1,720,963 research outputs found
Youth leadership development in virtual worlds: A case study
No full textAbstractThis paper discusses the impact of ‘The Dream It. Do It Initiative’ (D.I.D.I.), an informal learning program implemented in Teen Second Life (TSL), on leadership development. We found support for using TSL as a venue for leadership exploration. Specifically, we found that venturers became aware of the community issues in these worlds; they gained leadership skills such as teamwork, determination, and responsibility; and they learned how to use their mistakes to improve their projects. We conclude that virtual worlds, as “places for engagement”, can indeed be used to help youth explore their leadership potential with support from parents and educators
Educating About Diabetes: Conversations on a Social Network Site
No full textAbstractThis paper reports on an ethnographic research to explore how adult users of a social network site focused on diabetes educate themselves about living with this condition. From the health education perspective these explorations shed light on the ongoing education in settings other than the clinics and how these settings support, draw from or subvert the traditional forms of diabetes education. More generally it adds to the theoretical writings and empirical studies that capture the educative aspects of practice of everyday living
Educating About Diabetes: Conversations on a Social Networking Site
No full textThis ethnographic research explores how adult users of a social networking site focused on diabetes educate themselves about living with this condition. This paper brings attention to the emerging phenomenon of people with chronic conditions congregating on SNSs for health. It also sheds light on the ongoing education in settings other than the clinics. It shows how these settings support, draw from or subvert the traditional forms of diabetes education
Why do Institutions Offer MOOCs?
Full text linkBy reviewing the literature and interviewing 83 individuals knowledgeable about massive open online courses (MOOCs), we investigate the goals of institutions of higher education that are currently developing and delivering such courses. We identify six major goals for MOOC initiatives: extending reach and access, building and maintaining brand, improving economics by reducing costs or increasing revenues, improving educational outcomes, innovation in teaching and learning, and conducting research on teaching and learning. Comparing these goals with the data being collected about MOOCs, their participants, and educational outcomes, as well as the resource requirements and cost drivers of the development and delivery process, we assess whether these goals are being met, or are likely to be in the future. While quantification of success in achieving these goals is for the most part lacking, we conclude that institutions are experiencing at least partial success in achieving each of these goals except for improving economics. We identify obstacles to fuller achievement of the goals and some potential solutions
MOOCs: Expectations and Reality
Full text linkThis comprehensive study of MOOCs from the perspective of institutions of higher education includes an investigation of definitions and characteristics of MOOCs, their origins, institutional goals for developing and delivering MOOCs, how MOOC data is being used, a review of MOOC resource requirements and costs, and a compilation of ideas from 83 interviewees about MOOCs and the future of higher education. We identify six major goals for MOOC initiatives and assess the evidence regarding whether these goals are being met, or are likely to be in the future
DON'T JUST SAY THANK YOU: EXPLORATION OF TYPES OF POSTS INSPIRING AND HINDERING DEEP CONVERSATIONS ONLINE
No full textIn an open online discussion forum, where there is no fixed structure or a facilitator like a course forum without any assigned themes, every participant is a facilitator shaping the direction and depth of a conversation. How can we as designers then make sure it leads to an engaging learning community that learners keep coming back to beyond the given course period? This paper reports on sequential analysis of 172 posts in 32 threads and close reading of two threads from an open online discussion forum in a free open online course, specifically looking at the impact of participant actions as facilitative moves, to gain better understanding of the types of actions that lead to deeper and sustained engagement with the ideas of interest. Sequential analysis is an approach that estimates which types of sequences of posts or interactions are most likely to occur in a threaded discussion. The results showed that sharing personal experiences attracted most responses, implying that it is important to encourage participants to share questions or cases connected to their personal experiences. In addition, somewhat paradoxically, we found that posts acknowledging responses tend to conclude and close down the conversation while posts that ask diverging questions tend to attract more discussion
Collectible Card Games as Learning Tools
No full textAbstractThis paper will present powerful aspects of collectible card games (CCGs) and what these games might bring to a learning ecology by examining how CCGs stimulate creativity, cognition, and logical reasoning, and how these elements could aid players synthesizing knowledge, and develop skills that might be difficult to teach in a classroom setting. We will also present some key findings and implications of a survey study about CCGs that we conducted with players of a multi-player CCG (N = 365), Vampire the Eternal Struggle (VTES). We will conclude with recommendations for future studies on this topic
Mapping Linguistic Sociality in Rural India: Children and Youths\u27 Perceptions of Self and Language in Space
No full text“I am only drawing the places where Marathi is spoken,” Rekha1 told her friends as they drew maps in their school dormitory on a leisurely weekend in July 2022. Marathi is the official language of the western Indian state of Maharashtra. Rekha and the majority of her peers belong to a Denotified Tribe community across India whose name and language are both called Banjara. Multilingual Banjara students in rural Maharashtra navigate a setting that includes schools where the language of instruction is not the language spoken in their socially and linguistically segregated hamlets, known as tandas (Ramaswamy and Bhukya 2002; Shah and Bara 2020). We asked the girls and young women between the ages of 11 and 17, to draw a freehand map that showed their understanding of places surrounding them and languages that they use or know to be used in those locations. As researchers, we are non-Banjara women from Marathi and English-speaking urban backgrounds and while the young women freely spoke in Banjara amongst themselves, we spoke Marathi with them. Our gender made it possible to spend time with the girls and young women who drew the maps in their female-only dormitory. Out of 23 maps, we explore four which most clearly help us to understand how Banjara youth make sense of their identities within a multilingual landscape and its spatial organization through language. Not only do we consider how Banjara children and youth understand places that they navigate on a regular basis, such as their home tanda, other villages, and school, but also how language negotiations are a part of that process
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