Journal articles on the topic 'Tutorial roles'
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Lafreniere, Ben, Andrea Bunt, Matthew Lount, and Michael Terry. "Understanding the Roles and Uses of Web Tutorials." Proceedings of the International AAAI Conference on Web and Social Media 7, no. 1 (August 3, 2021): 303–10. http://dx.doi.org/10.1609/icwsm.v7i1.14413.
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In this paper we identify roles and uses of web-based tutorials through an examination of tutorials’ comments sections. Through this analytical lens, we find that web tutorials serve a variety of needs, providing: in-task help for users with an immediate, specific goal to accomplish; a means for users to proactively expand their repertoire of skills; and an opportunity for novices to shadow and experience an expert’s work practices. We also find a number of emergent practices in tutorial comments. Users post “help-me” stack traces, a type of comment useful for debugging tutorial content; use comments sections as opportunistic support forums; and turn to comments sections for social and technical validation of their personal skill sets. Collectively, these findings enrich existing perspectives on web-based tutorials and argue for new mechanisms to support these various use cases.
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Álvarez González, Manuel. "Hacia un modelo integrador de la tutoría en los diferentes niveles educativos." Educatio Siglo XXI 35, no. 2 Julio (July 14, 2017): 21. http://dx.doi.org/10.6018/j/298501.
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El principal objetivo de este trabajo es presentar un modelo integrador de tutoría para los diferentes niveles educativos. Este se ha estructurado en dos grandes apartados: un primer apartado donde se desarrollan una serie de aspectos previos, que permitirán contextualizar la tutoría en el momento presente (la acción tutorial como un factor de calidad de la educación, las fortalezas y debilidades del modelo tutorial actual, la función docente y la función tutorial, los nuevos roles y<br />funciones de la acción tutorial y el marco conceptual de la tutoría); y en un segundo apartado se plantea el modelo integrador de la tutoría, destacando las razones que lo justifican, las características que lo definen, los objetivos y dimensiones a desarrollar, las estrategias de intervención y el modelo organizativo más adecuado para su puesta en práctica.
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Yung, Kevin Wai-Ho. "Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry." ECNU Review of Education 2, no. 1 (March 2019): 64–76. http://dx.doi.org/10.1177/2096531119840871.
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Purpose: This article aims to illustrate from the author’s insider perspective the lived experiences of engaging in private tutoring in Hong Kong as a tutee, a tutor, and a researcher and draw implications on several issues arising from the prevalence of shadow education. Design/Approach/Methods: This article adopted an autobiographical narrative approach. Data were collected through the author’s memoir of events, stimulated by the tutorial materials he used when he was a tutee and a tutor, his own video-recorded lessons of tutoring, and reflective journals from his research projects. Findings: Various issues are discussed based on the narrative of the author playing different roles in the tutoring industry, including (1) the positive and negative washback on mainstream education, (2) the lack of strict regulation of the quality of tutors and advertisements, and (3) how shadow education may exacerbate education inequality and how some tutorial companies and nonprofit organizations are addressing the issue. Originality/Value: This article, to the best of the author’s knowledge, is the only one that discusses the issues of shadow education from an author’s own personal experiences as a tutee, a tutor, and a researcher. It illustrates how practices and policies of the private tutoring industry are evolving in Hong Kong from an insider perspective.
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Reed, Nicholas L., and Tehshik P. Yoon. "Oxidase reactions in photoredox catalysis." Chemical Society Reviews 50, no. 5 (2021): 2954–67. http://dx.doi.org/10.1039/d0cs00797h.
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Hamilton, Ian. "Comparison of University and School Tutorial Teaching." Journal of PGR Pedagogic Practice 1 (November 9, 2021): 56–63. http://dx.doi.org/10.31273/jppp.vol1.2021.935.
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In the Spring term of 2021, I performed two online tutorial-based teaching roles. One was with groups of second year university Statistics students; the other was with groups of Year 11 GCSE Mathematics students. In this essay I aim to compare those experiences and draw out some learnings for PGR teaching practice.
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Lopez Martin, Inmaculada, Purificación González Villanueva, and Paloma Julia Velasco Quintana. "Ser y Ejercer de tutor en la universidad." REDU. Revista de Docencia Universitaria 11, no. 2 (August 29, 2013): 107. http://dx.doi.org/10.4995/redu.2013.5569.
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<p>Este estudio forma parte de la tesis doctoral “Significados de la tutoría universitaria desde la percepción de los profesores”, finalizada en 2012. El propósito ha sido comprender los significados de la tutoría en la universidad a través de la percepción de los profesores, conocer cómo influye este escenario en la forma de entender la tutoría y profundizar en las relaciones profesor-estudiantes en dicho contexto. Metodología: investigación cualitativa, método de estudio de casos, instrumental y múltiple. Los casos han sido la Universidad Pública y Privada. Resultados: El análisis produce seis dominios interrelacionados: Ser y ejercer de profesor en mi universidad, discusión sobre la reforma en Educación Superior y sus implicaciones en la acción tutorial, los múltiples significados de la tutoría, ser y ejercer de estudiante: la pieza que ignora el sistema, ser y ejercer de tutor y, la tutoría como espacio docente y de relación.</p><p>En este artículo se expone el dominio “Ser y Ejercer de tutor” por ser uno de los temas más relevantes en el estudio. Se identifican elementos que inciden en el significado de ser y hacer de tutor, así como los roles, estrategias y acciones en tutoría. Conclusiones: En el “ser tutor” influye el tipo de universidad, “ser profesor” y el sentido de la tutoría para estos. La función tutorial se adquiere, no se improvisa. Los programas de formación del profesorado deben ser potentes instrumentos de cambio, de significados en torno a la docencia y de actitudes hacia la tutoría. </p><p> </p>
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Nakanuma, Yasuni. "Tutorial Review for Understanding of Cholangiopathy." International Journal of Hepatology 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/547840.
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The biliary tree consists of intrahepatic and extrahepatic bile ducts and is lined by biliary epithelial cells (or cholangiocytes). There are also peribiliary glands around the intrahepatic large bile ducts and extrahepatic bile ducts. The biliary tree is a conduit of bile secreted by hepatocytes and biliary epithelial cells and also of the peribiliary glands and has several physiological roles. A number of diseases affect mainly the intrahepatic and extrahepatic biliary tree, and, in this special issue, these cholangiopathies are reviewed in detail with respect to genetics, pathogenesis, and pathology. In this paper, the anatomy and physiology of the biliary tree, basic injuries to biliary epithelial cells from stress and bile duct damage, and representative cholangiopathies are briefly reviewed.
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HUBBARD, PHILIP, and CLAIRE BRADIN SISKIN. "Another look at tutorial CALL." ReCALL 16, no. 2 (November 2004): 448–61. http://dx.doi.org/10.1017/s0958344004001326.
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According to the dichotomy popularized by Levy (1995, 1997), computers may be used in language learning in either tutor or tool roles. Recently there has been a waning of interest in tutorial software for language learning in favor of tool-oriented applications. While we do not dispute the value of the computer as a tool, we argue that it is in the best interest of CALL practitioners and language teachers in general to be better informed about the realities of tutorial software so that the field can continue to grow and mature along multiple paths. In support of this position, we present a case for placing tutorial CALL back into the mainstream of the field. After a discussion of several common myths about tutorial CALL, we offer six reasons as to why tutorial CALL has been marginalized. We follow with some evidence that, despite the presence of these myths and this marginalization, CALL practitioners around the world continue to find tutorial CALL appealing for research and development. Specifically, we review the presentations at four major CALL Conferences in 2002 and classify them as primarily focused on tutor or tool uses. Although tool-oriented applications dominate overall, the results show a strong continuing interest in tutorial applications as well. We conclude with proposals for (1) reconsidering the dichotomous nature of the tutor-tool distinction, (2) changing the defining characteristic of tutorial CALL from evaluation to teaching presence, and (3) suggesting several aspects of language learning that tutorial CALL is best suited to support, given the present state of technology.
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Perryman, Twyla, Lacey Ricks, and Labrita Cash-Baskett. "Meaningful Transitions: Enhancing Clinician Roles in Transition Planning for Adolescents With Autism Spectrum Disorders." Language, Speech, and Hearing Services in Schools 51, no. 4 (October 2, 2020): 899–913. http://dx.doi.org/10.1044/2020_lshss-19-00048.
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Purpose The purpose of this tutorial is to provide speech-language pathologists (SLPs) with foundational information that will assist them in transition planning for students with autism spectrum disorder (ASD) based on a review of current literature. SLPs must be knowledgeable of transition planning in order to assist students with ASD and their families with preparing for their future. An appreciation and awareness of pertinent assessments, functional goals, and factors associated with successful postsecondary outcomes are essential competencies that SLPs need when planning for the transition process. SLPs are ideal workforce development partners. They facilitate independence, communication, and interaction skills necessary for postsecondary and workplace success. Speech-language services are one of the most common special education services received by high school students with Individualized Education Programs. However, SLPs receive little preparation on the specifics or nuances of transition planning prior to working in the educational settings, despite the high incidence of speech-language services in secondary education. Method This tutorial reviews and synthesizes research findings related to assessment planning, goal-setting, and Individualized Education Program implementation for achieving meaningful postsecondary transitions for students with ASD. Additionally, it highlights some of the key postsecondary skillsets related to speech-language therapy services, including the development of self-determination, self-advocacy, social competence, and adaptive behaviors. Conclusion Greater focus on higher quality transition planning requires SLPs to develop high levels of knowledge and competencies in the transition planning process. This tutorial educates clinicians on the unique challenges faced by individuals with ASD and provides evidence-based strategies to help students and families successfully plan for and navigate postsecondary transitions.
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Sweeney *, Jill, Tom O'donoghue, and Clive Whitehead. "Traditional face‐to‐face and web‐based tutorials: a study of university students' perspectives on the roles of tutorial participants." Teaching in Higher Education 9, no. 3 (July 2004): 311–23. http://dx.doi.org/10.1080/1356251042000216633.
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Cruzata-Martínez, Alejandro Cruzata-Martínez, Roberto Bellido García, Miriam Velázquez-Tejeda, and Joel Alhuay-Quispe. "La tutoría como estrategia pedagógica para el desarrollo de competencias de investigación en posgrado." Propósitos y Representaciones 6, no. 2 (October 18, 2018): 09. http://dx.doi.org/10.20511/pyr2018.v6n2.252.
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<p>La producción de conocimiento es un elemento esencial en las escuelas de posgrado y se considera que este proceso está muy avanzado cuando el estudiante culmina y sustenta su tesis de investigación. Sin embargo, una cantidad de estudiantes no logra desarrollar las competencias investigativas y culminar la tesis. El objetivo de esta propuesta es precisar los roles y las competencias que demanda el tutor de posgrado para lograr realizar un acompañamiento y mediación en los estudiantes de posgrado, potenciando la articulación de la tutoría universitaria y la investigación científica. Se propone una propuesta que permita fortalecer las competencias investigativas en los estudiantes de posgrado por medio de la acción tutorial. La propuesta se basa en el modelo integrador de la tutoría desarrollado por Cruz, García y Abreu (2006), dirigidos a los tutores y estudiantes que se encuentran desarrollando sus tesis de investigación en la escuela de posgrado.</p>
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Pérez Landero, Adriana Esperanza. "Percepción de profesores-tutores y maestrantes de la DAEA-UJAT, en cuanto a las competencias y funciones que deben desarrollar éstos en el proceso formativo de los estudios de posgrado / Perception of teachers and masters students from DAEA-UJAT, regarding the competences and functions which they must develop during the formative process in a postgraduate course of study." RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo 9, no. 17 (January 28, 2019): 891–906. http://dx.doi.org/10.23913/ride.v9i17.420.
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El objetivo de este trabajo fue conocer la opinión de profesores, estudiantes y coordinadores de dos maestrías relacionadas con la educación en torno a las funciones que debe cumplir un tutor, rol esencial para que los maestrantes puedan culminar con éxito el proceso formativo que siguen en un posgrado. Para ello, la presente investigación se sustentó en una visión holística e integral de la acción tutorial y en el método de la teoría de roles (Deutsch y Krauss, 2001). Los participantes fueron estudiantes, docentes y coordinadores de dos maestrías de la División Académica de Educación (DAEA) y Artes de la Universidad Juárez Autónoma de Tabasco. Con base en las opiniones recabadas, se puede inferir que todos los implicados en los programas de posgrado seleccionados expresaron que es indispensable que la DAEA cuente con un programa de capacitación para tutores de posgrado que se enfoque en el estudio, la consolidación y el desarrollo de las funciones, roles, perfiles, organización, currículos y aspectos psicopedagógicos que se vinculan con la acción tutorial.
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Werbin, Zoey R., Briana Hackos, Jorge Lopez-Nava, Michael C. Dietze, and Jennifer M. Bhatnagar. "The National Ecological Observatory Network’s soil metagenomes: assembly and basic analysis." F1000Research 10 (March 23, 2022): 299. http://dx.doi.org/10.12688/f1000research.51494.2.
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The largest dataset of soil metagenomes has recently been released by the National Ecological Observatory Network (NEON), which performs annual shotgun sequencing of soils at 47 sites across the United States. NEON serves as a valuable educational resource, thanks to its open data and programming tutorials, but there is currently no introductory tutorial for accessing and analyzing the soil shotgun metagenomic dataset. Here, we describe methods for processing raw soil metagenome sequencing reads using a bioinformatics pipeline tailored to the high complexity and diversity of the soil microbiome. We describe the rationale, necessary resources, and implementation of steps such as cleaning raw reads, taxonomic classification, assembly into contigs or genomes, annotation of predicted genes using custom protein databases, and exporting data for downstream analysis. The workflow presented here aims to increase the accessibility of NEON’s shotgun metagenome data, which can provide important clues about soil microbial communities and their ecological roles.
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Huang, Yingxiang, Wentao Li, Fima Macheret, Rodney A. Gabriel, and Lucila Ohno-Machado. "A tutorial on calibration measurements and calibration models for clinical prediction models." Journal of the American Medical Informatics Association 27, no. 4 (February 27, 2020): 621–33. http://dx.doi.org/10.1093/jamia/ocz228.
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Abstract Our primary objective is to provide the clinical informatics community with an introductory tutorial on calibration measurements and calibration models for predictive models using existing R packages and custom implemented code in R on real and simulated data. Clinical predictive model performance is commonly published based on discrimination measures, but use of models for individualized predictions requires adequate model calibration. This tutorial is intended for clinical researchers who want to evaluate predictive models in terms of their applicability to a particular population. It is also for informaticians and for software engineers who want to understand the role that calibration plays in the evaluation of a clinical predictive model, and to provide them with a solid starting point to consider incorporating calibration evaluation and calibration models in their work. Covered topics include (1) an introduction to the importance of calibration in the clinical setting, (2) an illustration of the distinct roles that discrimination and calibration play in the assessment of clinical predictive models, (3) a tutorial and demonstration of selected calibration measurements, (4) a tutorial and demonstration of selected calibration models, and (5) a brief discussion of limitations of these methods and practical suggestions on how to use them in practice.
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Werbin, Zoey R., Briana Hackos, Michael C. Dietze, and Jennifer M. Bhatnagar. "The National Ecological Observatory Network’s soil metagenomes: assembly and basic analysis." F1000Research 10 (April 19, 2021): 299. http://dx.doi.org/10.12688/f1000research.51494.1.
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The National Ecological Observatory Network (NEON) annually performs shotgun metagenomic sequencing to sample genes within soils at 47 sites across the United States. NEON serves as a valuable educational resource, thanks to its open data policies and programming tutorials, but there is currently no introductory tutorial for performing analyses with the soil shotgun metagenomic dataset. Here, we describe a workflow for processing raw soil metagenome sequencing reads using the Sunbeam bioinformatics pipeline. The workflow includes cleaning and processing raw reads, taxonomic classification, assembly into contigs, annotation of predicted genes using custom protein databases, and exporting assemblies to the KBase platform for downstream analysis. This workflow is designed to be robust to annual data releases from NEON, and the underlying Snakemake framework can manage complex software dependencies. The workflow presented here aims to increase the accessibility of NEON’s shotgun metagenome data, which can provide important clues about soil microbial communities and their ecological roles.
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Kang, Namgoo, Kyung Joong Kim, Jin Seog Kim, and Joung Hae Lee. "Roles of chemical metrology in electronics industry and associated environment in Korea: A tutorial." Talanta 134 (March 2015): 284–91. http://dx.doi.org/10.1016/j.talanta.2014.11.030.
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Winfree, A. T. "Heart Muscle as a Reaction–Diffusion Medium: The Roles of Electric Potential Diffusion, Activation Front Curvature, and Anisotropy." International Journal of Bifurcation and Chaos 07, no. 03 (March 1997): 487–526. http://dx.doi.org/10.1142/s0218127497000376.
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This tutorial, the third in a series about electrical dynamics in the heart, reviews laboratory experiments and numerical experiments about a reaction–diffusion partial-differential equation model commonly used to interpret electrophysiological propagation in normal heart muscle. It aims to sort out ostensibly contradictory impressions competing in current literature about the nature, magnitude, and dynamical consequences of activation front curvature within such a uniformly anisotropic tissue, insofar as such idealizations represent normal heart muscle. It is shown that activation fronts do not generally propagate along the perpendicular, and do not attach perpendicularly to no-flux boundaries, and that "critical radius" is a tricky concept except in isotropic media. Much is found to depend, even qualitatively, on the numerical value of the electric diffusion coefficient for normal heart muscle, to which values spanning two orders of magnitude are imputed in the literature. A "correct" value is tentatively identified which seems to lie securely inside the continuum range, so things are rather simpler than they may have appeared (except in diverse cases of unspecifiable abnormality in living specimens and in models). This tutorial is intended as much to provoke inquiry as to lay it to rest: The reader looking for solvable problems will find many unsolved here, with a rich current reference list leading to more.
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Wang, Zhijing (Zee). "Fundamentals of seismic rock physics." GEOPHYSICS 66, no. 2 (March 2001): 398–412. http://dx.doi.org/10.1190/1.1444931.
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During the past 50 years or so, tremendous progress has been made in studying physical properties of rocks and minerals in relation to seismic exploration and earthquake seismology. During this period, many theories have been developed and many experiments have been carried out. Some of these theories and experimental results have played important roles in advancing earth sciences and exploration technologies. This tutorial paper attempts to summarize some of these results.
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Rosell-Aguilar, Fernando. "Changing tutor roles in online tutorial support for open distance learning through audio-graphic SCMC." JALT CALL Journal 3, no. 1&2 (August 31, 2007): 81–94. http://dx.doi.org/10.29140/jaltcall.v3n1-2.37.
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CHACON, Milagros D. "Acción tutorial en el fortalecimiento del perfil profesional universitario: aportes en el desarrollo de competencias a partir de la educación virtual." Espacios 42, no. 05 (March 15, 2021): 66–77. http://dx.doi.org/10.48082/espacios-a21v42n05p05.
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La acción tutorial en educación superior permite el desarrollo integral de los estudiantes mediante procesos orientados a la adquisición de competencias; en el contexto actual, la educación virtual se presenta con adaptación hacia nuevos escenarios, roles, metodologías y nuevos procesos de aprendizaje. Metodológicamente este artículo es de revisión donde se aplicó la búsqueda sistemática de información. Se concluye que las dimensiones más consideradas son en el área personal, y profesional, asimismo, se muestran las competencias del tutor.
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Bopp, Karen D., Kenneth E. Brown, and Pat Mirenda. "Speech-Language Pathologists’ Roles in the Delivery of Positive Behavior Support for Individuals With Developmental Disabilities." American Journal of Speech-Language Pathology 13, no. 1 (February 2004): 5–19. http://dx.doi.org/10.1044/1058-0360(2004/003).
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Positive behavior support interventions such as functional communication training (FCT) and visual schedules are increasingly being used with individuals with autism and other severe developmental disabilities who engage in problem behavior and use augmentative and alternative communication (AAC). The increasing use of these communication interventions has implications for speech-language pathologists who provide support to these individuals. The purpose of this tutorial is to summarize the research regarding the use of FCT/AAC interventions and visual schedules, and to provide suggestions for the roles that speech-language pathologists can play with regard to assessment, intervention design, and implementation in school and home settings.
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Foote, Alexander G., and Susan L. Thibeault. "Sensory Innervation of the Larynx and the Search for Mucosal Mechanoreceptors." Journal of Speech, Language, and Hearing Research 64, no. 2 (February 17, 2021): 371–91. http://dx.doi.org/10.1044/2020_jslhr-20-00350.
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Purpose The larynx is a uniquely situated organ, juxtaposed between the gastrointestinal and respiratory tracts, and endures considerable immunological challenges while providing reflexogenic responses via putative mucosal mechanoreceptor afferents. Laryngeal afferents mediate precise monitoring of sensory events by relay to the internal branch of the superior laryngeal nerve (iSLN). Exposure to a variety of stimuli (e.g., mechanical, chemical, thermal) at the mucosa–airway interface has likely evolved a diverse array of specialized sensory afferents for rapid laryngeal control. Accordingly, mucosal mechanoreceptors in demarcated laryngeal territories have been hypothesized as primary sources of sensory input. The purpose of this article is to provide a tutorial on current evidence for laryngeal afferent receptors in mucosa, the role of mechano-gated ion channels within airway epithelia and mechanisms for mechanoreceptors implicated in laryngeal health and disease. Method An overview was conducted on the distribution and identity of iSLN-mediated afferent receptors in the larynx, with specific focus on mechanoreceptors and their functional roles in airway mucosa. Results/Conclusions Laryngeal somatosensation at the cell and molecular level is still largely unexplored. This tutorial consolidates various animal and human researches, with translational emphasis provided for the importance of mucosal mechanoreceptors to normal and abnormal laryngeal function. Information presented in this tutorial has relevance to both clinical and research arenas. Improved understanding of iSLN innervation and corresponding mechanotransduction events will help shed light upon a variety of pathological reflex responses, including persistent cough, dysphonia, and laryngospasm.
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Weigle, Sara Cushing, and Gayle L. Nelson. "Novice tutors and their ESL tutees: Three case studies of tutor roles and perceptions of tutorial success." Journal of Second Language Writing 13, no. 3 (September 2004): 203–25. http://dx.doi.org/10.1016/j.jslw.2004.04.011.
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Edwards, Roger A. "Expanding pharmacists' roles in breastfeeding support: A pilot study of an online breastfeeding tutorial for student pharmacists." Currents in Pharmacy Teaching and Learning 5, no. 2 (April 2013): 129–33. http://dx.doi.org/10.1016/j.cptl.2012.09.006.
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Vorona, I. I., and H. Ya Kitura. "HISTORY OF TUTORING AS EFFECTIVE METHODS OF EDUCATIONAL PROCESS." Медична освіта, no. 2 (August 5, 2021): 69–74. http://dx.doi.org/10.11603/me.2414-5998.2021.2.12266.
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The article deals with interpretation of terminological concepts of tutoring as effective methods of educational process individualization. Changes in learning models contribute to expansion of teacher’s role, who serves not only as educator, but also provides pedagogical support of individual curricula for the learners are characterized in this article. Tutoring covers these tasks and the tutor is a co-developer of academic projects and programs, an advisor in education services, combining the roles of a mentor and developer of educational schemes. The main stages of tutoring origin in the context of historical development are clarified. It is emphasized that the implementation of tutoring is an integral aspect of individualization of education in medical schools and is carried out by mastering the ability to motivate educational and pedagogical activities of students. Attention is placed on the need to analyse various methods and approaches to the implementation of tutoring trends in the educational process. The most important criteria of educational process, created by the tutor and student are examined: implementation of the successful tutorial support of training, formation of the personality and lifestyle of the future specialist; multiplicity and variability of educational proposals satisfaction; design and implementation of an individual educational and training program. The basic skills necessary for valuable professional activity are characterized: the formation of fundamental methodological knowledge and the ability to apply them in the process of professional activity; the ability to deal with pedagogical problems and perform tasks in the methodology of teaching subjects in higher educational institutions; mastering of strategies for the implementation and using of information and communication technologies in the educational process; ability to design and project activity; skills to motivate learning activity; ability to manage project activities of students; motivation for continuous self-education and self-improvement.
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Wen, Zhisheng (Edward), Arthur McNeill, and Mailce Borges Mota. "Language Learning Roundtable: Memory and Second Language Acquisition 2012, Hong Kong." Language Teaching 47, no. 2 (February 27, 2014): 262–65. http://dx.doi.org/10.1017/s0261444813000530.
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Organized under the auspices of the Language Learning Roundtable Conference Grant (2012), this seminar aimed to provide an interactive forum for a group of second language acquisition (SLA) researchers with particular interests in cognitive linguistics and psycholinguistics to discuss key theoretical and methodological issues in the roles of key human memory systems (in particular, working memory) in various aspects of SLA. The seminar consisted of a tutorial workshop (Michael Ullman), three keynotes (Michael Ullman, Peter Skehan, and Cem Alptekin), and other invited speeches addressing the more specific relationships between working memory (WM) and various aspects of SLA (e.g. vocabulary, grammar, reading, speaking, writing, and interpreting).
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Umer, Amna, and Roger A. Edwards. "Expanding public health professionals’ roles in promoting and supporting breastfeeding as optimal infant feeding: A pilot study with online tutorial implications." Open Journal of Preventive Medicine 03, no. 02 (2013): 184–90. http://dx.doi.org/10.4236/ojpm.2013.32025.
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Inés González, Gabriela, María Sol Couto, and Viviana Navarta. "LA ORIENTACIÓN EDUCATIVA EN LA PROVINCIA DE MENDOZA, REPÚBLICA ARGENTINA. MODELOS HISTÓRICOS Y PERSPECTIVAS ACTUALES." Revista Cognosis. ISSN 2588-0578 1, no. 4 (November 25, 2016): 85. http://dx.doi.org/10.33936/cognosis.v1i4.267.
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La Orientación Educativa se fue configurando en la provincia de Mendoza, Argentina a partir de diversos modelos en función de los distintos niveles y jurisdicciones. Así podemos decir que las universidades y sus facultades se fueron consolidando desde una mirada respondiente a problemáticas puntuales y contextuales, mientras que la escuela media, tanto de dependencia estatal como privada, fue adquiriendo diversos modelos según políticas vigentes, recursos económicos o profesionales a cargo. Nuestra intención en esta investigación ha sido, recoger la historia de los modelos de la orientación educativa desde fuentes documentales y entrevistas a quienes fundaron los distintos Servicios de Orientación. Resulta un trabajo interesante por cuanto permite contrastar las perspectivas que se trabajan en la actualidad, ayudando a definir roles, funciones, condiciones laborales y estrategias de trabajo con fundamento teórico. Se espera definir un modelo propio de orientación, que no pretende ser replicado en todo ámbito, sino proponer formas de abordar el trabajo de la orientación para garantizar el derecho a la educación, atendiendo a las trayectorias académicas de todos los estudiantes.
PALABRAS CLAVE: Orientación Pedagógica; Servicio de Orientación; Sistema Tutorial.
ABSTRACT
Educational guidance emerged in Mendoza, Argentina following the diverse models in the different levels and jurisdictions. In this way, we can say that university and their schools have become established trying to solve the specific predicaments in their different contexts. On the other hand, private and public middle school acquired different models according to official policies, economical resources available or people in charge. Our intention for this research paper has been to trace the history of the educational orientation models taking into account documentary sources and interviews to the founders of the various Orientation Services. It is an interesting work since it allows us to contrast the diverse perspectives currently adopted. This helps us define roles, functions, working conditions and working strategies with theoretical grounds. The aim is to define a singular orientation model which is not intended to be copied in every area, but to suggest different ways to approach the work in orientation. In this way, the right to education would be guaranteed attending to every student academic career.
KEYWORDS: Educational Guidance; Guidance Service; Tutorial System.
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Seal, Brenda Chafin, and Lissa Power-deFur. "Speech-Language Pathologists as Expert and Fact Witnesses in Special Education Disputes and Civil Litigation Cases: A Tutorial." Perspectives of the ASHA Special Interest Groups 6, no. 2 (April 28, 2021): 465–69. http://dx.doi.org/10.1044/2020_persp-20-00253.
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Purpose Speech-language pathologists (SLPs) are not likely to enter practice in school systems with anticipation of special education disputes, or civil and criminal cases that could involve them either as fact or expert witnesses. In this tutorial, we differentiate between the roles of expert and fact witness with guidance to assist SLPs preparing to serve in either role. Method Using two sample cases, we present details of conflicts that involve SLPs; Case 1 involves an SLP as expert witness and Case 2 involves an SLP as a fact witness. We offer information to guide SLPs agreeing to serve as an expert witness, important preparation steps for SLPs as expert and fact witnesses, and practice suggestions, including attention to ethical codes, in serving either role. Conclusions We caution readers that special education, civil, and criminal disputes vary by case, state and federal statutes, and professional and personal details. We draw several recommendations from the two sample cases that should inform and guide any SLP involved as a fact witness or as an expert witness in cases of dispute.
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Runnion, Elizabeth, and Shelley Gray. "What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss." Language, Speech, and Hearing Services in Schools 50, no. 1 (January 28, 2019): 16–33. http://dx.doi.org/10.1044/2018_lshss-18-0015.
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PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.
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Kremer, John. "Empowerment in the learning process: The case of student discussion groups." Psychology Teaching Review 6, no. 1 (March 1997): 77–84. http://dx.doi.org/10.53841/bpsptr.1997.6.1.77.
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The role played by students in the learning process has become a popular topic for discussion within the world of higher education, with attention focusing on the teacher-learner roles embedded in traditional lecture, seminar and even tutorial formats. Together with a movement towards deeper and more active learning strategies, there is concern over students’ involvement in the learning process itself and the possibilities for further empowerment. This paper reports on the experience of developing and sustaining two large final year classes of undergraduate psychology students, both of which include leaderless group discussions and associated peer assessment as an integral part of the learning and assessment procedures. The paper describes the underlying philosophy behind the scheme and its assessment, before outlining the practicalities of running the discussion groups and the lessons which have been learnt over time. Finally, the issues associated with group and selfassessment of students’ contribution to the learning process are considered.
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Efendi, Yoyon, Unang Rio, Rometdo Muzawi, Rini Yanti, and Helda Yenni. "PELATIHAN TEKNOLOGI MOBILE DALAM PENERAPAN SISTEM SMART SCHOOL PADA SMK N 1 BANGKO." Jurnal Pengabdian UntukMu NegeRI 3, no. 2 (November 1, 2019): 114–17. http://dx.doi.org/10.37859/jpumri.v3i2.1416.
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Abstract
Smart School is a school concept that utilizes information technology in teaching and learning activities and school administration. Smart schools consist of various integrated systems that are used by school residents according to their respective roles, both students, teachers and school employees. The technology that is often used is mobile technology. To support this technology, schools need training to improve their knowledge and abilities from introduction to creating mobile-based applications for school needs. This training was attended by 30 people. During the training, there were modules, video tutorials and competent tutors in their fields. This training will discuss the concept of Smart school, Mobile technology, IOT Mobile and mobile application. This activity will increase mobile technology knowledge for students, teachers and school staff in implementing the Smart School system at SMK N 1 Bangko Rokan Hilir.
Keywords: Smart School, Mobile, IoT, SMK N 1 Bangko
Abstrak
Smart School merupakan suatu konsep sekolah yang memanfaatkan teknologi informasi dalam kegiatan belajar mengajar dan administrasi sekolah. Smart school terdiri dari berbagai sistem yang saling terintegrasi yang digunakan oleh warga sekolah menurut perannya masing-masing, baik siswa, guru dan karyawan sekolah. Teknologi yang sering dipakai adalah teknologi mobile. Untuk mendukung teknologi ini, sekolah membutuhkan pelatihan untuk meningkatkan pengetahuan dan kemampuan mulai dari pengenalan sampai pembuatan aplikasi berbasis mobile untuk kebutuhan sekolah. Pelatihan ini diikuti sebanyak 30 orang. Selama pelatihan ini dilengkapi dengan modul, video tutorial beserta tutor yang berkompeten dibidangnya. Pelatihan ini akan membahas mengenai konsep Smart school, Teknologi mobile, IOT Mobile dan mobile application. Kegiatan ini akan meningkatkan pengetahuan teknologi mobile bagi siswa, guru dan karyawan sekolah dalam penerapan sistem Smart School pada SMK N 1 Bangko Rokan Hilir.
Kata Kunci: Smart School, Mobile, IOT, SMK N 1 Bangko
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Sherratt, Sue. "Communication and Swallowing Disorders: The Effects of Climate Change." Perspectives of the ASHA Special Interest Groups 7, no. 1 (February 11, 2022): 245–58. http://dx.doi.org/10.1044/2021_persp-21-00186.
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Purpose: The environment plays a key role in determining the health of populations, and climate change is considered to be the greatest threat to human health in the 21st century. However, despite extensive research on its increasing effects on health in general, extremely limited attention has been paid to its impact on communication and swallowing disorders (CSDs). This is surprising considering the substantial effect that the environment and climate change (air pollution, infectious diseases, and extreme weather events) have on these disorders. Method: This tutorial is written by a speech-language pathologist and audiologist to provide education and resources on the ramifications of climate change for the professions. It also offers strategies for speech-language pathologists and audiologists (SLPAs) to use and to incorporate into their practice. Results and Conclusions: The effects of climate change on the incidence, development, and exacerbation of CSDs, such as aphasia, developmental language disorders, and dysphagia, are described in detail. As health professionals, SLPAs have the trust and respect of their clients and their community; they also have a duty of care to safeguard the health of their clients. The combination of prevention, advocacy, and education roles places SLPAs in the perfect position to take action on the effects of climate change on these disorders. To fulfill these roles and to address the pressing issue of climate change, several steps, ranging from the individual client level to the global level, are provided.
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Karakülah, Gökhan, Nazmiye Arslan, Cihangir Yandım, and Aslı Suner. "TEffectR: an R package for studying the potential effects of transposable elements on gene expression with linear regression model." PeerJ 7 (December 5, 2019): e8192. http://dx.doi.org/10.7717/peerj.8192.
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Introduction Recent studies highlight the crucial regulatory roles of transposable elements (TEs) on proximal gene expression in distinct biological contexts such as disease and development. However, computational tools extracting potential TE –proximal gene expression associations from RNA-sequencing data are still missing. Implementation Herein, we developed a novel R package, using a linear regression model, for studying the potential influence of TE species on proximal gene expression from a given RNA-sequencing data set. Our R package, namely TEffectR, makes use of publicly available RepeatMasker TE and Ensembl gene annotations as well as several functions of other R-packages. It calculates total read counts of TEs from sorted and indexed genome aligned BAM files provided by the user, and determines statistically significant relations between TE expression and the transcription of nearby genes under diverse biological conditions. Availability TEffectR is freely available at https://github.com/karakulahg/TEffectR along with a handy tutorial as exemplified by the analysis of RNA-sequencing data including normal and tumour tissue specimens obtained from breast cancer patients.
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Nurhaeni, Heni, Ita Astit Karmawati, Ita Yulita, Tarwoto Tarwoto, and Dwi Tyastuti. "The Effectiveness of Implementing Collaborative Online Learning Between Professions In A Pandemic Period." International Journal of Social Service and Research 1, no. 1 (September 11, 2021): 21–24. http://dx.doi.org/10.46799/ijssr.v1i1.9.
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Interprofessional Collaboration (IPE/C) is a form of developing health services for all health workers. In the Jakarta I Poltekkes environment since 2018, IPE/C-based learning has been developed to provide opportunities for nursing, midwifery, orthotic prosthetics and dental students to have direct experience in collaborating between professions (IPE/C) in public health services. Implementation of collaborative practice models in acute, primary, and community care. However, over time IPE/C activities were able to improve the quality of health services by using 4 domains; Roles, Communication, Norms/Values, Ethics, and Inter-Professional Communication. Courses with a “people-centered care” approach have strategies/methods: Demonstration, roleplay, discussion, and PBC, Tutorial, PBD/Independent, online media (zoom) and Library Studies on the documentation system. And during the Pandemic period, learning is carried out through online media with a maximum meeting time of 90 minutes and alternate breaks to anticipate device malfunctions with the link provided from Pusbangdik, namely Join Zoom Meetings. During 2 weeks of online learning, the students' achievements were obtained with an average score of 87.06, an increase of 56.7%, and 98% of students/lecturers stated that they were very satisfied with the joint learning.
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Hughes, Stephanie. "Bullying: What Speech-Language Pathologists Should Know." Language, Speech, and Hearing Services in Schools 45, no. 1 (January 2014): 3–13. http://dx.doi.org/10.1044/2013_lshss-13-0013.
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Purpose The purpose of this tutorial is to introduce speech-language pathologists (SLPs) to the broad issues surrounding the problem of school bullying in childhood and adolescence. Specifically, types of bullying and their causes are considered, as are the roles students take when bullying occurs and the effects of bullying on students with communication disorders. Strategies and suggestions to help SLPs more effectively prevent and manage bullying of students with communication disorders are discussed. Method A review of the scholarly literature in education, psychology, child and adolescent development, and speech-language pathology was conducted. Recommendations for how SLPs can prevent and intervene in bullying incidences were extrapolated from the reviewed literature. Results Students with communication disorders are at particularly high risk for being bullied by peers. Some students with communication disorders are “provocative victims” in that they demonstrate impairments in social skills that draw the attention of bullies. Both provocative victims and typical students may react aggressively when bullied and bully others in retaliation. Conclusion SLPs can and should help to create an inclusive environment for all students while addressing bullying of students with communication disorders via therapeutic activities.
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Nakatake, Maiko. "Challenges and possibilities in tutorials in a writing center in Japan." Language Teacher 37, no. 6 (November 1, 2013): 17. http://dx.doi.org/10.37546/jalttlt37.6-3.
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In recent years, interest in English writing centers as a support service for students’ writing beyond the regular curriculum has been growing in Japanese universities. Our writing center at the University of Tokyo was established under a first-year scientific English writing course in 2008. Our writing center offers tutorial sessions for students’ L2 (English) writing in L1 (Japanese) on a one-to-one basis. This article provides a brief introduction to our writing center and describes the challenges that tutors face, which are unique to writing centers in contexts where English is a foreign language. In this article, I would like to focus on three major points: the issue of grammar correction, tutors’ English proficiency, and tutees’ unfamiliarity with the writing center and tutoring style. This article also discusses the roles and possibilities of writing centers in Japan for both tutors and students. 近年、日本の大学において、正規課程外で学生の英語ライティングを支援する機関として、ライティング・センターへの関心が高まっている。東京大学のライティング・センターは、2008年に、理科系1年生のための英語アカデミック・ライティング・プログラムのもとに設立され、学生の科学英語論文に対するチュートリアルを１対１の形式で、日本語で提供している。本論では、本ライティング・センターの取り組みを紹介し、さらに現在直面している3つの問題点（文法の修正に関する問題、チューターの英語力に関する問題、学生のライティング・センター及びチュートリアルに対する認知度の低さの問題）に焦点をあてる。また、EFL環境下にある日本のライティング・センターが学生とチューターの両方に与える影響を明らかにし、日本の英語ライティング・センターが果たす今後の役割と可能性について検討する。
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Corredor-Ponce, Zuleima A., and Amalia Reina-Giménez. "LAS TIC EN LA ASESORÍA ACADÉMICA A DISTANCIA: COMPETENCIAS Y ROLES DEL PROFESORADO UNIVERSITARIO. THE ICT IN DISTANCE ACADEMIC ADVISING: NEW COMPETENCES AND ROLES FOR UNIVERSITY TEACHERS." Revista Electrónica Calidad en la Educación Superior 4, no. 2 (November 24, 2013): 21–47. http://dx.doi.org/10.22458/caes.v4i2.466.
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El presente artículo es un avance de investigación que tiene como objetivo analizar las competencias deseables para el uso de las TIC en la Asesoría Académica a Distancia. Se asume el paradigma interpretativo emergente con enfoque de estudio de casos múltiples. Se analizan treinta y nueve ponencias expuestas en congresos internacionales y catorce entrevistas a docentes de universidades venezolanas. El método empleado es el análisis de documentos mediante ATLAS.ti. Los resultados permiten la aproximación a seis familias de competencias: tecnopedagógicas, comunicacionales, para el manejo de la información, de gestión, de moderación y tutoría y para el trabajo en equipo.Palabras clave: competencias, educación a distancia, educación permanente, TIC, tutoría académicaAbstractThis paper is a research advance that aimed to analyze the desirable competences for the use of ICT in distance academic advice. The emerging interpretative paradigm was assumed, with focus of multiple case studies. 39 papers presented in international congresses were analyzed, as well as 14 interviews with teachers of Venezuelan universities. The used method was the document analysis with ATLAS.ti. The results allowed an approximation to six families of competences: technopedagogical, communicational, for information handling, of management, of moderation and tutoring, and for the team workKeywords: Competences, Distance Education, Permanent Education, ICT, Academic Advising.
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Sohraby, Farzin, Mostafa Javaheri Moghadam, Masoud Aliyar, and Hassan Aryapour. "A boosted unbiased molecular dynamics method for predicting ligands binding mechanisms: probing the binding pathway of dasatinib to Src-kinase." Bioinformatics 36, no. 18 (September 2, 2020): 4714–20. http://dx.doi.org/10.1093/bioinformatics/btaa565.
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Abstract Summary Small molecules such as metabolites and drugs play essential roles in biological processes and pharmaceutical industry. Knowing their interactions with biomacromolecular targets demands a deep understanding of binding mechanisms. Dozens of papers have suggested that discovering of the binding event by means of conventional unbiased molecular dynamics (MD) simulation urges considerable amount of computational resources, therefore, only one who holds a cluster or a supercomputer can afford such extensive simulations. Thus, many researchers who do not own such resources are reluctant to take the benefits of running unbiased MD simulation, in full atomistic details, when studying a ligand binding pathway. Many researchers are impelled to be content with biased MD simulations which seek its validation due to its intrinsic preconceived framework. In this work, we have presented a workable stratagem to encourage everyone to perform unbiased (unguided) MD simulations, in this case a protein–ligand binding process, by typical desktop computers and so achieve valuable results in nanosecond time scale. Here, we have described a dynamical binding’s process of an anticancer drug, the dasatinib, to the c-Src kinase in full atomistic details for the first time, without applying any biasing force or potential which may lead the drug to artificial interactions with the protein. We have attained multiple independent binding events which occurred in the nanosecond time scales, surprisingly as little as ∼30 ns. Both the protonated and deprotonated forms of the dasatinib reached the crystallographic binding mode without having any major intermediate state during induction. Availability and implementation The links of the tutorial and technical documents are accessible in the article. Supplementary information Supplementary data are available at Bioinformatics online.
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Hernando Gómez, Ángel, and María del Valle Cecilia Montilla Coronado. "El estudio de los roles y funciones de los orientadores de secundaria utilizando la técnica de los grupos de discusión." REOP - Revista Española de Orientación y Psicopedagogía 20, no. 1 (January 28, 2014): 29. http://dx.doi.org/10.5944/reop.vol.20.num.1.2009.11437.
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RESUMEN En el presente artículo se exponen los resultados y conclusiones de un estudio realizado, utilizando la técnica de Grupos de Discusión, sobre los roles y funciones que desempeñan los orientadores que realizan su labor en Centros de Educación Secundaria, tanto públicos como privados, de Huelva y su provincia. El objetivo perseguido era analizar la actuación profesional de los orientadores en los Institutos de Educación Secundaria de Huelva y su provincia. Dados los objetivos del estudio se decidió la utilización de la técnica del Grupo de Discusión. Participaron 34 orientadores distribuidos en cinco grupos, cuatro formados por orientadores que trabajaban en Centros Públicos y uno por orientadores de Centros Privados Concertados, que contaron entre cinco y nueve participantes. En este estudio, se presentan el proceso del análisis realizado, los resultados más destacados de la investigación, así como las conclusiones a las que se llegaron. Entre las conclusiones a destacar encontramos: a) La acción orientadora está excesivamente mediatizada por la “sensibilidad” del Equipo Directivo del Centro. b) Las funciones más desarrolladas por los orientadores son las comprendidas en el asesoramiento y consulta, seguidas de orientación, evaluación y coordinación. c) La problemática cotidiana que encuentran los orientadores en el desempeño de su trabajo es muy variada. d) Es necesario aclarar, delimitar y concretar las funciones que deben desempeñar los orienta‐ dores. e) A pesar de que los orientadores reconocen las ventajas de trabajar mediante un modelo de programas se ven obligados a tener que hacerlo a demanda y sometidos a la fuerte presión del día a día. f) Debido a la poca definición de sus funciones, la realización de éstas está excesivamente influenciada por las características personales del orientador.ABSTRACT The following paper exposes the results and conclusions of a study where the technique of Focus Groups about roles and duties of Highschool Counsellors in both private and public school of Huelva and it’s province, are done. The main goal was to analize the profesional situation of the counsellors in Huelva’s highschools and province. As the objectives of the study were given beforehand, the technique used was focus groups. Thirty four counsellors were distributed in four groups; of those four of them worked in Public cen‐ tres and one in a private‐concerted one with a total which goes from four to nine participants. This works presents the process of anaylisis, the most representative result of the investigation and the final conclusions which are: The tutorial guidance is mediated by the sensitivity of the school’s head committee. The most developed duties of the counsellors are those of advice and enquires, a long with guidance, assessment and coordination. The assorted problems that the counsellor finds in his day by day work. It is necessary to clear up, delimit and specify the duties that the counsellors have to do. Although Counsellors know the advantages of working with a model of programmes they have to work demandded by daily pressures. Due to the few definitions of their duties, the fulfilment of these is tremendoualy influences by the personal caracteristics of the counsellor in question.
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Kiciman, Emre. "Tutorials." Proceedings of the International AAAI Conference on Web and Social Media 7, no. 1 (August 3, 2021): xxii—xxiv. http://dx.doi.org/10.1609/icwsm.v7i1.14375.
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The tutorials presented at ICWSM 2013 included Advanced Methods for Collecting Social Science Data in the Social Media Field, presented by Riki Conrey; Information-Theoretic Tools for Social Media Analysis, presented by Greg Ver Steeg and Aram Galstyan; Crisis Mapping, Citizen Sensing, and Social Media Analytics: Leveraging Citizen Roles for Crisis Response, presented by Amit Sheth, Patrick Meier, Carlos Castillo, and Hemant Purohit; Multiple Network Models for Complex Online Social Network Analysis, presented by Matteo Magnani and Luca Rossi; and Pulse of Virtual Worlds: Behavioral Mining and SNA in Massive Online Games, presented by Muhammad Ahmad and Jaideep Srivastava.
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Scott, Deborah. "The ignorant manager: conceptualising impact with Rancière." Journal of Work-Applied Management 9, no. 2 (December 4, 2017): 110–19. http://dx.doi.org/10.1108/jwam-07-2017-0016.
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Purpose The purpose of this paper is to offer a response to expressions in the literature concerning the limitations of critical reflection, using Rancière’s exposition of the role of values and reasonableness to examine how forms of negotiated work-based learning can support learners’ pathways to impact in their organisation. The implications for work applied management in terms of enabling these employees to make an impact are considered. Design/methodology/approach Vignettes illuminate and articulate Rancière’s (1991, 2010) ideas, the vignettes constructed through events experienced and narrated, perhaps imagined, tutorial conversations, assignments and work practices. Such construction of “multiple layers of fiction and narrative imaginings” draws on Sparkes (2007, p. 522). They consider individuals’ negotiation of working practices using ideas developed during their studies, and personal and professional development prompted by unexpected insights into their capabilities, interests, and possible roles. Findings Negotiated work-based learning appears to offer the individual opportunity to take responsibility for action in his/her learning and in his/her workplace, but effect depends on several factors, and can be perceived in different ways. Students’ encounter with autonomy in their studies resonates with Rancière’s belief in equality. In the workplace (becoming “citizens” alongside “reasonable” individuals) their agency might, at best, lead to “reasonable moments”, as they encounter both negative and positive challenges of work applied management. Practical implications Successful utilisation of agency in learning prompts expectations of responsibility and equality in the workplace. Such equality can lead to diverse, unpredicted insights and consequent opportunities for changes in practice. Originality/value This is the first paper to utilise Ranciére’s ideas to offer a critical consideration of both learning provision and workplace practice. Consideration of his profound stance on individuals’ freedom and agency provides rich (but challenging) prompts for analysis of one’s own practice, and the potential for impact when the manager is “ignorant”.
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Marsilia, Imelda Diana, and Dina Martha Fitri. "Efektifitas Penggunaan Video Pembelajaran untuk Meningkatkan Pengetahuan Anak Paud tentang Kekerasan Seksual di Kec. Batu Ampar Kota Batam Provinsi Kepulauan Riau (Studi Kasus Penelitian Kualitatif)." Jurnal Akademika Baiturrahim Jambi 9, no. 2 (September 7, 2020): 252. http://dx.doi.org/10.36565/jab.v9i2.233.
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Sex education in children can already be given to children at this age. Sigmund Freud (Santrock) in the theory of psychoanalysis that explains the development of gender and the development of sex roles in someone who has begun to give birth to a child. It seems that the efforts that have been made have not been maximized, this can be seen from the phenomenon of violence against children which is very worrying, especially sexual violence. Various print and electronic media reported many cases of sexual violence from various regions in Indonesia so that Indonesia was said to be an emergency of sexual violence. The purpose of this study was to determine the use of learning videos to increase PAUD children's knowledge of Sexual Violence in Kec. Batu Ampar Batam City, Riau Islands Province. This research is a classroom action research (CAR) carried out for two cycles. Each cycle consists of 2 meetings with the stages of planning, implementation, observation, and reflection. This research was conducted at PAUD Kec. Batu Ampar, Batam Kepualau Riau on April 22, 2019. The subjects of this study were PAUD students Kec. Batu Ampar, Batam as many as 30 children. All decision makers can explain about sexual violence against children (KSPA) and can explain examples of KSPA. PAUD teacher's knowledge of child sexual abuse in general is good, it can be seen from the informants' answers that are straightforward about the definition of sexual violence on children and can provide examples of sexual violence against children such as seeing or feeling the child's intimate organs (genitals and or breasts), obscene views, sexual abuse,showing his genitals to children. Keywords : sexual assault, child sexual abuse, knowledge, tutorial video
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Susilo, Adhi. "USING FACEBOOK AND WHATSAPP TO LEVERAGE LEARNER PARTICIPATION AND TRANSFORM PEDAGOGY AT THE OPEN UNIVERSITY OF INDONESIA." Jurnal Pendidikan Terbuka Dan Jarak Jauh 15, no. 2 (September 14, 2014): 63–80. http://dx.doi.org/10.33830/ptjj.v15i2.590.2014.
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Facebook (FB) dan WhatsApp (WA) telah menjadi "portal komunikasi" untuk jaringan sosial, yang telah dengan cepat mengubah cara orang berkomunikasi dan tetap terhubung. Dari perspektif pendidikan, situs jejaring sosial telah menerima ulasan ambigu. Beberapa penelitian telah menunjukkan bahwa penggunaan FB menjadi lebih luas dalam pembelajaran bahasa dan dapat menjadi alat yang efektif. FB tidak hanya mudah digunakan, tetapi juga membantu mendorong belajar mandiri dalam lingkungan sosial bagi siswa dan menempatkan kontrol untuk belajar ke tangan siswa. Artikel ini berfokus pada situs jejaring sosial FB, dan aplikasi WA dalam konteks UT. Ia mencoba untuk menjelaskan kegiatan berbagi informasi dilakukan melalui diskusi online menggunakan FB dan kelompok WA dan melibatkan siswa pembelajaran jarak jauh. Penelitian ini meneliti partisipasi siswa dalam diskusi online dan umpan balik mereka pada penggunaan FB dan forum WA sebagai platform untuk activity. FB dan WA diadopsi untuk mendukung tutorial online di Universitas Terbuka Indonesia dengan tujuan untuk meningkatkan guru-murid dan partisipasi rekan-berbasis, dan meningkatkan pengiriman pedagogis dan pembelajaran inklusif di ruang formal dan informal. Temuan menunjukkan FB dan WA berubah pedagogi dengan meningkatkan lingkungan sosial konstruktif untuk guru-siswa dan rekan-berbasis co-konstruksi pengetahuan. Peran guru berubah dari instruktur untuk fasilitator dan mentor memberikan bimbingan pada permintaan. Peran mahasiswa juga berubah dari penerima informasi ke generator informasi, kolaborator, organizer informasi / pencari / pemberi, pemikir kritis dan pemimpin kelompok. Namun tantangan menggunakan Facebook dan WhatsApp termasuk guru 'kebencian penggabungan akademik dan keluarga hidup disebabkan oleh konsultasi WhatsApp setelah jam.
Facebook (FB) and WhatsApp (WA) have become the communication portal for social networking, which has rapidly transformed the way people communicate and stay connected. From an educational perspective, social networking sites have received ambiguous reviews. Some studies have shown that the use of FB is becoming more widespread in language learning and it can be an effective tool. FB is not only easy to use, but it also helps encourage autonomous learning within a social environment for students and puts control for learning into the students hands. This article focuses on the social networking site, FB, and WA application within the context of UT. It attempts to shed light on an information-sharing activity conducted via online discussion using FB and WA groups and involving distance learning students. This study investigated students participation in the online discussion and their feedback on the use of FBs and WAs forums as the platform for the activity.FB and WA were adopted for supporting an online tutorial at the Open University of Indonesia with a view to heighten tutorstudent and peer-based participation, and enhance pedagogical delivery and inclusive learning in formal and informal spaces. The findings suggest FB and WA transformed pedagogy by fostering social constructivist environments for tutorstudent and peer-based co-construction of knowledge. The teachers role was transformed from an instructor to a facilitator and mentor providing guidance on demand. Student roles were also transformed from information receivers to information generators, collaborators, information organizer/seekers/givers, critical thinkers and group leaders. However, the challenges of using Facebook and WhatsApp included tutor resentment of the merging of academic and family life occasioned by WhatsApp consultations after hours.
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Davies, Christine. "Online seminars in statistics for doctoral students: A case study." Journal of University Teaching and Learning Practice 18, no. 2 (April 1, 2021): 83–93. http://dx.doi.org/10.53761/1.18.1.6.
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The Doctorate in Professional Practice (DProf) programme at the University of Wales Trinity Saint David (UWTSD) provides a means for practitioners in a range of professions to undertake research, and achieve doctoral status, whilst maintaining their professional roles. The programme is generic, covering a wide range of professional backgrounds, though most are allied to the social sciences. Students on the programmes are generally mature individuals, senior in their fields, from across the world. They have significant expertise in their professional fields, but often have limited understanding of quantitative research processes, including the use of statistics. This deficit is addressed via a module in Quantitative Research delivered via a series of seven online seminars utilising meeting/webinar applications. Though the use of online technology has become commonplace since the advent of COVID19, its use as a means of delivering a series of discursive, problem-orientated statistics seminars for small groups of students is innovative. Also, learners are required to undertake specific reading and viewing of videos before each seminar so that they become acquainted with key points in advance. During seminars, students discuss specific topics, participate in problem-solving, and learn how to use software for statistical tests. Screensharing permits real-time observation of the use of software. At the end of the seminar series, students are provided with at least one individual online tutorial so that specific issues can be addressed. This Case Study examined learners’ views of the Quantitative Research module by means of dialogic interviews. Thematic analysis of interview transcripts indicated that the use of an online seminar series to deliver the module was viewed positively by learners. They particularly appreciated the social aspects of the seminars which helped to remove fears and encourage participation. Understanding was enhanced by viewing short videos before and after the seminars, and by activities during the sessions. This innovative way of teaching statistics appears to have been effective in equipping DProf candidates with the statistical knowledge and skills required to undertake their Part 2 research.
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Strieth-Kalthoff, Felix, Frederik Sandfort, Marwin H. S. Segler, and Frank Glorius. "Machine learning the ropes: principles, applications and directions in synthetic chemistry." Chemical Society Reviews 49, no. 17 (2020): 6154–68. http://dx.doi.org/10.1039/c9cs00786e.
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Chemists go ML! This tutorial review provides easy access to the fundamentals of machine learning from a synthetic chemist's perspective. Its diverse applications for molecular design, synthesis planning, or reactivity prediction are summarized.
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Níkleva, Dimitrinka G., and Francisco J. Rodríguez Muñoz. "Renovación metodológica en el espacio europeo de Educación Superior." ESPIRAL. CUADERNOS DEL PROFESORADO 8, no. 17 (September 23, 2015): 3. http://dx.doi.org/10.25115/ecp.v8i17.992.
Full textAbstract:
El presente estudio está dedicado al Espacio Europeo de Educación Superior (EEES) y a las novedades que ha supuesto para la universidad española. Además, se pretende dejar constancia de algunos logros y deficiencias. El objeto principal del estudio es la renovación metodológica en el marco del EEES: el aprendizaje a lo largo de la vida, el sistema de admisión de estudiantes, la combinación de métodos de enseñanza-aprendizaje, la evaluación formativa de los estudiantes, las tutorías (características, dimensiones y niveles de intervención en la tutoría, tipos de tutoría, roles y competencias del profesor tutor, la opinión de los propios estudiantes), etc. El estudio finaliza con una reflexión crítica sobre el EEES, fruto de la preocupación de distintos sectores relacionados con el ámbito de la enseñanza. Existe una preocupación por el valor que cobraría la cantidad en lugar de la calidad, los resultados en lugar del proceso, los intereses económicos, la competitividad y las demandas del mercado en lugar de la formación integral del individuo. Además, es necesario aumentar la relevancia social de la formación y de la investigación, la eficiencia de la educación superior, la autonomía de las universidades y su diferenciación, así como el prestigio internacional de las universidades españolas.
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Hughes, James. "Deskilling of Teaching and the Case for Intelligent Tutoring Systems." Journal of Ethics and Emerging Technologies 31, no. 2 (December 22, 2021): 1–16. http://dx.doi.org/10.55613/jeet.v31i2.90.
Full textAbstract:
This essay describes trends in the organization of work that have laid the groundwork for the adoption of interactive AI-driven instruction tools, and the technological innovations that will make intelligent tutoring systems truly competitive with human teachers. Since the origin of occupational specialization, the collection and transmission of knowledge have been tied to individual careers and job roles, specifically doctors, teachers, clergy, and lawyers, the paradigmatic knowledge professionals. But these roles have also been tied to texts and organizations that can disseminate knowledge independently from professionals. Professionals and organizations turn knowledge into texts and tools that enable lay people to access knowledge without the intermediation of professionals or organizations. In the 21st century, one emerging tool for transmitting knowledge is the intelligent tutoring system. This paper examines how technological, epistemic, and economic trends in education are supporting the routinization, proletarianization, and automation of the occupation of teaching, leading to the increasing substitution of intelligent tutoring systems for human instruction.
Some trends, such as standardized curricula and testing, both restrict teachers’ professional autonomy and facilitate the creation of pedagogical tools. Other trends reduce teachers’ ability to resist automation. The growth of adjunct teaching and paraprofessional roles in higher education allows organizations to take over and rationalize parts of the traditional teacher role. Faculty evaluations and learning outcomes assessment weaken professional claims to be the sole arbiters of instructional quality and student learning. The widespread use of intelligent tutoring systems also depends on the sophistication of software capable of performing the social-emotional and cognitive roles that educators perform. Eventually, pedagogical software will be able to interactively individualize curricula to the needs and interests of every learner, more cheaply, quickly, and accurately than any human teacher. Assessment of learning will be continuous, and certification of learning will be for specific skills instead of broad area competencies. Intelligent tutoring systems will help transition education from its medieval and industrial-era model to more accessible and flexible continuing education for employment and life enrichment.
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Siemer, Julika, and Marios C. Angelides. "Integrating an Intelligent Tutoring Facility into a Gaming Simulation Environment." Journal of Information Technology 12, no. 3 (September 1997): 207–22. http://dx.doi.org/10.1177/026839629701200305.
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Gaming simulations and intelligent tutoring systems are both substantive research and development areas within the field of computer-based education and training which have the potential for mutual enhancement. This paper argues that the pedagogical effectiveness of gaming simulations can be increased through the integration of an intelligent tutoring facility and examines possible roles for such support within a gaming simulation environment. It then commences to present INTUITION, the implementation of the Metal Box Business Simulation game, that illustrates how an intelligent tutoring facility may be integrated within a gaming simulation environment in order to increase its educational value.
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Chan, Vivien Nga Man. "English Private Tutoring in Macao: Perceptions of Senior Secondary Three Students." ECNU Review of Education 2, no. 1 (March 2019): 44–63. http://dx.doi.org/10.1177/2096531119840864.
Full textAbstract:
Purpose: This article examines how individual, school, and social factors shape the perceptions of students in Senior Secondary Three (SS3; in some schools called Form Six [F6]) toward English private tutoring in Macao. Design/Approach/Methods: This is a comparative study of two F6 classes of an English-medium secondary school and four SS3 classes of a Chinese-medium secondary school in Macao, with a total number of 145 students. Mixed-methods approach (questionnaires and interviews) is employed in the study. Findings: The respondents’ participation in English tutoring is not very intensive. They prefer to receive government-subsidized after-school tutoring taught by their schoolteachers more than fee-paying English tutoring taught by tutors outside. Low level of social competition and high tertiary enrollment rates contribute to this phenomenon. Students’ needs and beliefs in English learning play key roles in determining their receipt of English tutoring. Originality/Value: Teachers may need better understanding of their students’ needs so as to design suitable pedagogies. Schools can consider more fully the types of tutoring that they provide for different kinds of pupils. The government-subsidized after-school tutoring could be a plausible way to reduce educational inequality.