lu Danni

The rapid development of digital technology has a profound impact on the social economy, which is a significant sign that the society has entered into the digital age. Digital technology promotes the popularization and promotion of digital education while enabling education. Under this background, the European Union in 2020 issued the Digital Action Plan (2021-2027) at the end of September 2020, pointing out that the integration of digital technology and education is the general trend of the digital age. It is also pointed the development direction and priority actions for the digital transformation of education, and provides policy guidance for the digital transformation of vocational education. Based on the interpretation of the plan proposed by the European Union, and through the statistics and comparative analysis of the running data about vocational education in recent years, to discuss and combine with the digital education plan, the formation of high-quality and inclusive vocational education is in urgent need. Therefore, vocational education in the digital age need to constantly improve the digital capabilities of talents and promote the digital transformation of vocational education, so as to match the rapidly changing economics structure and the skill demand changed in the labor market.

Aster Van Mieghem, K. Verschueren, K. Petry et al.

ABSTRACT Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps there are in the research that can be addressed. Published reviews were identified through a systematic search using the Education Resource Information Center (ERIC) and Web of Science (WoS) databases. A thematic analysis of 26 reviews revealed five main themes: attitudes towards IE, teachers’ professional development in IE, IE practices, student participation and critical reflections on IE research. The conclusion is that for the implementation of IE, it is vital that there is professional development for teachers regarding evidence-informed IE practices which would lead to successful teacher experiences. In addition, suggestions for research into the attitudes of all students, with and without special educational needs, and school leaders are made, as well as some suggestions regarding students’ academic participation in IE.

R. Hadgraft, A. Kolmos

ABSTRACT Three major challenges, sustainability, the fourth industrial revolution, and employability, will require new types of engineering programs, to help students develop skills in cross-disciplinarity, complexity, and contextual understanding. Future engineering students should be able to understand the needs for technological, sustainable solutions in context. The engineering graduates should be able to act in complex and chaotic situations. The question is how engineering institutions are responding now and how they should respond in the future. This article analyses the general responses from engineering education over the last 20 years. These responses are student-centred learning, integration of theory and practice, digital and online learning, and the definition of professional competencies. Examples are given of institutions that are already applying several of these components in the curriculum. On the long-term horizon, more personalised curriculum models are emerging based on students developing and documenting their own learning and career trajectories, as part of their lifelong learning strategy.

Mohamed Osman

ABSTRACT In response to the lockdown of Sultan Qaboos University and closure of all schools in Oman, the college of education activated an E-learning ‘Emergency Remote Teaching’ Plan for the Spring semester, and the student teacher practicum programme. The primary purpose of the intended paper is to highlight the impact of COVID-19 pandemic on the Sultanate of Oman in general, and the education system in particular. The paper will also provide an analytic description of the college experience and lessons learnt from the impact of the pandemic on the changing teaching and learning landscape, and the diffusion and adoption of e-learning in teacher education.

Maya Silverman, Aomawa L. Shields, Jessica N. Howard et al.

Women from historically marginalized groups in the sciences continue to be severely underrepresented in the fields of physics and astronomy. Young girls identifying with these groups often lose interest in science, technology, engineering, and math (STEM) fields well before college. Middle school (grades 6-8) emerges as a pivotal phase for nurturing science identities among girls. The educational program Rising Stargirls offers creative arts-based astronomy workshops for middle-school girls, with the aim of cultivating their science identities. We retrospectively analyze participants' responses to four key assessment items through which their engagement in science and their science identities before and after the workshops are assessed. Our findings overwhelmingly indicate that girls exhibit heightened engagement in science and enhanced science identities after engaging in the Rising Stargirls program. These outcomes underscore the merits of fostering creativity and integrating the arts into science education.

Johnny Chan, Yuming Li

This research explores the opportunities of Generative AI (GenAI) in the realm of higher education through the design and development of a multimodal chatbot for an undergraduate course. Leveraging the ChatGPT API for nuanced text-based interactions and Google Bard for advanced image analysis and diagram-to-code conversions, we showcase the potential of GenAI in addressing a broad spectrum of educational queries. Additionally, the chatbot presents a file-based analyser designed for educators, offering deep insights into student feedback via sentiment and emotion analysis, and summarising course evaluations with key metrics. These combinations highlight the crucial role of multimodal conversational AI in enhancing teaching and learning processes, promising significant advancements in educational adaptability, engagement, and feedback analysis. By demonstrating a practical web application, this research underlines the imperative for integrating GenAI technologies to foster more dynamic and responsive educational environments, ultimately contributing to improved educational outcomes and pedagogical strategies.

Osama A. Marzouk, Walid Ali Marjan Haje Rhaim Jul, Amjad Masoud Khalfan Al Jabri et al.

We developed a vacuum generation system composed of a reciprocating compressor (3 tons of refrigeration) with an inverted-function that is ready to be hooked flexibly to a gas-tight container to create an evacuated enclosed atmosphere, without strict limitation of the size of that container. The evacuated container (or vacuum chamber) can serve in different purposes such as educational demonstration of the vacuum properties, extraction of perfumes from herbal resources, and preserving food. We tested the device and found it can reach a vacuum level of 26 inches of mercury in an environment with an atmospheric pressure of 28.5 inches of mercury. We compared the performance of our vacuum device to a rotary-vane vacuum pump of 1/4 horsepowers and found that the vacuum pump reaches a set test vacuum level of 25 inches of mercury before the compressor. We then demonstrated experimentally some features of the vacuum using the inverted compressor or the vane vacuum pump. These experiments serve some topics in physics for school students as well as two core subjects of mechanical engineering, namely fluid mechanics and thermodynamics.

Nikolaos Avouris

This paper discusses key challenges of Artificial Intelligence in Education, with main focus on higher education institutions. We start with reviewing normative actions of international organizations and concerns expressed about the current technical landscape. Then we proceed with proposing a framework that comprises five key dimensions relating to the main challenges relating to AI in higher education institutions, followed by five key strategic actions that the main stakeholders need to take in order to address the current developments. We map these actions to the main stakeholders of higher education and propose a deployment plan. This defines a framework along the dimensions: Challenges, Actions, Stakeholders, Deployment CASD. Examples of AI specific actions at the institutional and individual course level are also provided and discussed.

Xinyi NING, Yihan CHEN, Minjuan ZHAO

The development of Internet information technology has given digital agricultural technology extension services advantages over earlier agricultural technology extension models, rendering them more conducive to the pursuit of sustainable and environmentally friendly agricultural development. This study leveraged survey data from 1167 farmers in Shaanxi and Gansu Provinces and used the propensity score matching method to elucidate the impact and mechanism of the digital agricultural technology extension service on the adoption of organomineral fertilizer. The results indicate that farmers who had used digital agricultural technology extension services had a 7.2% to 10.2% increase in the probability of adopting organomineral fertilizer compared with their non-user counterparts. In addition, adoption intensity increased from 7.0% to 9.9%. Secondly, digital agricultural technology extension services indirectly influence farmer adoption behavior by shaping their perceptions of benefits and reducing transaction costs. Also, this study examined the heterogeneity in the adoption of organomineral fertilizer facilitated by digital agricultural technology extension services. The findings of this study provide policy recommendations for advancing the use of digital agricultural technology extension services and enhancing organomineral fertilize adoption rates of farmers.

C. J. Horwell, S. Ravenhall, R. Clarkson et al.

Abstract Volcanic eruptions produce plumes of ash, gas and aerosols that present a risk to aviation at all standard flight levels. Here, we investigate atmospheric dispersal of volcanic emissions, whether and how they infiltrate aircraft, and whether ground-level public health exposure thresholds can be related to the pressurised cabin environment. We then review the limited evidence for physical and mental health, and behavioural impacts, resulting from volcanic emissions entering aircraft. Serious health risks are considered low for healthy individuals, but respiratory irritation is likely for a high exposure scenario to sulfur dioxide (SO2). Asthmatics are particularly sensitive to SO2, with even relatively low, short exposures, potentially resulting in severe respiratory impacts. Negative group behaviours are not expected but individual distress is possible. Communicating this evidence to the aviation industry may result in more informed decision-making on flightpath alterations and triggering of emergency protocols, both before and during volcanic emission encounters.

Ahmed Kharrufa, Ian G Johnson

Generative AI (GAI) is impacting teaching and learning directly or indirectly across a range of subjects and disciplines. As educators, we need to understand the potential and limitations of AI in HCI education and ensure our graduating HCI students are aware of the potential and limitations of AI in HCI. In this paper, we report on the main pedagogical insights gained from the inclusion of generative AI into a 10 week undergraduate module. We designed the module to encourage student experimentation with GAI models as part of the design brief requirement and planned practical sessions and discussions. Our insights are based on replies to a survey sent out to the students after completing the module. Our key findings, for HCI educators, report on the use of AI as a persona for developing project ideas and creating resources for design, and AI as a mirror for reflecting students' understanding of key concepts and ideas and highlighting knowledge gaps. We also discuss potential pitfalls that should be considered and the need to assess students' literacies and assumptions of GAIs as pedagogical tools. Finally, we put forward the case for educators to take the opportunities GAI presents as an educational tool and be experimental, creative, and courageous in their practice. We end with a discussion of our findings in relation to the TPACK framework in HCI.

Kostas Karpouzis, Dimitris Pantazatos, Joanna Taouki et al.

The advent of Generative AI (GenAI) in education presents a transformative approach to traditional teaching methodologies, which often overlook the diverse needs of individual students. This study introduces a GenAI tool, based on advanced natural language processing, designed as a digital assistant for educators, enabling the creation of customized lesson plans. The tool utilizes an innovative feature termed 'interactive mega-prompt,' a comprehensive query system that allows educators to input detailed classroom specifics such as student demographics, learning objectives, and preferred teaching styles. This input is then processed by the GenAI to generate tailored lesson plans. To evaluate the tool's effectiveness, a comprehensive methodology incorporating both quantitative (i.e., % of time savings) and qualitative (i.e., user satisfaction) criteria was implemented, spanning various subjects and educational levels, with continuous feedback collected from educators through a structured evaluation form. Preliminary results show that educators find the GenAI-generated lesson plans effective, significantly reducing lesson planning time and enhancing the learning experience by accommodating diverse student needs. This AI-driven approach signifies a paradigm shift in education, suggesting its potential applicability in broader educational contexts, including special education needs (SEN), where individualized attention and specific learning aids are paramount