Relevant bibliographies by topics / Learners' journey

Academic literature on the topic 'Learners' journey'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Learners' journey"

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Trowbridge, Robert L., and Andrew P. J. Olson. "Becoming a teacher of clinical reasoning." Diagnosis 5, no. 1 (March 28, 2018): 11–14. http://dx.doi.org/10.1515/dx-2018-0004.

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AbstractDiagnostic reasoning is one of the most challenging and rewarding aspects of clinical practice. As a result, facility in teaching diagnostic reasoning is a core necessity for all medical educators. Clinician educators’ limited understanding of the diagnostic process and how expertise is developed may result in lost opportunities in nurturing the diagnostic abilities of themselves and their learners. In this perspective, the authors describe their journeys as clinician educators searching for a coherent means of teaching diagnostic reasoning. They discuss the initial appeal and immediate applicability of dual process theory and cognitive biases to their own clinical experiences and those of their trainees, followed by the eventual and somewhat belated recognition of the importance of context specificity. They conclude that there are no quick fixes in guiding learners to expertise of diagnostic reasoning, but rather the development of these abilities is best viewed as a long, somewhat frustrating, but always interesting journey. The role of the teacher of clinical reasoning is to guide the learners on this journey, recognizing true mastery may not be attained, but should remain a goal for teacher and learner alike.
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Gibson, Poppy Frances, and Sarah Smith. "Digital literacies: preparing pupils and students for their information journey in the twenty-first century." Information and Learning Science 119, no. 12 (November 12, 2018): 733–42. http://dx.doi.org/10.1108/ils-07-2018-0059.

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Purpose In a fast-moving world where technology has become intertwined with our daily lives, meaning information is available at our fingertips, information overload (Khabsa and Giles, 2014) is just one of many challenges that this technological overhaul has presented for learners from the primary classroom up to studies within higher education (HE). This paper aims to present skills needed by both pupils and students to navigate their information journey, and discusses how educators can support the acquisition and development of these skills. Design/methodology/approach Drawing on key literature in the fields of education and academia through the process of systematic review and adopting the analogy of a journey to represent lifelong learning, this bipartite paper explores how both primary school pupils and university students are required to access information in their very own information journeys in this “Information Age”. Findings The similarities and differences between child and adult learners are considered. This paper shares practical strategies for promoting the smarter use of information – and a shorter journey – for these “travelers” along the way. This paper essentially aims to raise questions in the minds of educators as they help to prepare their learners to learn. Originality/value This paper offers an interesting insight for teachers and lecturers as the crossover between two sets of learners, primary-age pupils and students in HE, is considered in terms of how we, as educators, can help to provide more effective and efficient information journeys, and therefore promote successful learning. A five-stage model is presented for the information journey.
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Atkinson, Michael. "Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity." Literacy and Numeracy Studies 22, no. 1 (October 1, 2014): 3–20. http://dx.doi.org/10.5130/lns.v22i1.4176.

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Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.
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Emes, Claudia, and Martha Cleveland-Innes. "A Journey Toward Learner-Centered Curriculum." Canadian Journal of Higher Education 33, no. 3 (December 31, 2003): 47–69. http://dx.doi.org/10.47678/cjhe.v33i3.183440.

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In higher education, competing demands for accountability and innovation in the face of globalization, technology, and budget cuts cause us to consider how best to prepare learners who will learn for a lifetime. We contend that a shift in our understanding of curriculum design to accommodate learner-centeredness will provide the framework for preparing graduates for a lifetime of learning. Learner-centered curriculum proposes to create highly developed individuals, providing them the skills to continue creating learning experiences, digest current knowledge, and create new knowledge within the curriculum itself. Curriculum characteristics, as identified in the curriculum design project presented here, include content appropriate to the characteristics of a new society. It also includes all that is required of a curriculum in order for it to be transparent and easily understood as the scaffolding of learning. This definition of a learner-centered curriculum includes components that educators deem to be relevant and vital for students. It adds curriculum processes and required outcomes to prepare students for curriculum creation alongside educators.
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Suherman, Rudi. "Rara and Her Bedtime Story Journey." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 2 (October 3, 2020): 369–80. http://dx.doi.org/10.30605/25409190.174.

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This study reported four–week English bedtime story of Rara, a young English language learner from Indonesia. A case study approach was employed in this study. Fitri, Rara’s mother, was asked to read five different English stories to her on the basis of the period of four weeks regularly. These stories were given as media for children to have comprehensible input. The data were taken from daily journal written by the mother and a semi-structure interview in which was then analyzed and interpreted. The result showed that the child was able to follow the storylines and was able to comprehend them. The story also helped the child acquiring some English vocabularies and fixed utterances naturally. Hence, English bedtime story program can be considered as an alternative way in introducing English to EFL young learners.
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Homma, Yuta, and Huw Davies. "Discourse on a Language-Learning Trajectory: An Undergraduate’s Progress Beyond Becoming a User of English to Developing an English-Speaking Identity." Relay Journal 5, no. 1 (January 25, 2023): 31–52. http://dx.doi.org/10.37237/relay/050104.

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An undergraduate student evaluates his four-year self-directed language learning journey at a university in Japan, and—together with the learning advisor he shared his learning journals with—puts forward a proposition about how the process of transformational learner development works. The paper begins with a year-by-year autoethnographic account of self-directed study, through analysis of journal entries. Next, the authors draw on Kato and Mynard’s (2015) Learning Trajectory in Transformational Advising to develop a revised model. This model hypothesizes that following a transformational experience, learners need to rebuild their worldview, which can be a draining process. This reconceptualization of what happens after a transformational learning experience is of use to educators and course designers, in order to ensure learners are given appropriate support, and to students in assisting them to understand their current situations.
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Denmeade, Natalie Casandra. "The hero’s learning journey." World Journal of Science, Technology and Sustainable Development 14, no. 2/3 (April 6, 2017): 155–71. http://dx.doi.org/10.1108/wjstsd-06-2016-0042.

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Purpose The purpose of this paper is to discuss how educators can harness the natural momentum of learning to create a dramatic and exciting hero’s learning journey. Given the importance of motivation, educators can borrow ideas from game designers by using gamification – a process to re-frame a real life goal to be more appealing and achievable. A series of learning activities, developed to meet both cognitive and emotional needs, results in an engaging learning journey. Design/methodology/approach The concept presented, based on PSI Theory, OCEAN Big Five character traits and player/learner archetypes, is that learners are motivated by three basic needs: affiliation, competence or certainty (assuming other physiological needs are met). Findings Armed with insight into types of motivations at different phases, learner experience designers can create different learning journeys and user profiles. Learning activities can be planned for each need and phase based on changing motivations: collaborate and curate (affiliation), choice and ownership (certainty), challenge and accountability (competence). Research limitations/implications Further research is needed in the area of gamification in education. A qualitative study should be conducted on preferred learning and assessment activities for each player archetype and, importantly, this research should represent broad samples and not be restricted to the online gaming community. Originality/value Rather than focussing on an isolated unit of study, and asynchronous eLearning modules, learning designers can use modern technologies to seed and nurture learning communities where each person has an appealing pathway to enable them to move from novice to expert at their own pace in a spiral of satisfying learning.
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Garbe, Gary E. "Excursions: Take Learners on a Journey to Knowledge." Phi Delta Kappan 93, no. 7 (April 2012): 38–41. http://dx.doi.org/10.1177/003172171209300709.

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Meidasari, Venny Eka. "THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE." Indonesian EFL Journal 1, no. 2 (September 12, 2017): 224. http://dx.doi.org/10.25134/ieflj.v1i2.629.

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This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners� progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner�s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners� needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum
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Bills, Trevor, Ala’imalo Falefatu Enari, Parehuia Enari, and Daniel Tupua-Siliva. "The realization of Pasifika success when schools de-silo Pacific students’ lives: “Pasifika mo Pasifika”." Set: Research Information for Teachers, no. 2 (October 1, 2022): 2–8. http://dx.doi.org/10.18296/set.1504.

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Despite the Ministry of Education Statement of Intent 2021–2026 to focus on improving equity for Māori and Pacific learners and ensure education opportunities and outcomes are within reach for every learner, these groups remain a concern in the New Zealand education system. Inequity still exists for Māori and Pacific learners. This article explores one school’s journey towards a culturally sustaining pedagogy, the de-siloing of the lives of their Pasifika students, and a re-indigenisation of the curriculum to better reflect the preexisting ways of knowing of tangata moana in order to truly achieve equitable outcomes.
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Dissertations / Theses on the topic "Learners' journey"

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Jones, Tinner LaShanta Y. Ph D. "The Spiritual Journey: Black Female Adult Learners in Higher Education." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334101.

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Tse, Kwok Keung Ernest. "Preservice teacher planning : a study of the journey from learners to teachers." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5329.

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Malhotra, Vidushi. "Project title: an exploration of high school learners’ educational journey and how it shapes their aspirations." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30533.

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As a consequence of Apartheid, schools today are still grappling with the process of desegregation of an unequal education system in South Africa. The inequality of skills acquired by children and the poor quality of education received undermines their ability to understand or develop aspirations. This qualitative study aims to explore the educational journey of high school learners and how the journey shapes their aspirations. Drawing upon the background of high school learners, particularly their family background, socio-economic status and neighborhood, this study examines the aspirations informed by the educational journey of learners. First, the findings revealed that academic interests of learners were not steered by the stature of the school they attended. The reasons that are understood to be positively affecting the change in academic interests are more self-driven than influenced by factors that are outside of the personal journey of the learners. Second, parents who were educated themselves valued the importance of quality education, which meant not only improving marks, but also building and working towards an aspiration. Third, learners who came from decent and peaceful neighborhoods mostly reported a supportive community and one that is always striving for a better future through education. This community dynamic also had a positive effect on the learners’ focus and ability to study after school hours. The results of the study also mention the shortcomings of the current South African education system in the way that it only allows for limited real-world exposure and restricts learners from making informed subject choices. Recommendations for corrective measures in the form of introduction of gap year programs, better subject choices and exposure to career fairs and interaction with field experts are made by the researcher.
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Nilsson, Pernilla Driel Jan H. van. "Learning to teach and teaching to learn : primary student teachers' complex journey from learners to teachers /." Norrköping : Linköping University, Department of Social and Welfare Studies, 2008. http://www.bibl.liu.se/liupubl/disp/disp2008/sste19s.pdf.

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Disputats, Linköpings universitet, 2008.
PCK: Pedagogical content knowledge. Serien udg. af: Nationella forskarskolan i naturvetenskapernas och teknikens didaktik, FontD. Med litteraturhenvisninger.
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Nilsson, Pernilla. "Learning to Teach and Teaching to Learn : Primary science student teachers´ complex journey from learners to teachers." Doctoral thesis, Norrköping : Department of Social and Welfare Studies, Linköping University, 2008. http://www.bibl.liu.se/liupubl/disp/disp2008/sste19s.pdf.

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Bond, Carol Helen, and n/a. "The Development of Students' Experiences of Learning in Higher Education." Griffith University. School of Curriculum, Teaching and Learning, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051214.111201.

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This thesis is concerned with the development of tertiary students' experiences of learning as they progress through three years of undergraduate study in two different psychology programs. Previous research that is relevant to this topic has tended to focus either more narrowly on the development of epistemic beliefs or more broadly on the variation of learners' experiences of learning. Research on epistemic beliefs has tended to focus on the structural aspects (stages) of development and to ignore the content of thinking. In contrast, research on experiences of learning has concentrated upon the content of students' experiences, yet it can be criticised for the way in which it decontextualises students' experiences and for its limited attention to change and development. Moreover, despite evidence suggesting that learning comprises a complex of phenomena such as understanding, memorising and knowing, this line of research has tended to treat learning as a single phenomenon. In the thesis I draw on Gadamer's philosophical hermeneutics, Gurwitsch's view of awareness, and much of the conceptual framework of the phenomenographic perspective to argue a case for a theoretical framework and consequential practices that are more plural and inclusive of learner's experiences of learning. The new approach refocuses the relationship between researcher, knower and known in terms of the knowing relation-one that involves a dynamic iterative interweaving of first and second order perspectives. Using this new approach, students' experiences are analysed to provide rich description and ontological explanation of both change and development over time. The approach allows the unity of the partlwholelpart relation of an individual's experience to be recognised. So the method is able to take account of the contextual relevancy of the individual whilst also focusing on the experiences of the group. The results show that rather than comprising a single phenomenon, learning is itself part of a multi-dimensional (depth, spatial and temporal dimensions), multi-phenomenal field. The phenomena of learning, understanding, memorising and knowledge are described in detail, and their individual internal relations are elaborated along with the internal relations between the phenomena. Four main groups of experiences of learning are described within this framework: reproductive experiences; relational experiences; constructive experiences; and transformative experiences. Each of these categories comprises several sub- categories. This fine-grained focus on individual students' data, and the use of the phenomenographic whadhow framework, allows the development of experiences to be traced and interpreted as a gradual morphing over time. The pattern of development suggests that each part of the learners' journey plays an important role in the growth of skill and competence in learning. Thus, it may be important that curricula account for variation not by focussing upon transformative experiences of learning, as is often the case, but by facilitating shifts through all of the experiences that learners may pass through.
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Bond, Carol Helen. "The Development of Students' Experiences of Learning in Higher Education." Thesis, Griffith University, 2000. http://hdl.handle.net/10072/367319.

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This thesis is concerned with the development of tertiary students' experiences of learning as they progress through three years of undergraduate study in two different psychology programs. Previous research that is relevant to this topic has tended to focus either more narrowly on the development of epistemic beliefs or more broadly on the variation of learners' experiences of learning. Research on epistemic beliefs has tended to focus on the structural aspects (stages) of development and to ignore the content of thinking. In contrast, research on experiences of learning has concentrated upon the content of students' experiences, yet it can be criticised for the way in which it decontextualises students' experiences and for its limited attention to change and development. Moreover, despite evidence suggesting that learning comprises a complex of phenomena such as understanding, memorising and knowing, this line of research has tended to treat learning as a single phenomenon. In the thesis I draw on Gadamer's philosophical hermeneutics, Gurwitsch's view of awareness, and much of the conceptual framework of the phenomenographic perspective to argue a case for a theoretical framework and consequential practices that are more plural and inclusive of learner's experiences of learning. The new approach refocuses the relationship between researcher, knower and known in terms of the knowing relation-one that involves a dynamic iterative interweaving of first and second order perspectives. Using this new approach, students' experiences are analysed to provide rich description and ontological explanation of both change and development over time. The approach allows the unity of the partlwholelpart relation of an individual's experience to be recognised. So the method is able to take account of the contextual relevancy of the individual whilst also focusing on the experiences of the group. The results show that rather than comprising a single phenomenon, learning is itself part of a multi-dimensional (depth, spatial and temporal dimensions), multi-phenomenal field. The phenomena of learning, understanding, memorising and knowledge are described in detail, and their individual internal relations are elaborated along with the internal relations between the phenomena. Four main groups of experiences of learning are described within this framework: reproductive experiences; relational experiences; constructive experiences; and transformative experiences. Each of these categories comprises several sub- categories. This fine-grained focus on individual students' data, and the use of the phenomenographic whadhow framework, allows the development of experiences to be traced and interpreted as a gradual morphing over time. The pattern of development suggests that each part of the learners' journey plays an important role in the growth of skill and competence in learning. Thus, it may be important that curricula account for variation not by focussing upon transformative experiences of learning, as is often the case, but by facilitating shifts through all of the experiences that learners may pass through.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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Damdin, Chuluuntumur. "An autoethnographic study of a Mongolian English teacher’s journey in applying a task-based approach to an online English writing class for adult learners." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/86775.

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This study explores the trajectory of a Mongolian English teacher incorporating task-based language teaching (TBLT) in an online writing class. Through autoethnograpy, it deepens teacher’s pedagogical understanding of technology-mediated TBLT, grounded their first-hand experience and learner’s perceptions about this unique approach. The findings show the main challenges the teacher faced were teacher’s self-doubt and anxiety regarding TBLT, technology use and language proficiency. Overall, Mongolian learners perceived the lessons positively as it encouraged independent and reflective learning.
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Pitt, Robert Michael. "Journeys into lifelong learning : experiences of adult learners returning to formal learning." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444529.

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Gao, Feng. "The investigation of Chinese learners' identities and their English language learning journeys in Britain." Thesis, Canterbury Christ Church University, 2008. http://create.canterbury.ac.uk/12163/.

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Though an increasing number of research studies have investigated the relationship between second language learning and identity, few of them have focused on the study abroad context. In this study of a group of Chinese learners in three language schools in Britain, I explore how Chinese learners’ identities (including aspects of gender, nationality, social class and as language learners) influence their English language learning journeys in Britain, and how their identities may themselves be shaped by the English language learning discourse in the language classroom and outside the language classroom. The research methodology follows broadly ethnographic and case study research principles. The data is obtained from narrative interviews, ethnographic observation, face-to-face conversations, telephone conversations, email correspondence and diary studies. From the collected data, it appears that during the English language learning journey in Britain, the Chinese learners’ social development becomes fundamental, not ancillary, to their second language learning. They have learnt about English language, British culture and British society, but perhaps more importantly, they have negotiated their identities, and have achieved new knowledge of their own senses of the self. This present study is significant, because it offers rich insights into Chinese learners’ English learning and living experiences in Britain, and it particularly explores social class identity and national identity in relation to second language learning and use, which has been under-studied in the general field of second language learning research.
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Books on the topic "Learners' journey"

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A, Daloz Laurent, ed. Mentor: Guiding the journey of adult learners. San Francisco: Jossey-Bass, 1999.

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Marie, Hittie Mishael, ed. Inclusive teaching: The journey towards effective schools for all learners. 2nd ed. Boston: Allyn& Bacon, 2009.

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Alberta. Alberta Advanced Education and Career Development. A Journeyman's guide to preparing career talks. [Edmonton, Alta.]: Alberta Advanced Education and Career Development, 1993.

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Watt, Ron, Nick Richardson, and Joy Phillips. Strong learners: The learning journey of students and staff in the Certificate III in indigenous education work at Batchelor Institute 1999-2003. Batchelor, N.T: Batchelor Press, 2004.

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Ward, Jane. Learning journeys, learners' voices: Learners' views on progress and achievement in literacy and numeracy. London: Learning and Skills Development Agency, 2002.

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Herb, Appenzeller, ed. Unintended consequences: lessons learned: An educational journey. Durham, North Carolina: Carolina Academic Press, 2013.

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Page, Gillian. Journal publishing. Cambridge: Cambridge University Press, 1997.

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Conversations of the mind: The uses of journal writing for second-language learners. Mahwah, N.J: Lawrence Erlbaum, 1998.

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Page, Gillian. Journal publishing: Principles and practice. London: Butterworths, 1987.

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Hesselbein, Frances. My Life in Leadership: The Journey and Lessons Learned Along the Way. San Francisco: Jossey-Bass, 2011.

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Book chapters on the topic "Learners' journey"

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Hernandez, Jaclyn. "Yasmín’s Journey." In Learning From Emergent Bilingual Latinx Learners in K–12, 157–75. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-9.

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Jin, Lixian, and Martin Cortazzi. "More than a Journey: ‘Learning’ in the Metaphors of Chinese Students and Teachers." In Researching Chinese Learners, 67–92. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230299481_4.

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Gu, Qing. "An Emotional Journey of Change: The Case of Chinese Students in UK Higher Education." In Researching Chinese Learners, 212–32. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230299481_10.

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McInerney, Dennis M. "A Journey Through David Watkins’s Research and Contribution to Cross-Cultural Psychology." In The Psychology of Asian Learners, 15–34. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_2.

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Jang-Brumsickle, Young Soo (Kalei). "Chapter 6. An Amazing Journey: Making English Language Learners Successful." In Welcoming Linguistic Diversity in Early Childhood Classrooms, edited by Edna Murphy, 62–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693488-008.

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East, Martin, Constanza Tolosa, Jocelyn Howard, Christine Biebricher, and Adèle Scott. "Journeys Towards Intercultural Capability: Retrospective Reflections." In Journeys Towards Intercultural Capability in Language Classrooms, 161–82. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0991-7_8.

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AbstractAs the concluding chapter, Chapter 8 draws each of the strands from Chapters 5 to 7 together. In particular, the chapter considers what was learned and the recommendations that could be made, from the perspective of both research and teacher education, to move the debates about developing young language learners’ intercultural capability further. The chapter first presents a summary of key findings and then discusses their implications. The chapter revisits the positive outcomes, along with the problems and challenges.
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Gupta, Meenu, and Neha Singla. "Learner to Advanced: Big Data Journey." In Handbook of IoT and Big Data, 187–205. Boca Raton : Taylor & Francis, 2019. | Series: Science, technology, and management series: CRC Press, 2019. http://dx.doi.org/10.1201/9780429053290-9.

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Bastien, Mary A., and Dennis A. Conrad. "An Ecological Examination of “Literacies”: A Mother’s Journey." In Intersections of Diversity, Literacy, and Learner Difficulties, 165–85. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3532-9_10.

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Stewart, Thomas, and Patrick J. Wolf. "What Lessons Were Learned That May Help Future Travelers?" In The School Choice Journey, 123–45. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137442666_8.

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Turell, Susan. "Lessons Learned: One Researcher’s Same-Sex IPV Journey." In Intimate Partner Violence and the LGBT+ Community, 227–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44762-5_12.

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Conference papers on the topic "Learners' journey"

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Renelle, Amy, Stephanie Budgett, and Egan Chernoff. "Making Heads and Tails of Generation Loss: A Timeless Tale of Folk Randomness." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t6a2.

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From the novel perspective of folk randomness, we document a journey through history that provides a lens for scrutinising the impact of changes to a well-known probability exercise—one involving a psychic professor undoubtedly identifying the fake sequence—and the implications of this for the learning opportunities it promotes. Evaluating iterations from the last 70 years, there is evidence of simplification that may have drawn this exercise away from its origins to the detriment of the task’s original intentions. Importantly, this paper calls for statistics educators to rediscover the purpose of classroom tasks and retain the value we wish to impart—protecting the value in our statistical activities as they are morphed and mangled by time, translations between fields, educational focus, and underlying purpose.
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Kraft, Volker, and Curt Hinrichs. "Preparing Students to Solve Real Problems With Statistics." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4a3.

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Students who master basic statistical methods are not automatically good problem solvers. This can be challenging when starting a career in industry. The journey from problem to solution requires a basic understanding of the typical workflow of data-driven decision making. A simple framework for the process of data discovery is a practical and useful addition to basic statistics education. This paper will mention some challenges students often experience when they move into industry along with a framework that connects the problem-solving elements from data access to data exploration and analysis to sharing results. It will also share freely accessible teaching resources such as the JMP Case Study Library that can help bring statistical problem solving into the classroom.
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Jendoubi, Takoua, and Niloufar Abourashchi. "Fostering Collaborative Learning Through Postgraduate Group Projects in Statistics Education." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8f1.

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Master of Science (MSc) research projects are an important constituent of learning in the postgraduate journey for most curricula. This article reports on the implementation of MSc group work projects for the final postgraduate thesis. To evaluate and measure students' attitude towards this idea, a two-level approach was designed: first a focus group to gauge students’ attitudes and second, a detailed survey incorporating comments from the focus group. The survey addresses learning styles, attitudes, and issues of plagiarism and collusion. Results show that most students favour the group MSc project, whereas concerns have been raised about possible plagiarism/collusion issues and group arrangements. Results allowed us to develop detailed guidelines for MSc group projects that will be offered in the next academic year.
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Jayatilleke, Buddhini Gayathri. "Building Resilience during the Forced Isolation: Experiences of Tenacious Academics of the Open University of Sri Lanka." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9029.

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The purpose of this paper is to report on the resilience of the faculty academics of the Open University of Sri Lanka who embarked on the online journey to support the isolated learners during the Covid-19 lockdown. A total of 225 academics responded to the questionnaire administered immediately after the lockdown, resulting in a 66% response rate. Findings revealed that 10% of academics had already completed their activities, 53% had engaged in online teaching before and during the pandemic while 17% had commenced only during the pandemic. In contrast, 20% had not gone online. This study focuses on the 17% who responded promptly to support learners during this unexpected situation. The challenges were categorized as learner-centric; teacher-centric and institutional-centric. Learner-centric challenges were focused on learner issues such as access issues related to devices, internet connections, data, etc., and how to design alternative strategies to increase learner engagement. Teacher-centric challenges were upskilling knowledge and skills associated with online learning, balancing official workload with personal commitments, etc. Institutional-centric challenges were related to obtaining essential support services remotely. These tenacious academics demonstrated how they build their resilience to face unexpected situations through self-regulatory mechanisms. This study provides some insights into building resilience for future educational endeavours.
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Al Harthy, Mohammed Abdullah. "Leveraging Technology in Learning & Development." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210794-ms.

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Abstract A Petroleum Development Oman (PDO) Learner's journey was driven primarily through the ‘traditional’ classroom environment, which is not conducive to modern learner learning needs. These face-to-face interactions have limited technology interfaces and do not meet the evolving demands of the present-day learner to upskill fast, improve employee engagements, and create efficiencies in Learning & Development. With PDO re-shapes its strategy to accelerate and evolve to energy efficiency, renewables, and decarbonisation, it is essential that employees also have the necessary skills to succeed. Therefore, PDO's Learning & Development (L&D) Academy had to re-shape its strategy on how it embraces innovations and technologies to serve modern learners best. Boost side-lined skills, so digital technology becomes part of the workforce's everyday working & learning lives. PDO's L&D provides a unique learning experience for each learner to cater for changes to the learning preferences of the modern learner, who not only want the latest learning programs to take place anywhere but also requires more personalised opportunities for engaging with their peers. PDO's L&D Academy has adopted a bifocal approach to create and sustain an innovative learning technology culture. The first part is the integration of PDO's Learning Management Systems (LMS) with other HR modules such as performance, and people analytics, which will provide PDO's employees with an integrated talent system. The second part is the transformation of PDO's Learning Technology Ecosystem, and this involves creating a pool of learning modalities leveraging technology to deliver immersive, contextual, and personalised learnings. PDO's L&D Academy has set up a Creative Multimedia Lab (CML) to introduce the various learning modes. The CML brings awareness to the 4th Industrial Revolution (4IR) technologies such as Virtual Reality (VR) or Augmented Reality (AR) to a broader population in PDO. It also provides the opportunity to demonstrate how can utilise these technologies to customise and enhance learning and the learner's experience. Developing these customised learnings will bring a superior experience to the learners and hence implant lifelong learning in the flow of work cultures in PDO in the long run.
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Chieh Wu, Yi. "Applying Service Design to Online Learning to Increase User Experience." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002415.

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Advanced Internet development and the impact of COVID-19 have made online learning the most convenient way for learners to acquire knowledge. Online courses enable learners to communicate directly with teachers one-on-one and achieve mutual learning and real-time interaction. However, some instructors and learners might encounter operational difficulties during online learning. For example, learners might suffer from a frustrating emotion after failing to complete a series of tasks by operating the online learning platform since they are worried about making mistakes during the class. Moreover, not every person is familiar with the online learning software; it is imperative to establish guidelines for teachers and students to realize the software operation pattern before the class starts and improve students' self-confidence during the online course. Therefore, this article aimed to understand learners' pain points while using the online communication software-Google Meet during the online course and applied design services approaches to ideate the problems and conclude the suggested operational guideline. Accordingly, this article applied service design tools, including user journey map, how might we (HMWs) method to improve user experience and ultimately achieve an obstacles-free online learning environment.
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Phong, Hoang Anh. "Strategies in Learning English Vocabulary Among Twelfth Graders in Xuan Dinh High School." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.010.

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ABSTRACT Vocabulary learning is an immense journey which leaves its trademarks in all of the four skills. It places an upheaval importance in every EFL learner’s process of acquiring it. The aim of this study was to identify the vocabulary learning strategies in terms of frequency patterns and the differences between Social Science and Natural Science students. 151 Xuan Dinh non-majoring in English students participated in the research. The study utilized quantitative method with questionnaires as the representative. Descriptive statistics, including means and standard deviations and response percentages were analyzed to compile the responses to the discovery and consolidation strategies. The findings reveal that consolidation sub-group’s cognitive and discovery sub-group’s determination were more widely used among students than other strategies and Social Science students tended to use discovery group more than Natural Science pupils. Based on the findings of the study, understanding students’ strategy use may enable EFL teachers to incorporate vocabulary learning strategy training in English lessons in Xuan Dinh high school and improve students’ vocabulary learning strategies in accordance to their majors. Keywords: Vocabulary learning strategies; EFL learners; frequency; Xuan Dinh high school
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Ryder, Dara. "How UDL can make learning work for all your students." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.21.

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Universal Design for Learning (UDL) is a set of principles and guidelines for curriculum development that give all individuals equal opportunities to learn. UDL aims to improve the educational experience of all students by introducing more flexible methods of teaching and assessment to cater for the huge diversity of learners now participating in higher education. This approach is underpinned by research in the field of neuroscience and the learning sciences and is designed to improve the learning experience and outcomes for all students. The basic idea is simple but backed by decades of research – that all of us learn differently, have different life experiences and demands, and differing physical and cognitive strengths, and so a variety of teaching and learning approaches with choice and flexibility built in are required to reach and motivate everyone. This presentation will explore the origins of UDL, provide an introduction to its 3 key principles, encourage participants to examine the diversity within their own classrooms and offer practical take-aways for those seeking to explore further and get started on their own UDL journey.
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Prieto-Alvarez, Carlos Gerardo, Roberto Martinez-Maldonado, and Simon Buckingham Shum. "Mapping learner-data journeys." In OzCHI '18: 30th Australian Computer-Human Interaction Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3292147.3292168.

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Kiambati, Fridah, Samuel Juma, and Norman Kiogora. "Modelling Disability Data as a Factor in Inclusive Education Reforms in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8232.

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Achievement of inclusive and equitable quality education and the journey of ensuring inclusion of children with disabilities in education reforms in Kenya has been challenged by lack of centralized data on children with disabilities. In response to this, a situation analysis study was conducted to establish the current situation of data on children and learners with special needs and disabilities. The objectives of the study were to map out the available data sources of children with special needs and disabilities; Establish the currency of the available data; determine the consistency of the available data, the accessibility of the data and to propose a model of data acquisition. The study adopted a document analysis method consisting of national survey reports, statistical booklets, annual reports, and census reports between the year 2002 to 2022 (20 years). The target population was the education sector, health sector, social protection, state, and non-state actors on disability maters. The study findings revealed that the available data is not current and is fragmented. In addition, the data is not consistent between one entity and the other and that the raw data on children with disabilities is not easy to access and retrieve. A centralized data acquisition model was proposed with a component of administrative data and empirical data.
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Reports on the topic "Learners' journey"

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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Millican, Juliet. Education and Stability Learning Journey: Lessons Learned and Emerging Issues. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2022.013.

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This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability.
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Calvo, Favenzio, Devin Soper, and Louis Brooks. Journey to the Cloud: Lessons Learned in Legacy Application Migration. Florida State University Library, October 2021. http://dx.doi.org/10.33009/fsu_1645123151.

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Howard, Jo, Evert-jan Quak, and Jim Woodhill. Lessons Learned From K4D Learning Journeys: A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/k4d.2022.166.

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The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, came to an end in September 2022. This K4D working paper reflects on the learning processes and approaches facilitated by this programme, through ‘learning journeys’ conducted in collaboration with staff of the Foreign Commonwealth and Development Office (FCDO) in the United Kingdom. A total of 45 learning journeys took place, of which 33 have been assessed for this working paper. Through this assessment, we test our proposed Theory of Change for organisational learning (OL) in the context of international development agencies.
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Peters, Vanessa, Barbara Means, Maria Langworthy, Phil Neufeld, Ryan Coe, Kenneth Meehan, and Stevin Smith. Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative. Digital Promise, September 2018. http://dx.doi.org/10.51388/20.500.12265/53.

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Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims to share with other education systems the lessons learned from this journey.
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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
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Féry, Guillaume. The Digital Journey of Water and Sanitation Utilities in Latin America and The Caribbean: What is at Stake and How to Begin. Edited by Marcello Basani and Xoán Fernández. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004562.

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This discussion paper provides a foundation for digital transformation of water and sanitation utilities and illustrates how emerging technologies, new types of organizations, and forms of working can improve service performance and address issues related to water and wastewater management, with a focus on Latin America and the Caribbean. It also explores the fundamental dimensions of digital transformation of organizations, beyond technology, highlighting the importance of the human side of things, as well as operational impacts associated with data profusion, systems integration and interconnectivity. Finally, it shows examples of how decision-making has evolved for some front-runners, from planned and reactive operations to proactive and data-driven utilities. It aims to answer the following questions: What does digital transformation mean for the Water and Sanitation sector? What lessons can be learned from peers around the world? What are the learning points for the LAC region, considering the specific local context and its priorities? The authors also want to offer some tangible illustrations and actionable insights for professionals, wherever their organizations stand along the journey to a fully digital, connected, and data-driven company. The target audience is anyone interested in this sector, with a special focus on key actors in the ecosystem (such as regulators as well as practitioners). The goal of this paper is to raise awareness among people from water and sanitation utilities and, most importantly, provide them with insights to get started with their digital journey.
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Nelson, Jennifer, Luis Tejerina, Alexandre Bagolle, Donghyun Kang, Elisa Martinez, Pablo Orefice, Myrna Marti, et al. Digital Health For All: Social Protection and Health Division Regional Policy Dialogue Report 2022. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004575.

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The Social Protection and Health (SPH) Division of the Inter-American Development Bank (IDB) held its annual Regional Policy Dialogue (RPD) Digital Health for All: Latin America and the Caribbeans golden opportunity to improve the efficiency, quality and equity of sector on September 12-14th 2022 in Panama City, Panama. The RPD brought together over 120 participants, including leaders from over 20 countries, vice-ministers of health and directors of technology and communications, and regional and global experts in digital health. The meeting sought to provide a setting to discuss what the IDB and different countries have learned in the past four years of implementation of digital health, structural challenges to scale digital health, and the measures needed to ensure that decisions made today are both sustainable and transformational. The meetings objectives broadly included discussing three topics: 1) how to ensure that digital health adds value in terms of improved efficiency, quality, and equity;2) policy considerations for linking digital health to health outcomes; and3) the future state of our region in terms of digital transformation of the health sector.This report provides an overview of the meeting, its main findings, and the steps that lie ahead on this journey.
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Malek, Mohammad Abdul, Aiko Kikkawa, Yasuyuki Sawada, and Abdul Kalam Azad. Rural Development in Bangladesh Over Four Decades: Findings from Mahabub Hossain Panel Data and the Way Forward. Asian Development Bank Institute, December 2022. http://dx.doi.org/10.56506/ppxg8315.

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The Mahabub Hossain Panel Data (MHPD) was initiated in 1988 and maintained by and named after the late Mahabub Hossain, a well-known agricultural and development economist who led a number of reputed organizations in Bangladesh (Bangladesh Institute of Development Studies and BRAC) and in the region (International Rice Research Institute). We portray the historical context, sampling evolution, survey structure and methodology, and academic and policy contributions of the MHPD with some lessons learned for the next step forward. The MHPD has tracked rural households for a period of over 3 decades (1988–2014) with five waves of household surveys covering over 2,800 households and has collected a wide range of information on household composition, schooling of household members, assets, cropping intensity and patterns including cost and return, employment and income, consumption, participation in different government and nongovernment programs. We reviewed several books and journal articles authored by Mahabub Hossain and related academic papers and documents and collated information on MHPD, including (i) mapping out information on past and ongoing panel or cross-sectional household survey data series in Bangladesh; (ii) undertaking the review of all past rounds of MHPD survey documents, such as survey implementation plans, questionnaires, codebooks, databases, and processed data; (iii) consulting relevant stakeholders, including the past implementers of the surveys and the users of the data as needed to validate documented information; (iv) taking stock of the contribution of MHPD to academic literature and policy development; and (v) drawing a number of lessons learned for future data collection and policy making. The report aims to (i) serve as a comprehensive reference document for scholars and policy makers who wish to understand MHPD for possible use in their research; and (ii) provide a comprehensive baseline from which we can consider ways to enhance MHPD further to continue contributing to understanding the economic and social issues of today and near future. By compiling all associated research work based on MHPD, we offer a historical landscape of Bangladesh’s social and economic development and a credible explanation for the Bangladesh development model for global comparison.
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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