University of Windsor, Ontario: Open Journal Systems
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Cross-cultural mentoring: A pathway to building professional relationships and professional learning beyond boundaries
No full textThis paper offers insight from an informal cross-cultural mentoring experience of course development in higher education framed by the UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning project. The Open Education for a Better World is a tuition-free international online mentoring program established to unlock the potential of open education in achieving the United Nation Sustainable Development Goals. Drawing from mentor/protégé conversations and reflections, and examining the experiences of mentoring in the development of an online course for Indian teacher education faculty development, the authors illuminate a pathway toward building professional relationships and professional learning beyond borders and boundaries. This paper describes how mentorship can develop digital competencies foundational for transferring tacit knowledge about planning, designing, recording, implementing, and evaluating teaching and learning in education. Explicit knowledge-building for professional learning within a supportive mentoring relationship is explored
Integrating Multiliteracies for Preservice Teachers Using Project-Based Learning
No full textUsing a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated for the purpose of instruction, integrated during the group work and creative process, and then jointly assessed using negotiated reporting. This paper describes the project and details the challenges of integrating teaching and learning across institutionally segregated courses when student expectations are conditioned by their prior experience of siloed, subject-based learning, and discusses lessons learned by the three teacher educators and implications for team teaching across the curriculum
Degradation of Fingernail Composition from Exposure to Industrial Chemicals
No full textThe application of fingernails as biomarkers have increased within forensic science as a better tissue sample to analyze when it comes to chemical exposure and biological substances being accumulated within fingernails. Due to their structure and properties, they have the ability to retain a discrete record of detailed information on drug use, pathology, diet and location history as well as exposure to explosives residues, occupational chemicals or other pollutants. This research observed how certain industrial chemicals affect the composition of fingernails when exposed to them for a certain prolonged period of time Hydrochloric acid was the most destructive chemical used, degrading fingernail samples within a week. Sodium hydroxide was the second most destructive chemical, where samples after week 1 became degraded. Sulfuric acid was the third most destructive chemical, degrading samples after week 3. Paint and cyanoacrylate did not degrade samples but concealed all morphological features. Acetone and bleach had an insignificant effect in degradation
Putting Reasons in their Place
No full textHilary Kornblith has criticised reasons-based approaches to epistemic justification on the basis of psychological research that shows that reflection is unreliable. Human beings, it seems, are not very good at identifying our own cognitive processes and the causes of our beliefs. In this article I defend a conception of reasons that takes those empirical findings into account and can avoid Kornblith’s objections. Reasons, according to this account, are not to be identified with the causes of our beliefs and are useful first and foremost in argumentation instead of reflection.Hilary Kornblith a critiqué les approches raisonnées de la justification épistémique en se basant sur des recherches psychologiques qui montrent que la réflexion n\u27est pas fiable. Les êtres humains, semble-t-il, ne sont pas très bons pour identifier leurs propres processus cognitifs et les causes de leurs croyances. Dans cet article, je défends une conception des raisons qui prend en compte ces résultats empiriques et peut éviter les objections de Kornblith. Les raisons, selon ce récit, ne doivent pas être identifiées avec les causes de nos croyances et sont utiles avant tout dans l\u27argumentation plutôt que dans la réflexion
Good and Bad Reasoning about COVID-19
No full textThe Covid-19 pandemic presents argumentation theorists with an opportunity to reflect on the ways in which people, agencies and governments respond to the emergence of a new virus. Reponses have revealed a range of judgements and decisions, not all of which are rationally warranted. This article will examine errors in reasoning, several of which have reduced the public’s compliance with important health measures. This article will also analyse rationally warranted reasoning about Covid-19 employed by public health agencies. In examining instances of good and bad reasoning during the Covid-19 pandemic, we can begin to construct a taxonomy of arguments that facilitated and hindered individual and collective responses during this public health emergency.La pandémie de COVID-19 offre aux théoriciens de l\u27argumentation l\u27occasion de réfléchir sur la manière dont les gens, les agences et les gouvernements réagissent à l\u27émergence d\u27un nouveau virus. Les réponses ont révélé une gamme de jugements et de décisions qui ne sont pas tous rationnellement justifiés. Cet article examinera les erreurs de raisonnement, dont plusieurs ont réduit la conformité du public à des mesures sanitaires importantes. Cet article analysera également le raisonnement rationnellement justifié au sujet du COVID-19 employé par les agences de santé publique. En examinant les exemples de bons et de mauvais raisonnements pendant la pandémie de COVID-19, nous pouvons commencer à construire une taxonomie d\u27arguments qui ont facilité et entravé les réponses individuelles et collectives lors de cette urgence de santé publique
Integrating User-Centred Design Approaches for a Course Design Framework for Interdisciplinary Studies Teaching and Learning
No full textThis paper proposes the theoretical context for a course development framework to address the specific needs and challenges of teaching and learning in Interdisciplinary Studies (IDS). User-Centred design (UCD) principles are used for this development process. Traditional course development frameworks provide a helpful guide in terms of setting out the steps necessary for successful course development. While these steps will inform the course development framework being proposed here, several alterations will be made. The unique demands of teaching and learning in IDS require skill development necessary for doing advanced interdisciplinary work and eschews linearity. The key feature of this framework is the inclusion of intentional iterative phases throughout course delivery that will allow for adaptation based on the incorporation of feedback in a variety of forms: self, instructor, peer, stakeholder (e.g., from service-learning supervisors), and cognitive skills assessment tools. The adaptive nature of this framework should meet the demands of the growing area of IDS
Teaching Biochemistry and Molecular Biology with Virtual Reality — Lesson Creation and Student Response
No full textThe commercialization of virtual reality (VR) hardware has enabled the use of VR as an educational tool. We describe how a VR platform was used to create molecular visualizations using standard PDB files with the purpose of delivering biochemistry and cellular biology lessons for undergraduates. Specifically, we describe two new software modules, one for rendering molecules generated from PDB files and one for creating interactive lectures. These modules were used to create two VR labs, one on DNA and collagen and the other on hemoglobin. We then describe how these labs were delivered, along with surveys and quizzes, to over 100 students in undergraduate biology courses. Student response to the labs are found to be extremely positive and the labs themselves are found to satisfy their educational objectives
Quarantined-at-Home Teaching Experience: My E-Learning Plan and Implementation
No full textUsing my own teaching experience in quarantined-at-home settings, I describe and reflect on my e-learning plan and its implementation. I am teaching two groups of undergraduate students consisting of 80 students. I have taught half of the course content during the first half of the semester in a formal university setting. However, after the novel corona breakout, we are engaged in online teaching. In line with university guidelines and available support, I initiated my e-learning plan based on blended learning and led by the core objectives to maintain accessibility and quality. Using asynchronous and synchronous modes I used common and easily available options to enhance two-way teacher-student communication. The feedback that I received after three weeks of implementation of my e-learning plan proved my understanding of the study context as workable and realistic. My conceptual models about the objectives leading the e-learning plan and the implementation model presented in this article can be helpful for the teachers teaching social sciences for the first time in ‘quarantined’ settings. 
"Backpack Refugee Rights Advocating" in Greece – Access to Justice through Legal Empowerment
No full textThe moment asylum seekers arrive in Greece, they are often denied access to justice on different levels. At the same time international volunteer field advocates or Backpack Refugee Rights Advocates have the goal of assisting asylum seekers to master the difficulties of the complex European asylum process. More importantly they can play an important role in the process of legally empowering asylum seekers. This paper will first analyze the different forms of access to justice that are denied to asylum seekers in Greece. Then then paper will proceed with the concept of legal empowerment of asylum seekers and it is argued that the main purpose of Backpack Refugee Rights Lawyers should be enabling asylum seekers and refugees to know and enforce their own rights. At the same time the paper identifies and addresses several problems of the work of Backpack Refugee Rights Lawyers. Overall, it is hoped that this paper will provide field advocates with information about how they can play an integral part in the legal empowerment of asylum seekers and refugees if they act according to certain guidelines.Au moment où les demandeurs d\u27asile arrivent en Grèce, ils se voient souvent refuser l\u27accès à la justice à différents niveaux. Dans le même temps, les défenseurs de terrain volontaires internationaux ou Backpack Refugee Rights Advocates ont pour objectif d\u27aider les demandeurs d\u27asile à maîtriser les difficultés du processus d\u27asile européen complexe. Plus important encore, ils peuvent jouer un rôle important dans le processus d\u27autonomisation juridique des demandeurs d\u27asile. Ce document présentera d\u27abord le rôle et les défis des Backpack Refugee Rights Advocates dans le processus d\u27autonomisation juridique des demandeurs d\u27asile. Ensuite, le document analyse comment l\u27accès à la justice est refusé aux demandeurs d\u27asile en Grèce et comment Backpack Refugee Rights Advocates peut faire une différence grâce à l\u27autonomisation juridique. Enfin, le document présentera quelques alternatives au concept de Backpack Refugee Rights Advocates. Dans l\u27ensemble, on espère que ce document fournira aux défenseurs du terrain et aux autres chercheurs des informations sur la manière dont ils peuvent jouer un rôle essentiel dans l\u27autonomisation juridique des demandeurs d\u27asile et des réfugiés s\u27ils agissent conformément à certaines lignes directrices