Pub Date : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.22
P. Otermans, Dev Aditya
Otermans Institute (OI) is a global micro-organisation upskilling unserved and underserved populations globally with the mission of making them employable. Currently working in more than eight countries, supported by UKRI grant funding, and having worked with governments of 3 nations, it is providing its pedagogy and training digitally to underserved and rural learners. OI aims to upskill 750 million learners, mostly rural, by 2025 and its delivery has proven successful in 3 continents which makes it truly cross border effective. From remote schools to foundation-run organisations to UNHCR supported camps in Iraq, 0I has supported over 35,000 unserved learners to date. Through immersive research across 3,200 kilometers in South Asia, 0I developed a blanket curriculum and teaching & training method that can upskill 200 million learners just in India today. The same system can be replicated in other Southern Asian countries and was deployed in Pakistan, Afghanistan, Bangladesh, Nepal, and Sri Lanka where 80 million other students can benefit immediately. Currently, this system has been taken by governments in India, by the Department of Works and Pensions in the United Kingdom and was taken by the Technical Education Department of the Government of Afghanistan before the government fell. The original methodology of the research and curriculum development will be presented in the talk along with the latest results of its delivery with two separate rural cohorts from South Asia which was delivered in partnership with UNICEF.
奥特曼斯研究所(Otermans Institute, OI)是一家全球性的微型组织，旨在为全球未得到服务和服务不足的人群提供技能培训，使他们能够就业。目前在超过8个国家开展工作，在UKRI的资助下，与3个国家的政府合作，为服务不足的农村学习者提供数字化教学和培训。OI的目标是到2025年提高7.5亿学习者的技能，其中大部分是农村学习者。事实证明，该计划在三大洲的实施取得了成功，使其真正实现了跨境有效。从偏远的学校到基金会运营的组织，再到联合国难民署在伊拉克支持的难民营，迄今为止，国际教育组织已经帮助了35,000多名未得到服务的学习者。通过在南亚3200公里的沉浸式研究，我开发了一套全面的课程、教学和培训方法，仅在印度就可以提高2亿学习者的技能。同样的系统可以在其他南亚国家复制，并已在巴基斯坦、阿富汗、孟加拉国、尼泊尔和斯里兰卡部署，其他8000万学生可以立即受益。目前，印度政府、英国工程和养老金部以及阿富汗政府在倒台前的技术教育部门都采用了这一制度。将在演讲中介绍研究和课程编制的原始方法，以及与儿童基金会合作在南亚两个单独的农村群体中实施的最新成果。
{"title":"Providing 12-17 Week Transferable and Employability Skills to 30,000 Underserved Learners Across 8 Countries – A Truly Cross Border System","authors":"P. Otermans, Dev Aditya","doi":"10.22492/issn.2435-1202.2022.22","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.22","url":null,"abstract":"Otermans Institute (OI) is a global micro-organisation upskilling unserved and underserved populations globally with the mission of making them employable. Currently working in more than eight countries, supported by UKRI grant funding, and having worked with governments of 3 nations, it is providing its pedagogy and training digitally to underserved and rural learners. OI aims to upskill 750 million learners, mostly rural, by 2025 and its delivery has proven successful in 3 continents which makes it truly cross border effective. From remote schools to foundation-run organisations to UNHCR supported camps in Iraq, 0I has supported over 35,000 unserved learners to date. Through immersive research across 3,200 kilometers in South Asia, 0I developed a blanket curriculum and teaching & training method that can upskill 200 million learners just in India today. The same system can be replicated in other Southern Asian countries and was deployed in Pakistan, Afghanistan, Bangladesh, Nepal, and Sri Lanka where 80 million other students can benefit immediately. Currently, this system has been taken by governments in India, by the Department of Works and Pensions in the United Kingdom and was taken by the Technical Education Department of the Government of Afghanistan before the government fell. The original methodology of the research and curriculum development will be presented in the talk along with the latest results of its delivery with two separate rural cohorts from South Asia which was delivered in partnership with UNICEF.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"04 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124491599","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.8
Maurice Kinsella, Jonathan Wyatt, Niamh Nestor
Higher Education Institutions’ approach to monitoring, managing and maintaining student engagement is evolving, accelerated by the Covid-19 pandemic and aligned prevalence of blended learning models. “Digital mediation”, i.e. the use of digital and analytic tools by higher education staff in managing, monitoring and maintaining students’ engagement, offers new opportunities in how interpersonal communication is facilitated and student data is collected. However, optimising its utility and effectiveness necessitates continually calibrating how digital and in-person engagement can be reciprocally and seamlessly integrated into student experiences. Here, University College Dublin’s ‘Live Engagement & Attendance Project’ (UCD LEAP) has developed an online engagement monitoring resource providing Student Advisors with real-time programme-level engagement data. This resource supports them in providing students with timely and tailored interventions following potential disengagement. The purpose of UCD LEAP is twofold: achieving a more comprehensive picture of the student experience than would be available within module-specific engagement metrics, and helping staff create additional pathways for digitally-mediated student support. This paper explores ongoing learning from UCD LEAP, alongside the growth, evolution, and institutional embedding of digitally-mediated support interventions in higher education.
{"title":"Facilitating Students’ Transition to Higher Education: Interlinking Engagement Analytics and Digital Mediation","authors":"Maurice Kinsella, Jonathan Wyatt, Niamh Nestor","doi":"10.22492/issn.2435-1202.2022.8","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.8","url":null,"abstract":"Higher Education Institutions’ approach to monitoring, managing and maintaining student engagement is evolving, accelerated by the Covid-19 pandemic and aligned prevalence of blended learning models. “Digital mediation”, i.e. the use of digital and analytic tools by higher education staff in managing, monitoring and maintaining students’ engagement, offers new opportunities in how interpersonal communication is facilitated and student data is collected. However, optimising its utility and effectiveness necessitates continually calibrating how digital and in-person engagement can be reciprocally and seamlessly integrated into student experiences. Here, University College Dublin’s ‘Live Engagement & Attendance Project’ (UCD LEAP) has developed an online engagement monitoring resource providing Student Advisors with real-time programme-level engagement data. This resource supports them in providing students with timely and tailored interventions following potential disengagement. The purpose of UCD LEAP is twofold: achieving a more comprehensive picture of the student experience than would be available within module-specific engagement metrics, and helping staff create additional pathways for digitally-mediated student support. This paper explores ongoing learning from UCD LEAP, alongside the growth, evolution, and institutional embedding of digitally-mediated support interventions in higher education.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116093753","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.10
Dang Thi Thanh Thuy, Tang Thi Thuy
This study aimed to evaluate levels of self-directed learning readiness (SDLR) among pre-service teacher education undergraduates in Vietnam. The study employed quantitative method by using a SDLR survey questionnaire. The questionnaires were administered to 249 undergraduate students at a university in the north of Vietnam. The data was analyzed by SPSS 26.0 with descriptive statistics and MANOVA to find out the level of SDLR. The research results showed that teacher education students reported achieving a moderate level in a dimension of SDLR of confidence and independence in learning while they had high levels in other dimensions. The findings also revealed that different years of education possessed different degrees of SDLR (attitude to learning, control in learning, confidence and independence in learning and self-concept in learning). The research would provide a springboard for future research to evaluate self-directed learning preparedness across majors, region, nation, income, etc. Furthermore, it could be a valuable reference to students, educators and curriculum designers in curriculum development, teaching and learning in the context of Vietnam.
{"title":"Assessment of Self-Directed Learning Readiness Among Undergraduates of Teacher Education in Vietnam","authors":"Dang Thi Thanh Thuy, Tang Thi Thuy","doi":"10.22492/issn.2435-1202.2022.10","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.10","url":null,"abstract":"This study aimed to evaluate levels of self-directed learning readiness (SDLR) among pre-service teacher education undergraduates in Vietnam. The study employed quantitative method by using a SDLR survey questionnaire. The questionnaires were administered to 249 undergraduate students at a university in the north of Vietnam. The data was analyzed by SPSS 26.0 with descriptive statistics and MANOVA to find out the level of SDLR. The research results showed that teacher education students reported achieving a moderate level in a dimension of SDLR of confidence and independence in learning while they had high levels in other dimensions. The findings also revealed that different years of education possessed different degrees of SDLR (attitude to learning, control in learning, confidence and independence in learning and self-concept in learning). The research would provide a springboard for future research to evaluate self-directed learning preparedness across majors, region, nation, income, etc. Furthermore, it could be a valuable reference to students, educators and curriculum designers in curriculum development, teaching and learning in the context of Vietnam.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134575726","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.1
H. Tran, Atsuko Inosaki, C. Jin
Japanese universities are popular destinations for international students. A lot of efforts have been made to provide supporting services and activities to international students such as Japanese classes, counseling and consultation, job hunting and career education, exchange events, summer school, culture experience tours etc. These activities bring satisfaction to international students, which is contributed indirectly as a pulling factor for attracting international students into Japan. However, little has been known about the approaches used by different universities for supporting international students as not many reports are published in English regarding this topic. This study investigates the variety of on campus supporting services and activities provided to international students in Japanese universities and satisfaction of international students as recipients of these services. The literature for review was mainly collected from Japanese sources using Google Scholar. Data was reviewed qualitatively by comparative analysis, comparing approaches applied by different universities with regards to the elements of 300,000 international students plan and other pull factors. The results showed specific approaches, results in providing campus supporting services by different institutions. The results also imply obstacles and potential solutions to the Japanese universities to attract international students.
{"title":"On Campus Support and Satisfaction of International Students: A Review of Japanese Literature","authors":"H. Tran, Atsuko Inosaki, C. Jin","doi":"10.22492/issn.2435-1202.2022.1","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.1","url":null,"abstract":"Japanese universities are popular destinations for international students. A lot of efforts have been made to provide supporting services and activities to international students such as Japanese classes, counseling and consultation, job hunting and career education, exchange events, summer school, culture experience tours etc. These activities bring satisfaction to international students, which is contributed indirectly as a pulling factor for attracting international students into Japan. However, little has been known about the approaches used by different universities for supporting international students as not many reports are published in English regarding this topic. This study investigates the variety of on campus supporting services and activities provided to international students in Japanese universities and satisfaction of international students as recipients of these services. The literature for review was mainly collected from Japanese sources using Google Scholar. Data was reviewed qualitatively by comparative analysis, comparing approaches applied by different universities with regards to the elements of 300,000 international students plan and other pull factors. The results showed specific approaches, results in providing campus supporting services by different institutions. The results also imply obstacles and potential solutions to the Japanese universities to attract international students.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"246 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124255696","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：