Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.34
Kelley J. Manley, J. Dainty
{"title":"Using Maximum Variation Strategy Within a Case Study to Explore Reasons Teachers Are Willing to Contribute Open Educational Resources","authors":"Kelley J. Manley, J. Dainty","doi":"10.22492/issn.2189-1036.2020.34","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.34","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"8 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121016441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.23
Y. Jantakat
{"title":"Teaching Experiences, Pedagogies, Practices and Praxes in Subject of Applied Geo-information System Technology","authors":"Y. Jantakat","doi":"10.22492/issn.2189-1036.2020.23","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.23","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116183236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.24
Mayumi Hori, M. Ohashi
{"title":"Knowledge Creation of Adaptive Learning on the Blockchain System – Collaborative Cloud Educational System","authors":"Mayumi Hori, M. Ohashi","doi":"10.22492/issn.2189-1036.2020.24","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.24","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"237 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127957052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.13
Kazunari Ito
{"title":"Pictogramming Workshop (Learning Programming Concepts with Pictogram Contents Creation)","authors":"Kazunari Ito","doi":"10.22492/issn.2189-1036.2020.13","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.13","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132347488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.26
N. Tsuda
{"title":"Utilizing U.S. TESOL Undergraduate Internship Students to Improve Japanese College Students’ English Skills and the TESOL Students’ Teaching Skills","authors":"N. Tsuda","doi":"10.22492/issn.2189-1036.2020.26","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.26","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125882942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.9
Karin Maurer, Heidi Schuhbauer, P. Brockmann
{"title":"Machine Learning to Guide STEM Learning: Relative Importance of Social vs Technical Competencies for STEM Students from Underrepresented Groups","authors":"Karin Maurer, Heidi Schuhbauer, P. Brockmann","doi":"10.22492/issn.2189-1036.2020.9","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.9","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128888998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.29
N. Anand, Ananthi Shankaranarayanan
There is an urgent need of modifications in traditional teacher education preparation programs in the United States that gears on preparing elementary teachers for culturally applicable science and mathematics curriculum. Such curriculum should focus on a) enrichment of the content and b) addressing the need of racially diverse students (Ladson(cid:0)Billings, 1995 & 1995; Menshah, 2010). This study investigates two female Indian teachers, engaged in teacher education preparation program in a tier one university at south east Texas. Purposive sampling was implemented to learn the perceptions of participants who are language learners themselves for this auto-ethnographic study. Participants are intensively engaged on a research to improve mathematics and science programs through the lens of culturally relevant practices for marginalized communities.
{"title":"A Need to Support Teacher Diversity Through Culturally Relevant STEM Education at the Elementary School","authors":"N. Anand, Ananthi Shankaranarayanan","doi":"10.22492/issn.2189-1036.2020.29","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.29","url":null,"abstract":"There is an urgent need of modifications in traditional teacher education preparation programs in the United States that gears on preparing elementary teachers for culturally applicable science and mathematics curriculum. Such curriculum should focus on a) enrichment of the content and b) addressing the need of racially diverse students (Ladson(cid:0)Billings, 1995 & 1995; Menshah, 2010). This study investigates two female Indian teachers, engaged in teacher education preparation program in a tier one university at south east Texas. Purposive sampling was implemented to learn the perceptions of participants who are language learners themselves for this auto-ethnographic study. Participants are intensively engaged on a research to improve mathematics and science programs through the lens of culturally relevant practices for marginalized communities.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122239455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.5
Cláudia Lima, H. Alvelos, Susana Barreto, Eliana Penedos, Nuno Martins
This paper reports on the ongoing establishment of a basis for a re-consideration of the way the contributions to knowledge, culture and social fabric of aging Portuguese scholars may be recognized, communicated and activated in future contexts. The project stems from an analysis of the professional life and work of Portuguese scholars graduated at the School of Fine Arts of Porto (ESBAP), during the 1960s and 1970s, a period marked by the country's political Revolution of April 25, 1974, with deep socio-cultural repercussions. The analysis was performed following semi-structured interviews carried out with informants who attended the School to later become professors. Their testimonies reveal a contrast in learning from being a student and being a lecturer; they provide valuable insights into their personal creative journeys in light of their commitment to education and how their efforts have helped maintain related formal and tacit streams of traditional knowledge, within rapidly changing cultural and socio-political environments.
{"title":"Learning Ecologies: From Past Generations to Current Higher Education","authors":"Cláudia Lima, H. Alvelos, Susana Barreto, Eliana Penedos, Nuno Martins","doi":"10.22492/issn.2189-1036.2020.5","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.5","url":null,"abstract":"This paper reports on the ongoing establishment of a basis for a re-consideration of the way the contributions to knowledge, culture and social fabric of aging Portuguese scholars may be recognized, communicated and activated in future contexts. The project stems from an analysis of the professional life and work of Portuguese scholars graduated at the School of Fine Arts of Porto (ESBAP), during the 1960s and 1970s, a period marked by the country's political Revolution of April 25, 1974, with deep socio-cultural repercussions. The analysis was performed following semi-structured interviews carried out with informants who attended the School to later become professors. Their testimonies reveal a contrast in learning from being a student and being a lecturer; they provide valuable insights into their personal creative journeys in light of their commitment to education and how their efforts have helped maintain related formal and tacit streams of traditional knowledge, within rapidly changing cultural and socio-political environments.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"3 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134290522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.19
Takuya Kojima
This study explores one of the aspects—facilitators—of a unique undergraduate Japanese as a foreign language course at an Italian university. Facilitators who are neither teachers nor students have received limited attention to date in the field of foreign language education. This study aims to contribute to scholarly knowledge by providing insight into the experience of peer-facilitators. Communities of practice and situated learning facilitate the context-sensitive exploration of the facilitator learning experience with particular attention to participation and identity. In the course employing dialogic pedagogy, the facilitators assisted dialogic teaching and learning while reflecting upon their facilitation in the facilitator group. They had frequent faceto-face and online interactions and submitted weekly reflection report over a fifteenweek academic semester in 2019—these are the primary data sets of this study. Using thematic analysis, this qualitative case study attempted to reveal the change that the facilitator group underwent and the change which one of the facilitators underwent in the course comprehensively. This study found that the facilitator group shifted its focus from listening to and following the course teacher instructions to discussing their facilitation for the students. The focal facilitator changed his way of participation and identity when his image of a facilitator came to be not an authoritative figure who instructs what the students should do but the supporter who walks along with the students. Drawing on the findings, this study suggests designing a holistic learning environment and reconsidering the attitude to learning outcomes to enrich participatory learning.
{"title":"No-Level Brick Japanese Language Education: Understanding Learning as Participation in Practice Through a Communities of Practice Perspective","authors":"Takuya Kojima","doi":"10.22492/issn.2189-1036.2020.19","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.19","url":null,"abstract":"This study explores one of the aspects—facilitators—of a unique undergraduate Japanese as a foreign language course at an Italian university. Facilitators who are neither teachers nor students have received limited attention to date in the field of foreign language education. This study aims to contribute to scholarly knowledge by providing insight into the experience of peer-facilitators. Communities of practice and situated learning facilitate the context-sensitive exploration of the facilitator learning experience with particular attention to participation and identity. In the course employing dialogic pedagogy, the facilitators assisted dialogic teaching and learning while reflecting upon their facilitation in the facilitator group. They had frequent faceto-face and online interactions and submitted weekly reflection report over a fifteenweek academic semester in 2019—these are the primary data sets of this study. Using thematic analysis, this qualitative case study attempted to reveal the change that the facilitator group underwent and the change which one of the facilitators underwent in the course comprehensively. This study found that the facilitator group shifted its focus from listening to and following the course teacher instructions to discussing their facilitation for the students. The focal facilitator changed his way of participation and identity when his image of a facilitator came to be not an authoritative figure who instructs what the students should do but the supporter who walks along with the students. Drawing on the findings, this study suggests designing a holistic learning environment and reconsidering the attitude to learning outcomes to enrich participatory learning.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129937185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.25
M. Nesa
{"title":"Annexation of Co-curricular Activities: Experiencing and Assessing Grammar Competence in EFL Context","authors":"M. Nesa","doi":"10.22492/issn.2189-1036.2020.25","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.25","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125995165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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