Pub Date : 2021-09-22DOI: 10.37074/jalt.2021.4.2.12
Paul Dylan-Ennis
In this paper, I discuss an approach to teaching cryptocurrencies as cryptocultures. Cryptocurrencies are traditionally approached as technical or financial phenomena, but I argue that for students outside those specialist areas, a cultural approach will orient them better. I encourage teachers to first focus on situating students in a place, a shared public commons inhabited by the community of a cryptocurrency. I offer a way to model this place using a hash, bash, cash model of decentralised organisation. I build on this sense of place by then revealing to students the cultural context of a cryptocurrency. The context is comprised of the social imaginaries and the overarching goal animating a cryptocurrency culture. I show how this cryptocultural approach can be used to analyse different cryptocultures through an examination of the competing environmental imaginaries of Bitcoin and Ethereum.
{"title":"Teaching cryptocurrencies as cryptocultures","authors":"Paul Dylan-Ennis","doi":"10.37074/jalt.2021.4.2.12","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.12","url":null,"abstract":"In this paper, I discuss an approach to teaching cryptocurrencies as cryptocultures. Cryptocurrencies are traditionally approached as technical or financial phenomena, but I argue that for students outside those specialist areas, a cultural approach will orient them better. I encourage teachers to first focus on situating students in a place, a shared public commons inhabited by the community of a cryptocurrency. I offer a way to model this place using a hash, bash, cash model of decentralised organisation. I build on this sense of place by then revealing to students the cultural context of a cryptocurrency. The context is comprised of the social imaginaries and the overarching goal animating a cryptocurrency culture. I show how this cryptocultural approach can be used to analyse different cryptocultures through an examination of the competing environmental imaginaries of Bitcoin and Ethereum.","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88646322","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 : 2021-09-19DOI: 10.37074/jalt.2021.4.2.11
Sayan Dey, Pratiksha Alamman
The evolution of Covid-19 in India has generated biomedical crises and various crises in teaching and learning processes. The lack of consistency in taking classes, the unsystematic methods of assessing the students, the mockery of the students as ‘Covid batch’, and the career insecurities of the students have transformed the knowledge scape of the students. During the virtual interaction sessions with the participants, the authors felt that the students’ approach towards virtual learning had been infected with insecurities, insincerities, and the fear of bleak futures. These challenges invite us to critically re-investigate and re-address the unethical evaluation practices within a broader framework of the factors that contribute to the unequal systems of knowledge production within the higher educational institutions in India. Based on these arguments, the article discusses the various factors that provoke the students to indulge in such unethical practices during Covid-19; the consequences they encounter; and the possible methods to overcome such challenges. The discussions in this article are based on a case study conducted with six postgraduate students from different higher educational institutions in West Bengal and Assam.
{"title":"‘Covid batch': A case study on unethical assessment practices in selected higher educational institutions in Assam and West Bengal, India","authors":"Sayan Dey, Pratiksha Alamman","doi":"10.37074/jalt.2021.4.2.11","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.11","url":null,"abstract":"The evolution of Covid-19 in India has generated biomedical crises and various crises in teaching and learning processes. The lack of consistency in taking classes, the unsystematic methods of assessing the students, the mockery of the students as ‘Covid batch’, and the career insecurities of the students have transformed the knowledge scape of the students. During the virtual interaction sessions with the participants, the authors felt that the students’ approach towards virtual learning had been infected with insecurities, insincerities, and the fear of bleak futures. These challenges invite us to critically re-investigate and re-address the unethical evaluation practices within a broader framework of the factors that contribute to the unequal systems of knowledge production within the higher educational institutions in India. Based on these arguments, the article discusses the various factors that provoke the students to indulge in such unethical practices during Covid-19; the consequences they encounter; and the possible methods to overcome such challenges. The discussions in this article are based on a case study conducted with six postgraduate students from different higher educational institutions in West Bengal and Assam.","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85557708","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 : 2021-09-01DOI: 10.37074/jalt.2021.4.2.10
Nigel Stark
{"title":"Roulston, K., & deMarrais, K. (2021). Exploring the archives: A beginner’s guide for qualitative researchers. Myers Education Press.","authors":"Nigel Stark","doi":"10.37074/jalt.2021.4.2.10","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.10","url":null,"abstract":"","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82957065","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 : 2021-08-31DOI: 10.37074/jalt.2021.4.2.9
Mary-Ann Shuker, R. Burton
{"title":"Educational Technology Review: Bringing people and ideas together with ‘Padlet’","authors":"Mary-Ann Shuker, R. Burton","doi":"10.37074/jalt.2021.4.2.9","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.9","url":null,"abstract":"","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"2005 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76746508","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 : 2021-08-05DOI: 10.37074/jalt.2021.4.2.7
Caleb Or, E. Chapman
The United Theory of Acceptance and Use of Technology (UTAUT) model has been widely used to study new technological systems and has proven to be a robust theoretical framework for predicting system intentional use. Many of the UTAUT studies have focused on educational technologies like learning management systems, mobile learning, instructional devices, online collaboration tools and educational services. This paper reviews previous work done on the UTAUT model and proposes an extended model to study educational technology acceptance by introducing additional constructs like usability, learnability and attitude.
{"title":"An Extended Unified Theory of Acceptance and Use of Technology Model for Education Contexts","authors":"Caleb Or, E. Chapman","doi":"10.37074/jalt.2021.4.2.7","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.7","url":null,"abstract":"The United Theory of Acceptance and Use of Technology (UTAUT) model has been widely used to study new technological systems and has proven to be a robust theoretical framework for predicting system intentional use. Many of the UTAUT studies have focused on educational technologies like learning management systems, mobile learning, instructional devices, online collaboration tools and educational services. This paper reviews previous work done on the UTAUT model and proposes an extended model to study educational technology acceptance by introducing additional constructs like usability, learnability and attitude.","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86436780","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 : 2021-08-04DOI: 10.37074/jalt.2021.4.2.8
Robyn Moore, E. Rudling, M. Kunda, S. Robin
In this paper, we argue for a collaborative approach to online education as a corrective to many of the challenges of contemporary tertiary teaching. The recent intensification in online teaching due to the COVID-19 pandemic suggests that articulating an effective model of online teaching is judicious. While the model we propose is apposite for all teaching staff, we focus on its benefits for casual staff due to their increasing share of teaching responsibility yet limited access to institutional support. Using a collaborative auto-ethnographic framework, we analysed reflections from past and present members of our teaching team. We contend that collaborative teaching counters teachers’ typical experience of isolation and facilitates personal and professional learning. By providing institutional support for regular productive interactions, staff wellbeing is promoted, and the precariousness of contemporary university teaching is reduced. These aspects of collaborative teaching speak to its sustainability both for staff and the institution. We conclude that it is in the university sector’s best interest to implement similar collaborative teaching models.
{"title":"Supporting casual teaching staff in the Australian neoliberal university: A collaborative approach","authors":"Robyn Moore, E. Rudling, M. Kunda, S. Robin","doi":"10.37074/jalt.2021.4.2.8","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.8","url":null,"abstract":"In this paper, we argue for a collaborative approach to online education as a corrective to many of the challenges of contemporary tertiary teaching. The recent intensification in online teaching due to the COVID-19 pandemic suggests that articulating an effective model of online teaching is judicious. While the model we propose is apposite for all teaching staff, we focus on its benefits for casual staff due to their increasing share of teaching responsibility yet limited access to institutional support. Using a collaborative auto-ethnographic framework, we analysed reflections from past and present members of our teaching team. We contend that collaborative teaching counters teachers’ typical experience of isolation and facilitates personal and professional learning. By providing institutional support for regular productive interactions, staff wellbeing is promoted, and the precariousness of contemporary university teaching is reduced. These aspects of collaborative teaching speak to its sustainability both for staff and the institution. We conclude that it is in the university sector’s best interest to implement similar collaborative teaching models.","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81462275","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 : 2021-08-02DOI: 10.37074/jalt.2021.4.2.6
A. Palmer
The views on plagiarism of teaching staff working at four Australian universities operating in Singapore were investigated through a survey and interviews. This was carried out through analysis of their responses to six different plagiarism scenarios, of their replies to open-ended questions and of interview comments. Although staff were found to have a good understanding of the different cases of plagiarism, nearly half of them indicated that they would accept up to 15% of plagiarized material, with 30% of them willing to accept 20% or more. This indicates the need for an improved staff education on plagiarism. Furthermore, the majority of the teaching staff expected their students to plagiarize, implying the need for a more effective teacher - student interaction. A set of interactive measures between faculty, teaching staff and students is recommended to ensure and sustain an environment of academic integrity within the transnational higher education sector.
{"title":"Investigating Staff Views on Plagiarism in Transnational Higher Education","authors":"A. Palmer","doi":"10.37074/jalt.2021.4.2.6","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.6","url":null,"abstract":"The views on plagiarism of teaching staff working at four Australian universities operating in Singapore were investigated through a survey and interviews. This was carried out through analysis of their responses to six different plagiarism scenarios, of their replies to open-ended questions and of interview comments. Although staff were found to have a good understanding of the different cases of plagiarism, nearly half of them indicated that they would accept up to 15% of plagiarized material, with 30% of them willing to accept 20% or more. This indicates the need for an improved staff education on plagiarism. Furthermore, the majority of the teaching staff expected their students to plagiarize, implying the need for a more effective teacher - student interaction. A set of interactive measures between faculty, teaching staff and students is recommended to ensure and sustain an environment of academic integrity within the transnational higher education sector.","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75607060","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 : 2021-07-28DOI: 10.37074/jalt.2021.4.2.4
Daniel E. C. Cotterell
There is a commonly held perception that when students are motivated toward learning, finding it engaging and relevant, they experience academic success. This message, echoed loudly in Australian society, anywhere from researchers to social commentators; reflects a call for Australian educators to make content and learning experiences sufficiently appealing to students, thus providing the greatest opportunity for academic success. As a result, a trend toward student-centred learning routines, where learning is designed in accordance with what students deem interesting and relevant, is becoming increasingly popular in Australian primary school classrooms (6-12 year old students). This task can be confusing and daunting for teachers. In our current fast-paced, technology driven world, how does one make lessons about prepositions, the Cartesian plane or vowel alternations interesting enough to incite motivation and enthusiasm for learning? Or, could it be that academic achievement and student motivation is less influenced by an individual’s personal interest in a learning task or domain, and more about what the teacher does to establish learning routines that enhance these factors for students? Findings of this study propose that the way teachers establish effective learning routines has more influence on student motivation and academic achievement than the extent to which students might initially consider content engaging or relevant. The findings contribute toward the existing body of knowledge relating to teacher-led learning routines, academic achievement and student motivation in the Australian primary school context. While findings do not mandate an either/or position when considering teacher-led or student-centred instruction, educators are urged not to neglect teacher-led learning routines in the Australian primary school classroom. As such, pre-service teacher education and training should reflect accordingly.
{"title":"Is there still a place for teacher-led learning routines in the Australian primary school classroom?","authors":"Daniel E. C. Cotterell","doi":"10.37074/jalt.2021.4.2.4","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.4","url":null,"abstract":"There is a commonly held perception that when students are motivated toward learning, finding it engaging and relevant, they experience academic success. This message, echoed loudly in Australian society, anywhere from researchers to social commentators; reflects a call for Australian educators to make content and learning experiences sufficiently appealing to students, thus providing the greatest opportunity for academic success. As a result, a trend toward student-centred learning routines, where learning is designed in accordance with what students deem interesting and relevant, is becoming increasingly popular in Australian primary school classrooms (6-12 year old students). This task can be confusing and daunting for teachers. In our current fast-paced, technology driven world, how does one make lessons about prepositions, the Cartesian plane or vowel alternations interesting enough to incite motivation and enthusiasm for learning? Or, could it be that academic achievement and student motivation is less influenced by an individual’s personal interest in a learning task or domain, and more about what the teacher does to establish learning routines that enhance these factors for students? Findings of this study propose that the way teachers establish effective learning routines has more influence on student motivation and academic achievement than the extent to which students might initially consider content engaging or relevant. The findings contribute toward the existing body of knowledge relating to teacher-led learning routines, academic achievement and student motivation in the Australian primary school context. While findings do not mandate an either/or position when considering teacher-led or student-centred instruction, educators are urged not to neglect teacher-led learning routines in the Australian primary school classroom. As such, pre-service teacher education and training should reflect accordingly.","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84894891","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 : 2021-07-27DOI: 10.37074/jalt.2021.4.2.5
O. Kizito
Introduction: As of March 1st, 2020, many governments embarked on nationwide school closures due to the deadly coronavirus pandemic. As the month of March came to an end, about 185 countries across the globe had closed their schools. This affected about 90% of the world’s students and Africa was significantly hit by this closure. The speed of these closures and the rapid move to distance learning gave very little time for planning or any other alternative form of learning. In Uganda, the education of 15 million children and students was disrupted. Learners had to spend the majority of their time at home playing, helping their parents with chores, engaging in agriculture and also spare some hours a day to study. The education of learners was impacted greatly. In urban areas, some learners relied on lessons available online, televisions and radios, while in rural areas, learners had to fall back on their notebooks and printed learning materials provided by the government. Objective: The objective of this study was to ascertain the effects of school closure on different stakeholders. Methods: A qualitative phenomenological study was carried out. A sample of eight lecturers, eight students, four administrators and four community members were purposively recruited for the study. Results: The results show that the impact of the closures on teachers resulted in: (1) leaving the teaching profession, and (2) financial distress. On the part of learners, the effect was a disruption of learning. Schooling provides essential learning and when schools closed, learners were deprived of opportunities for growth and development. The disadvantage of the disruption was disproportionate for under-privileged learners who tend to have fewer educational opportunities, apart from being in schools. Conclusion: Undoing the effects of learning disruption may require years in Uganda.
{"title":"Effects of School closures in COVID-19 era: Evidence from Uganda Martyrs University","authors":"O. Kizito","doi":"10.37074/jalt.2021.4.2.5","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.5","url":null,"abstract":"Introduction: As of March 1st, 2020, many governments embarked on nationwide school closures due to the deadly coronavirus pandemic. As the month of March came to an end, about 185 countries across the globe had closed their schools. This affected about 90% of the world’s students and Africa was significantly hit by this closure. The speed of these closures and the rapid move to distance learning gave very little time for planning or any other alternative form of learning. In Uganda, the education of 15 million children and students was disrupted. Learners had to spend the majority of their time at home playing, helping their parents with chores, engaging in agriculture and also spare some hours a day to study. The education of learners was impacted greatly. In urban areas, some learners relied on lessons available online, televisions and radios, while in rural areas, learners had to fall back on their notebooks and printed learning materials provided by the government. \u0000Objective: The objective of this study was to ascertain the effects of school closure on different stakeholders. \u0000Methods: A qualitative phenomenological study was carried out. A sample of eight lecturers, eight students, four administrators and four community members were purposively recruited for the study. \u0000Results: The results show that the impact of the closures on teachers resulted in: (1) leaving the teaching profession, and (2) financial distress. On the part of learners, the effect was a disruption of learning. Schooling provides essential learning and when schools closed, learners were deprived of opportunities for growth and development. The disadvantage of the disruption was disproportionate for under-privileged learners who tend to have fewer educational opportunities, apart from being in schools. \u0000Conclusion: Undoing the effects of learning disruption may require years in Uganda.","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73315773","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 : 2021-07-26DOI: 10.37074/jalt.2021.4.2.2
Zerin Jannat
{"title":"Daniels, L. & Minot, N. W. (2019). An introduction to statistics and data analysis using Stata. Sage Publications, Inc.","authors":"Zerin Jannat","doi":"10.37074/jalt.2021.4.2.2","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.2.2","url":null,"abstract":"","PeriodicalId":78400,"journal":{"name":"La Ricerca scientifica. 2. ser., pt. 2: Rendiconti. Sezione B: Biologica","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90592140","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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