A Delphi Study on Collaborative Learning in Distance Education: The Faculty Perspective

Science.gov (United States)

O'Neill, Susan; Scott, Murray; Conboy, Kieran

2011-01-01

This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes…

Collaborative virtual gaming worlds in higher education

OpenAIRE

Whitton, Nicola; Hollins, Paul

2008-01-01

There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi-user virtual environments (MUVEs) and massively multiplayer online role-playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to h...

Collaborative learning of clinical skills in health professions education

DEFF Research Database (Denmark)

Tolsgaard, Martin G.; Kulasegaram, Kulamakan M.; Ringsted, Charlotte V

2016-01-01

Objectives: This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. Why: Collaborative learning of clinical skills may influence learning positively according to the non-medical literature...... suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. When and for whom: The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined...... above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition...

Collaborative Virtual Gaming Worlds in Higher Education

Science.gov (United States)

Whitton, Nicola; Hollins, Paul

2008-01-01

There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi-user virtual environments (MUVEs) and massively multi-player online role-playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider…

Virtual collaboration in the online educational setting: a concept analysis.

Science.gov (United States)

Breen, Henny

2013-01-01

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers' method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning, and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support, and web-based technology is required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogical tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice. © 2013 Wiley Periodicals, Inc.

A Win-Win Collaboration

Directory of Open Access Journals (Sweden)

Mary Beth Parkinson

2013-04-01

Full Text Available This brief article reports on a collaborative book-borrowing policy between The Brendlinger Library of Montgomery County Community College and the Wissahickon Valley Public Library (WVPL, both located in Blue Bell, PA.  Beginning in January 2013, WVPL will donate books periodically to the Brendlinger Library in support of the students enrolled in Reading classes.  Circulation statistics will be reported to WVPL, and the books will be returned to WVPL for sale in the WVPL Friends of the Library book sale. Keywords: academic library; public library,  community college library; collaboration; developmental readers; reading programs; reading instruction; literacy; Montgomery County Community College; Wissahickon Valley Public Library

Collaborative testing as a learning strategy in nursing education.

Science.gov (United States)

Sandahl, Sheryl S

2010-01-01

A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

Collaborative Knowledge Creation in the Higher Education Academic Library

Science.gov (United States)

Lee, Young S.; Schottenfeld, Matthew A.

2014-01-01

Collaboration has become a core competency of the 21st century workforce. Thus, the need of collaboration is reshaping the academic library in higher education to produce competent future workforce. To encourage collaboration in the academic library, knowledge commons that integrate technology to infrastructure and system furniture are introduced.…

Symbiosis on Campus: Collaborations of Scientists and Science Educators.

Science.gov (United States)

Duggan-Haas, Don; Moscovici, Hedy; McNulty, Brendan; Gilmer, Penny J.; Eick, Charles J.; Wilson, John

This symposium will provide insights into collaborations among scientists and science educators in a variety of contexts-large research universities, small state and private institutions, and collaborations involving both pre- service and in-service programs. The session will begin with a brief framing of these collaborations as management of the…

Implementation of Collaborative Learning in Higher Education Environment

OpenAIRE

Soetam Rizky Wicaksono

2013-01-01

The need of improvement in learning process, especially in higher education environment, has already begun a dilemma for many lecturers. Many experts has already agreed that one of the success factor in learning process improvement is creating collaboration among students. This pre-eliminary action research tried to implement collaborative learning from small groups using simple task and escalating into large group with more complicated collaborative framework. Although there is no quantific...

Developing A Large-Scale, Collaborative, Productive Geoscience Education Network

Science.gov (United States)

Manduca, C. A.; Bralower, T. J.; Egger, A. E.; Fox, S.; Ledley, T. S.; Macdonald, H.; Mcconnell, D. A.; Mogk, D. W.; Tewksbury, B. J.

2012-12-01

Over the past 15 years, the geoscience education community has grown substantially and developed broad and deep capacity for collaboration and dissemination of ideas. While this community is best viewed as emergent from complex interactions among changing educational needs and opportunities, we highlight the role of several large projects in the development of a network within this community. In the 1990s, three NSF projects came together to build a robust web infrastructure to support the production and dissemination of on-line resources: On The Cutting Edge (OTCE), Earth Exploration Toolbook, and Starting Point: Teaching Introductory Geoscience. Along with the contemporaneous Digital Library for Earth System Education, these projects engaged geoscience educators nationwide in exploring professional development experiences that produced lasting on-line resources, collaborative authoring of resources, and models for web-based support for geoscience teaching. As a result, a culture developed in the 2000s in which geoscience educators anticipated that resources for geoscience teaching would be shared broadly and that collaborative authoring would be productive and engaging. By this time, a diverse set of examples demonstrated the power of the web infrastructure in supporting collaboration, dissemination and professional development . Building on this foundation, more recent work has expanded both the size of the network and the scope of its work. Many large research projects initiated collaborations to disseminate resources supporting educational use of their data. Research results from the rapidly expanding geoscience education research community were integrated into the Pedagogies in Action website and OTCE. Projects engaged faculty across the nation in large-scale data collection and educational research. The Climate Literacy and Energy Awareness Network and OTCE engaged community members in reviewing the expanding body of on-line resources. Building Strong

Collaboratory=Collaborate+Laboratory: The Mid-Columbia STEM Education Collaboratory

Energy Technology Data Exchange (ETDEWEB)

Willcuts, Meredith H.; Kennedy, Cathleen A.

2017-06-15

Pacific Northwest National Laboratory created a network focused on collaboration in STEM education to design and deliver projects, resources, and professional learning opportunities in a testbed environment. How do you uncover and fill gaps in equitable access to high-quality science, technology, engineering, and math (STEM) education offerings in your local region? Where might you deploy strategies to improve STEM workforce preparation and increase public understanding of STEM-oriented issues? And how can you help to ensure that students, educators, parents, and the community are aware of these programs and know how to access them in schools, colleges, and community venues? If you are the Pacific Northwest National Laboratory (PNNL), you take on the huge goal of designing and implementing an innovative STEM education collaboration project that impacts all levels of local education, both inside and outside of school settings. PNNL is one of the 17 national laboratories funded by the U.S. Department of Energy. Operated by Battelle, PNNL has a vested interest in preparing the next generation of scientists and engineers for their future careers, thus building a STEM-capable workforce and creating a STEM-literate community. One of Battelle’s core principles is a commitment to STEM education and its role in business competitiveness and quality of life. PNNL has been active in STEM education for decades, providing internships for future scientists, giving educators in-house lab experiences, and engaging its researchers in STEM outreach activities in classrooms and the community. The Collaboratory is a relatively recent outcome of Battelle’s longstanding efforts in STEM education. The original Collaboratory planning documents, developed by PNNL’s Office of STEM Education (OSE), state the objective to “design, implement, and mature a local STEM education collaboration zone that highlights the power of PNNL and Battelle to impact the educational ecosystem and serve

Educators' Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other Professions.

Science.gov (United States)

Croker, Anne; Smith, Tony; Fisher, Karin; Littlejohns, Sonja

2016-03-30

Similar to other professions, pharmacy educators use workplace learning opportunities to prepare students for collaborative practice. Thus, collaborative relationships between educators of different professions are important for planning, implementing and evaluating interprofessional learning strategies and role modelling interprofessional collaboration within and across university and workplace settings. However, there is a paucity of research exploring educators' interprofessional relationships. Using collaborative dialogical inquiry we explored the nature of educators' interprofessional relationships in a co-located setting. Data from interprofessional focus groups and semi-structured interviews were interpreted to identify themes that transcended the participants' professional affiliations. Educators' interprofessional collaborative relationships involved the development and interweaving of five interpersonal behaviours: being inclusive of other professions; developing interpersonal connections with colleagues from other professions; bringing a sense of own profession in relation to other professions; giving and receiving respect to other professions; and being learner-centred for students' collaborative practice . Pharmacy educators, like other educators, need to ensure that interprofessional relationships are founded on positive experiences rather than vested in professional interests.

Establishing a Global Radiation Oncology Collaboration in Education (GRaCE)

DEFF Research Database (Denmark)

Turner, Sandra; Eriksen, Jesper G; Trotter, Theresa

2015-01-01

Representatives from countries and regions world-wide who have implemented modern competency-based radiation- or clinical oncology curricula for training medical specialists, met to determine the feasibility and value of an ongoing international collaboration. In this forum, educational leaders...... with similar goals, would provide a valuable vehicle to ensure training program currency, through sharing of resources and expertise, and enhance high quality radiation oncology education. Potential projects for the Global Radiation Oncology Collaboration in Education (GRaCE) were agreed upon...

Collaborative learning in pre-clinical dental hygiene education.

Science.gov (United States)

Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa

2013-04-01

Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

Scientists and Educators in Sync: Exploring the Strengths of Each through a Collaborative Educational "Umbrella" on Space Weather

Science.gov (United States)

Cobabe-Ammann, E. A.; Singer, H. J.

2003-12-01

Scientists and educators have much to offer formal and informal science education forums (and each other) when brought together in balanced collaboration. New educational opportunities from NASA and NSF have made it easier to develop these collaborations, effectively allowing for the establishment of educational "umbrellas" whereby several separately funded programs focused on a single theme are overseen by a single working group. Here, we explore one such collaboration on space weather developed by CU's Laboratory for Atmospheric and Space Physics, in collaboration with NOAA's Space Environment Center, the Fiske Planetarium, the Space Science Institute and teachers from local school districts. The goal of the collaboration is to develop a new planetarium show, associated curricula and teacher workshops and guidebooks, as well as distance learning programming through the NASA Center for Distance Learning. One hallmark of this collaboration is the recognition that both scientists and educators bring important research-based perspectives to the table - Scientists are primarily responsible for the scientific integrity of the programming; Educators offer effective (tested) educational models for implementing student and teacher experiences. Both bring creativity, ingenuity and innovation to this dynamic environment. Sustainability is enhanced by integrating components and activities into a cogent whole, and efforts are perceived as even more worthwhile since most aspects of this program will be available for national distribution over the next several years.

Opening remarks for the Fort Valley Centennial Celebration

Science.gov (United States)

G. Sam Foster

2008-01-01

The Rocky Mountain Research Station recognizes and values the contributions of our scientists and collaborators for their work over the past century at Fort Valley Experimental Forest. With the help of our partners and collaborators, Rocky Mountain Research Station is working to improve coordination across its research Program Areas and Experimental Forests and Ranges...

The Impact of Collaborative Scaffolding in Educational Video Games on the Collaborative Support Skills of Middle School Students

Science.gov (United States)

Loparev, Anna

2016-01-01

Collaboration is crucial to everything from product development in the workplace to research design in academia, yet there is no consensus on best practice when it comes to teaching collaborative skills. We explore one promising option: collaborative scaffolding in educational video games. Through this methodology, we can impart collaborative…

South African Teachers' Views of Collaboration within an Inclusive Education System

Science.gov (United States)

Nel, Mirna; Engelbrecht, Petra; Nel, Norma; Tlale, Dan

2014-01-01

The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85…

Complexity in graduate medical education: a collaborative education agenda for internal medicine and geriatric medicine.

Science.gov (United States)

Chang, Anna; Fernandez, Helen; Cayea, Danelle; Chheda, Shobhina; Paniagua, Miguel; Eckstrom, Elizabeth; Day, Hollis

2014-06-01

Internal medicine residents today face significant challenges in caring for an increasingly complex patient population within ever-changing education and health care environments. As a result, medical educators, health care system leaders, payers, and patients are demanding change and accountability in graduate medical education (GME). A 2012 Society of General Internal Medicine (SGIM) retreat identified medical education as an area for collaboration between internal medicine and geriatric medicine. The authors first determined a short-term research agenda for resident education by mapping selected internal medicine reporting milestones to geriatrics competencies, and listing available sample learner assessment tools. Next, the authors proposed a strategy for long-term collaboration in three priority areas in clinical medicine that are challenging for residents today: (1) team-based care, (2) transitions and readmissions, and (3) multi-morbidity. The short-term agenda focuses on learner assessment, while the long-term agenda allows for program evaluation and improvement. This model of collaboration in medical education combines the resources and expertise of internal medicine and geriatric medicine educators with the goal of increasing innovation and improving outcomes in GME targeting the needs of our residents and their patients.

A Case Study of Organizational Collaboration in an Institution of Higher Education

Science.gov (United States)

Schmaltz, Sarah Katherine Abrams

2010-01-01

The study, A Case Study of Organizational Collaboration in an Institution of Higher Education, is a look into what is working and what is not working inside a collaborative initiative at the University of Virginia called the Partners for Leadership in Education. The Partners for Leadership in Education is one of the longest lasting collaborations…

International Education Hubs: Collaboration for Competitiveness and Sustainability

Science.gov (United States)

Knight, Jane

2014-01-01

This chapter focuses on the development of education hubs, a recent phenomenon in international higher education. Three models of hubs are examined in relation to the forces, risks, and opportunities of globalization and how local and international collaborations are essential for both global competitiveness and sustainability.

Improving Postsecondary STEM Education: Strategies for Successful Interdisciplinary Collaborations and Brokering Engagement with Education Research and Theory

Science.gov (United States)

Bouwma-Gearhart, Jana; Perry, Kristen H.; Presley, Jennifer B.

2014-01-01

This article describes factors that influence the success of collaborations involving science, technology, engineering, and mathematics (STEM) and Education faculty at research-focused universities who work toward postsecondary STEM education improvement. We provide insight into how interdisciplinary faculty may successfully collaborate given…

The Growth of Higher Educators for Social Justice: Collaborative Professional Development in Higher Education

Directory of Open Access Journals (Sweden)

Molly K. Ness, PhD

2010-08-01

Full Text Available In this article, we investigate what happened when, contrary to the typical isolation of faculty in higher education, a group of higher educators from various disciplines in a graduate school of education met regularly to discuss issues related to our teaching and social justice. More specifically, we explored the following research question: How does collaboration among higher educators from various disciplines shape their beliefs and practices of teaching for social justice? Over three years of collaboration and conversation, not only did we expand our own knowledge and understandings of notions of social justice, but we began to take important steps towards increasing our social justice actions in our teaching. This article explores our efforts to create a self-directed professional development group of higher educators and provides suggestions for similarly interested higher educators.

Collaborative Learning in Higher Education: Evoking Positive Interdependence.

Science.gov (United States)

Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred

Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students. © 2016 K. Scager et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Collaborative testing as a learning strategy in nursing education: a review of the literature.

Science.gov (United States)

Sandahl, Sheryl S

2009-01-01

Nurses are important members of a patient's interprofessional health care team. A primary goal of nursing education is to prepare nursing professionals who can work collaboratively with other team members for the benefit of the patient. Collaborative learning strategies provide students with opportunities to learn and practice collaboration. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision-making, and group processing skills. This article reviews the theoretical basis for collaborative learning and research on collaborative testing in nursing education.

A Framework for Collaborative Networked Learning in Higher Education: Design & Analysis

Directory of Open Access Journals (Sweden)

Ghassan F. Issa

2014-06-01

Full Text Available This paper presents a comprehensive framework for building collaborative learning networks within higher educational institutions. This framework focuses on systems design and implementation issues in addition to a complete set of evaluation, and analysis tools. The objective of this project is to improve the standards of higher education in Jordan through the implementation of transparent, collaborative, innovative, and modern quality educational programs. The framework highlights the major steps required to plan, design, and implement collaborative learning systems. Several issues are discussed such as unification of courses and program of studies, using appropriate learning management system, software design development using Agile methodology, infrastructure design, access issues, proprietary data storage, and social network analysis (SNA techniques.

Geoscience Education Research: The Role of Collaborations with Education Researchers and Cognitive Scientists

Science.gov (United States)

Manduca, C. A.; Mogk, D. W.; Kastens, K. A.; Tikoff, B.; Shipley, T. F.; Ormand, C. J.; Mcconnell, D. A.

2011-12-01

Geoscience Education Research aims to improve geoscience teaching and learning by understanding clearly the characteristics of geoscience expertise, the path from novice to expert, and the educational practices that can speed students along this path. In addition to expertise in geoscience and education, this research requires an understanding of learning -the domain of cognitive scientists. Beginning in 2002, a series of workshops and events focused on bringing together geoscientists, education researchers, and cognitive scientists to facilitate productive geoscience education research collaborations. These activities produced reports, papers, books, websites and a blog developing a research agenda for geoscience education research at a variety of scales: articulating the nature of geoscience expertise, and the overall importance of observation and a systems approach; focusing attention on geologic time, spatial skills, field work, and complex systems; and identifying key research questions in areas where new technology is changing methods in geoscience research and education. Cognitive scientists and education researchers played critical roles in developing this agenda. Where geoscientists ask questions that spring from their rich understanding of the discipline, cognitive scientists and education researchers ask questions from their experience with teaching and learning in a wide variety of disciplines and settings. These interactions tend to crystallize the questions of highest importance in addressing challenges of geoscience learning and to identify productive targets for collaborative research. Further, they serve as effective mechanisms for bringing research techniques and results from other fields into geoscience education. Working productively at the intersection of these fields requires teams of cognitive scientists, geoscientists, and education reserachers who share enough knowledge of all three domains to have a common articulation of the research

Institutional Collaboration on MOOCs in Education--A Literature Review

Science.gov (United States)

Nortvig, Anne-Mette; Christiansen, René B.

2017-01-01

This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing…

协同创新视域下世界水谷的文化内涵研究%Research on the Cultural Connotation of the World Water Valley from the Perspective of Collaborative Innovation

Institute of Scientific and Technical Information of China (English)

王英

2016-01-01

创建世界水谷是符合国家科技发展的战略选择，也是突显水利类大学发展的重要举措。水问题的形成具有复杂性，解决的关键在于协同，有赖于社会大环境中的文化氛围。以协同创新为宗旨的水谷文化内涵，将以谷城一体为载体，建设由水谷、水城、水都融合而成的综合体，成为水教育、水科技、水产业、水人文特色鲜明的生态空间；水谷文化内涵的核心是弘扬水文化精神，追求水资源利用的新思维，完善教育科研制度，建立持续创新的科研组织模式，健全寓教于研的创新人才培养模式，优化以学科交叉融合为导向的资源配置方式，利用教育资源形成合作型契约安排；水谷作为一种文化符号，以水为核心元素，集聚研发、教育、资本、产业部门，将有利于形成开放性水科技文化创新中心，并通过组织创新奠定水谷的制度性基础。水谷文化不仅体现了水文化的世界观、思维方式、审美意识，也体现了水文化在新业态下的生态观、价值观、发展观转向。水谷文化内涵研究将为世界水谷建设提供文化支持。%The construction of the World Water Valley not only conforms to the national strategy of science and technology development, but also highlights the development of universities featuring water conservancy. The key to the solution of complicated water problems lies in collaboration, which relies on cultural atmosphere of the social environment. The water valley culture, with collaborative innovation as its purpose, will take the integration of valleys and cities as the carrier to constitute a distinctive ecological space, a complex focusing on education, science and technology, industry and humanity of water. The core of the water valley cultural connation is the promotion of water culture spirits, the pursuit of new approaches to water utilization, the improvement of education and

Intercultural Education in Primary School: A Collaborative Project

Science.gov (United States)

Santos, Marta; Araújo e Sá, Maria Helena; Simões, Ana Raquel

2014-01-01

In this article, we present and discuss a collaborative project on intercultural education developed by a group of educational partners. The group was made up of 12 people representing different institutions in the community, namely primary schools, cultural and social associations and the local council. The project takes an intercultural approach…

Video Production and Youth-Educator Collaboration: Openings and Dilemmas

Science.gov (United States)

Stack, Michelle

2009-01-01

This study explores a collaborative project between high school youth and adult educators (graduate students in education) to create public service announcements. How do young people and educators talk about media, politics, power, and social change? Based on my observations of participant interaction, I argue that power is not dichotomous, with…

Advancing medical education: connecting interprofessional collaboration and education opportunities with integrative medicine initiatives to build shared learning.

Science.gov (United States)

Templeman, Kate; Robinson, Anske; McKenna, Lisa

2016-12-01

BackgroundImproved teamwork between conventional and complementary medicine (CM) practitioners is indicated to achieve effective healthcare. However, little is known about interprofessional collaboration and education in the context of integrative medicine (IM). MethodsThis paper reports the findings from a constructivist-grounded theory method study that explored and highlighted Australian medical students' experiences and opportunities for linking interprofessional collaboration and learning in the context of IM. Following ethical approval, in-depth semi-structured interviews were conducted with 30 medical students from 10 medical education faculties across Australian universities. Results Medical students recognised the importance of interprofessional teamwork between general medical practitioners and CM professionals in patient care and described perspectives of shared responsibilities, profession-specific responsibilities, and collaborative approaches within IM. While students identified that limited interprofessional collaboration currently occurred in the medical curriculum, interprofessional education was considered a means of increasing communication and collaboration between healthcare professionals, helping coordinate effective patient care, and understanding each healthcare team members' professional role and value. Conclusions The findings suggest that medical curricula should include opportunities for medical students to develop required skills, behaviours, and attitudes for interprofessional collaboration and interprofessional education within the context of IM. While this is a qualitative study that reflects theoretical saturation from a selected cohort of medical students, the results also point to the importance of including CM professionals within interprofessional collaboration, thus contributing to more person-centred care.

Collaborative Data Mining Tool for Education

Science.gov (United States)

Garcia, Enrique; Romero, Cristobal; Ventura, Sebastian; Gea, Miguel; de Castro, Carlos

2009-01-01

This paper describes a collaborative educational data mining tool based on association rule mining for the continuous improvement of e-learning courses allowing teachers with similar course's profile sharing and scoring the discovered information. This mining tool is oriented to be used by instructors non experts in data mining such that, its…

Collaborative learning in a culturally diverse secondary vocational education

NARCIS (Netherlands)

Dr. Rutger van de Sande; Drs. Kennedy Aquilino Tielman; Dr. S. Bolhuis; Prof. dr. Perry den Brok

2010-01-01

Collaborative learning in a culturally diverse secondary vocational education. By K. Tielman (Fontys), P. den Brok (ESoE), S. Bolhuis (Fontys) and R. van de Sande (Fontys) This contribution discusses a descriptive study on the experiences of students and teachers in secondary vocational education

Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools

Science.gov (United States)

Cupidore, Calvin C., Jr.

2017-01-01

Educators have regarded building leader-member relationships using collaboration as a fundamental component to successfully improve students' academic achievement. Ineffective collaborative leadership practices may lead to achievement deficits particularly for many urban charter schools operated by educational management organizations. The purpose…

Collaborative Online Teaching: A Model for Gerontological Social Work Education

Science.gov (United States)

Fulton, Amy E.; Walsh, Christine A.; Azulai, Anna; Gulbrandsen, Cari; Tong, Hongmei

2015-01-01

Social work students and faculty are increasingly embracing online education and collaborative teaching. Yet models to support these activities have not been adequately developed. This paper describes how a team of instructors developed, delivered, and evaluated an undergraduate gerontological social work course using a collaborative online…

Lewis' Educational and Research Collaborative Internship Program

Science.gov (United States)

Heyward, Ann; Gott, Susan (Technical Monitor)

2004-01-01

The Lewis Educational and Research Collaborative Internship Program (LERCIP) is a collaborative undertaking by the Office of Educational Programs at NASA Glenn Research Center at Lewis Field (formerly NASA Lewis Research Center) and the Ohio Aerospace Institute. This program provides 10-week internships in addition to summer and winter extensions if funding is available and/or is requested by mentor (no less than 1 week no more than 4 weeks) for undergraduate/graduate students and secondary school teachers. Students who meet the travel reimbursement criteria receive up to $500 for travel expenses. Approximately 178 interns are selected to participate in this program each year and begin arriving the fourth week in May. The internships provide students with introductory professional experiences to complement their academic programs. The interns are given assignments on research and development projects under the personal guidance of NASA professional staff members. Each intern is assigned a NASA mentor who facilitates a research assignment. In addition to the research assignment, the summer program includes a strong educational component that enhances the professional stature of the participants. The educational activities include a research symposium and a variety of workshops, and lectures. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds. The purpose of this report is to document the program accomplishments for 2004.

Computer Networking Strategies for Building Collaboration among Science Educators.

Science.gov (United States)

Aust, Ronald

The development and dissemination of science materials can be associated with technical delivery systems such as the Unified Network for Informatics in Teacher Education (UNITE). The UNITE project was designed to investigate ways for using computer networking to improve communications and collaboration among university schools of education and…

Using Collaboration for Curriculum Change in Accounting Higher Education

Science.gov (United States)

Pickering, Beth Marie

2013-01-01

This qualitative, descriptive case study researched the collaborative curriculum development process in accounting higher education. This study was needed because accounting education, as a professional program, needs to be continually reviewed and updated in order to keep abreast of changes in the business field. This content is developed through…

BRICS and International Collaborations in Higher Education in India

Science.gov (United States)

Varghese, N. V.

2015-01-01

International cooperation and collaborations played an important role in the economic and educational development of several countries. In the 1950s and 1960s external aid was an important modality to establish cooperation between countries, especially between developing and developed countries. Cross-border activities in higher education used to…

Opening remarks for the Fort Valley Centennial Celebration (P-53)

Science.gov (United States)

G. Sam Foster

2008-01-01

The Rocky Mountain Research Station recognizes and values the contributions of our scientists and collaborators for their work over the past century at Fort Valley Experimental Forest. With the help of our partners and collaborators, Rocky Mountain Research Station is working to improve coordination across its research Program Areas and Experimental Forests and Ranges...

Collaborative Network Management for Enhancing Quality Education of Primary Schools

Science.gov (United States)

Chaikoed, Wisithsak; Sirisuthi, Chaiyuth; Numnaphol, Kochaporn

2017-01-01

This research aims to study the network and collaborative factors that enhance quality education of primary schools. Different methods were used in this research work: (1) Related approaches, theories, and research literatures and (2) Scholars were interviewed on 871 issues in the form of questionnaire, and the collaborative network factors were…

Possible Collaboration Perspectives in Astronomy Education

Science.gov (United States)

Nuritdinov, Salakhutdin

It is a question of international educational collaboration in the frame of IAU Commission 46. As astronomers are graduated by some Universities it will be useful joint discussion of collaboration perspectives: 1. Taking into account that in countries of former Soviet Union training Bachelors and Masters is began it is desirable working out consistent educational curriculums. 2. Consistent curriculums of the Bachelor must have about 60-70% identical special courses and other part of courses can depend on traditional directions of that country. The curriculums give a possibility to continue study for example to enter Master of other country. 3. In the frame of IAU Commission 46 creation of united international virtual library of astronomy textbooks is important for our students. Where there is training astronomers it is necessary the access of students to all textbooks and some scientific journals. 4. It is desirable to organize summer and winter scientific schools for students in the frame of the Commission yearly. Unfortunately we did not receive an announcement about it though only our University in Central Asia trains astronomers. Other proposals will be given in the report

Evaluation of a collaborative project to develop sustainable healthcare education in eight UK medical schools.

Science.gov (United States)

Walpole, S C; Mortimer, F

2017-09-01

Environmental change poses pressing challenges to public health and calls for profound and far-reaching changes to policy and practice across communities and health systems. Medical schools can act as a seedbed where knowledge, skills and innovation to address environmental challenges can be developed through innovative and collaborative approaches. The objectives of this study were to (1) explore drivers and challenges of collaboration for educational development between and within medical schools; (2) evaluate the effectiveness of a range of pedagogies for sustainable healthcare education; and (3) identify effective strategies to facilitate the renewal of medical curricula to address evolving health challenges. Participatory action research. Medical school teams participated in a nine-month collaborative project, including a one-day seminar to learn about sustainable healthcare education and develop a project plan. After the seminar, teams were supported to develop, deliver and evaluate new teaching at their medical school. New teaching was introduced at seven medical schools. A variety of pedagogies were represented. Collaboration between schools motivated and informed participants. The main challenges faced related to time pressures. Educators and students commented that new teaching was enjoyable and effective at improving knowledge and skills. Collaborative working supported educators to develop and implement new teaching sessions rapidly and effectively. Collaboration can help to build educators' confidence and capacity in a new area of education development. Different forms of collaboration may be appropriate for different circumstances and at different stages of education development. Copyright © 2017 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Exploring opportunities for collaboration between the corporate sector and the dental education community

DEFF Research Database (Denmark)

Alexander, D; Clarkson, J; Buchanan, R

2008-01-01

and expertise in developing areas such as regional leadership institutes, a Global Faculty and Network and in collaborating in developing continuing education programmes as well as involvement in its governance. Thirteen recommendations are made in the report. These are considered to be important initial steps...... sector and also areas of common interest where collaboration will be of mutual benefit. The report addresses five areas for potential collaboration between the dental industry and the dental education communities: 1. Contribution to joint activities. 2. Effectiveness and efficiency. 3. Workforce needs. 4....... Middle- and low-income countries. 5. The future of International Federation of Dental Educators and Associations (IFDEA). The traditional areas of support and their limitations that have been provided by industry are outlined in the report and some new approaches for collaboration are considered...

Strategic approach to building research capacity in inter-professional education and collaboration.

Science.gov (United States)

Suter, Esther; Lait, Jana; Macdonald, Laura; Wener, Pamela; Law, Rebecca; Khalili, Hossein; McCarthy, Patricia L

2011-01-01

The purpose of this paper is to describe the process used to initiate research capacity building in a community of practice (CoP) focused on the research and evaluation of inter-professional education and collaboration. This CoP, composed of members from across Canada, is a committee of the Canadian Interprofessional Health Collaborative (CIHC), a national collaborative that aims to advance inter-professional education and collaboration in healthcare. The committee mapped recommendations that emerged from a number of CIHC reports onto a research capacity building framework. The expertise of the diverse members in conjunction with this unique mapping process allowed the committee to identify its long-term research and evaluation objectives and strategies. This resulted in the formation of three working groups, each tasked with activities that contribute to the committee's overall goal of building research capacity in inter-professional education and collaboration. A framework provides a structured approach to identifying research and evaluation priorities and objectives. Furthermore, the process of applying the framework engages the committee members in determining the course of action. The process can be easily transferred to other areas in need of research capacity building.

Autism: Collaborative Perspektives in Education

Directory of Open Access Journals (Sweden)

Imanuel Hitipeuw

2016-02-01

Full Text Available Autism is the continuum of impairments. Children with autism show intellectual, social, emotional, and language or communication disorder. Collaboration is an important aspect in delivering education/intervention for children. Professionals have to have knowledge and skill related to autism and have to team up with parent in dealing with the disorder. The unique profile of the individual with autism calls for emphasis in the areas of communication skills, social-emotional, behavioral, and sensory regulation, and communication. Pre-identification of the children may help teachers and parents to make decisions whether the child needs a referral or not. In this case, Indonesia needs to make more political will in order to implement autism education in various setting to address immediate needs of the children before the problem becomes more complicated

USING E-COLLABORATION TO IMPROVE MANAGEMENT EDUCATION: THREE SCENARIOS

Directory of Open Access Journals (Sweden)

Marie-Noëlle Bessagnet

2006-11-01

Full Text Available This paper explores the potential impact of collaborative technologies in improving management education. The first goal is to expose students to tools and practices that not only assist them with their current studies, but also serve to reinforce individual and team competencies that can facilitate their entry into the workforce. In their positions as future managers they will be expected to not only be familiar with common business practices but also to understand the implications of information technology for business; in this case with emphasis on tools and techniques that can help businesses flourish in the networked economy. With an ever-increasing recognition that e-learning tools are important for (re-training employees, these three scenarios offer examples of how business schools might expand the boundaries of e-collaboration to help their students. These experiments have been conducted in management programs. In the first two scenarios, students use collaborative platforms in some of their daily work. The third experiment is based on a student-centred design of a learning portal. Our experience reinforces a certain number of hypotheses influencing the impact of collaborative technologies in management education. To begin with, information systems are often flawed mirrors of the managerial system that they are designed to represent. Secondly, the potential value of collaborative technologies is strongly influenced by organizational contexts, both in and between the university and the business community. Thirdly, the effectiveness of collaborative technologies depends to a large degree upon the depth and coherence of learning objectives fixed for learning and work places. Finally, improving the effectiveness of collaborative technologies requires aligning the design of learning environments with the corporate cultures and visions we are trying to reproduce.

Education Outreach Associated with Technology Transfer in a Colonia of South Texas: Green Valley Farms Science and Space Club for Middle School Aged Children in Green Valley Farms, San Benito, Texas

Science.gov (United States)

Potess, Marla D.; Rainwater, Ken; Muirhead, Dean

2004-01-01

Texas colonias are unincorporated subdivisions characterized by inadequate water and wastewater infrastructure, inadequate drainage and road infrastructure, substandard housing, and poverty. Since 1989 the Texas Legislature has implemented policies to halt further development of colonias and to address water and wastewater infrastructure needs in existing and new colonias along the border with Mexico. Government programs and non-government and private organization projects aim to address these infrastructure needs. Texas Tech University's Water Resources Center demonstrated the use of alternative on-site wastewater treatment in the Green Valley Farms colonia, San Benito, Texas. The work in Green Valley Farms was a component of a NASA-funded project entitled Evaluation of NASA's Advanced Life Support Integrated Water Recovery System for Non-Optimal Conditions and Terrestrial Applications. Two households within the colonia are demonstration sites for constructed wetlands. A colonia resident and activist identified educational opportunities for colonia children as a primary goal for many colonia residents. Colonia parents view education as the door to opportunity and escape from poverty for their children. The educational outreach component of the project in Green Valley Farms was a Science and Space Club for middle-school age students. Involved parents, schoolteachers, and school administrators enthusiastically supported the monthly club meetings and activities. Each month, students participated in interactive learning experiences about water use and reuse in space and on earth. Activities increased knowledge and interest in water resource issues and in science and engineering fields. The Institute for the Development and Enrichment of Advanced Learners (IDEAL) at Texas Tech University provided full scholarships for five students from Green Valley Farms to attend the Shake Hands With Your Future camp at Texas Tech University in June 2003. The educational outreach

Effective collaborative learning in biomedical education using a web-based infrastructure.

Science.gov (United States)

Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

2012-01-01

This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.

Collaborating in Dialogue for an Optimal Leadership Education

Science.gov (United States)

Werder, Carmen; Garcia, Joseph; Bush, Jamie; Dallstream, Caroline

2016-01-01

Four different perspectives--from the director of a scholarship of teaching and learning dialogue forum, the director of a leadership institute, and two undergraduate students--join together to discuss a collaboration in optimizing leadership education at Western Washington University.

Game-based Research Collaboration adapted to Science Education

DEFF Research Database (Denmark)

Magnussen, Rikke; Damgaard Hansen, Sidse; Grønbæk, Kaj

2012-01-01

This paper presents prospects for adapting scientific discovery games to science education. In the paper a prototype of The Quantum Computing Game is presented as a working example of adapting game-based research collaboration to physics education. The game concept is the initial result of a three......-year, inter-disciplinary project “Pilot Center for Community-driven Research” at Aarhus and Aalborg University in Denmark. The paper discusses how scientific discovery games can contribute to educating students in how to work with unsolved scientific problems and creation of new scientific knowledge. Based...

Reflections on evaluative practice in higher education: an experience collaborative

Directory of Open Access Journals (Sweden)

Suênya Marley Mourão Batista

2016-12-01

Full Text Available This article aims to reflect on the evaluation practice of higher education teachers generated from research conducted as part of a private higher education institution. The objective of this study is to characterize the assessment practices of teachers who work in higher education and collaborate in order to facilitate the expansion of dynamic assessment practices were used as theoretical and methodological support the studies of Vygotsky (2007, Liberali (2008, Ibiapina (2007, 2008, Meier (2007, Campione (2002 and Hoffmann (2011. Field research was conducted in a qualitative approach to collaborative type with 3 (three in higher education using the reflective interview as data collection tool to promote critical thinking about assessment practices to develop. The results showed the prevalence of use of traditional assessment practices by teachers and the possibility of performing dynamic assessment practices from the understanding of these nurtured by the research and training process.

Global Connections: Web Conferencing Tools Help Educators Collaborate Anytime, Anywhere

Science.gov (United States)

Forrester, Dave

2009-01-01

Web conferencing tools help educators from around the world collaborate in real time. Teachers, school counselors, and administrators need only to put on their headsets, check the time zone, and log on to meet and learn from educators across the globe. In this article, the author discusses how educators can use Web conferencing at their schools.…

Networks and Collaboration in Spanish Education Policy

Science.gov (United States)

Azorín, Cecilia M.; Muijs, Daniel

2017-01-01

Background: Networks play an important role in today's societies. As a consequence, changes are apparent in the political, economic, cultural, educational and social agendas. Purpose: The main goal of this article is to map the situation of school networks in Spain. The research questions are focused on what forms collaboration and networking take…

A Collaborative Educational Association Rule Mining Tool

Science.gov (United States)

Garcia, Enrique; Romero, Cristobal; Ventura, Sebastian; de Castro, Carlos

2011-01-01

This paper describes a collaborative educational data mining tool based on association rule mining for the ongoing improvement of e-learning courses and allowing teachers with similar course profiles to share and score the discovered information. The mining tool is oriented to be used by non-expert instructors in data mining so its internal…

Collaborative gaming and competition for CS-STEM education using SPHERES Zero Robotics

Science.gov (United States)

Nag, Sreeja; Katz, Jacob G.; Saenz-Otero, Alvar

2013-02-01

There is widespread investment of resources in the fields of Computer Science, Science, Technology, Engineering, Mathematics (CS-STEM) education to improve STEM interests and skills. This paper addresses the goal of revolutionizing student education using collaborative gaming and competition, both in virtual simulation environments and on real hardware in space. The concept is demonstrated using the SPHERES Zero Robotics (ZR) Program which is a robotics programming competition. The robots are miniature satellites called SPHERES—an experimental test bed developed by the MIT SSL on the International Space Station (ISS) to test navigation, formation flight and control algorithms in microgravity. The participants compete to win a technically challenging game by programming their strategies into the SPHERES satellites, completely from a web browser. The programs are demonstrated in simulation, on ground hardware and then in a final competition when an astronaut runs the student software aboard the ISS. ZR had a pilot event in 2009 with 10 High School (HS) students, a nationwide pilot tournament in 2010 with over 200 HS students from 19 US states, a summer tournament in 2010 with ˜150 middle school students and an open-registration tournament in 2011 with over 1000 HS students from USA and Europe. The influence of collaboration was investigated by (1) building new web infrastructure and an Integrated Development Environment where intensive inter-participant collaboration is possible, (2) designing and programming a game to solve a relevant formation flight problem, collaborative in nature—and (3) structuring a tournament such that inter-team collaboration is mandated. This paper introduces the ZR web tools, assesses the educational value delivered by the program using space and games and evaluates the utility of collaborative gaming within this framework. There were three types of collaborations as variables—within matches (to achieve game objectives), inter

Collaborative Postgraduate Studies in Higher Education: A Case Study of South Africa

OpenAIRE

Manzira , Francis ,; Munyoka , Willard

2017-01-01

Part 1: Futures of Technology for Learning and Education; International audience; This research aimed to investigate the delivery of postgraduate study through incorporation of Google Applications and Skype technologies as collaborative tools. Participants were a cohort of full time working employees from a South African cohort of collaborating universities enrolled in the Post-Graduate Diploma in Higher Education course, located in Limpopo and Western Cape provinces. The data was collected t...

Needs assessment for collaborative network in pediatric clinical research and education.

Science.gov (United States)

Ishiguro, Akira; Sasaki, Hatoko; Yahagi, Naohisa; Kato, Hitoshi; Kure, Shigeo; Mori, Rintaro

2017-01-01

A collaborative network for pediatric research has not been fully established in Japan. To identify the network infrastructure, we conducted a survey on the support and education for clinical research currently available in children's hospitals. In November 2014, a 27-question survey was distributed to 31 hospitals belonging to the Japanese Association of Children's Hospitals and Related Institutions (JACHRI) to assess clinical research support, research education, research achievements, and their expectations. All the hospitals responded to the survey. Overall, 74.2% of hospitals had clinical research support divisions. Although all hospitals had ethics committees, manager, intellectual property management unit, biostatistician, and English-language editor. Seven hospitals had education programs for clinical research. The number of seminars and workshops for clinical research had significant correlations with the number of physicians (r = 0.927), pediatricians (r = 0.922), and clinical trial management physicians (r = 0.962). There was a significant difference in the number of clinical trials initiated by physicians between hospitals with research education programs and those without (P leader to establish a collaborative network for clinical research. Important factors for creating a collaborative system for pediatric research in Japan were identified. Human resources to support clinical research are a key factor to improve clinical research education and research achievements. © 2016 Japan Pediatric Society.

Collaboration in teacher education through research in multicultural ...

African Journals Online (AJOL)

Changing demands in education and society and the specific roles of teachers in classroom praxis urge lecturers (teacher trainers) from different tertiary institutions to collaborate in an internationally-funded project Understanding human rights through different belief systems: intercultural and interreligious dialogue. The

Promoting collaborative dementia care via online interprofessional education.

Science.gov (United States)

Cartwright, Jade; Franklin, Diane; Forman, Dawn; Freegard, Heather

2015-06-01

This study aimed to develop, implement and evaluate an online interprofessional education (IPE) dementia case study for health science students. The IPE initiative aimed to develop collaborative interprofessional capabilities and client-centred mindsets that underpin high-quality dementia care. A mixed methods research design was used to assess students' values, attitudes and learning outcomes using an interprofessional socialization and valuing scale (ISVS) completed pre and post the online case study and via thematic analysis of free text responses. Students' ISVS scores improved significantly following online participation, and the qualitative results support a shift towards interprofessional collaboration and client-centred care. This online IPE case study was successful in developing the collaborative mindsets and interprofessional capabilities required by a future workforce to meet the complex, client-centred needs of people living with dementia. © 2013 ACOTA.

Collaborative and Cooperative Learning in Malaysian Mathematics Education

Science.gov (United States)

Hossain, Md. Anowar; Tarmizi, Rohani Ahmad; Ayud, Ahmad Fauzi Mohd

2012-01-01

Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the…

Mission possible: twenty-five years of university and college collaboration in baccalaureate nursing education.

Science.gov (United States)

Zawaduk, Cheryl; Duncan, Susan; Mahara, M Star; Tate, Betty; Callaghan, Doris; McCullough, Deborah; Chapman, Marilyn; Van Neste-Kenny, Jocelyne

2014-10-01

In Canada, nurse educators from five postsecondary institutions in the province of British Columbia established a collaborative nursing education initiative in 1989, with a vision to transform RN college diploma programs to baccalaureate degree programs. The principles, processes, and structures that served to develop and sustain this nursing education initiative are briefly reviewed. Curriculum, scholarship, and education legislation serve as platforms to critically explore a 25-year history (1989-2014) of successes, challenges, and transitions within this unique nursing education collaboration. The importance of curriculum development as faculty development, program evaluation as an adjunct to pedagogical scholarship, diversity of cross-institutional mandates, political interplay in nursing education, collegiality, and courageous leadership are highlighted. Nurse educators seeking to create successful collaborations must draw upon well-defined principles and organizational structures and processes to guide pedagogical practices and inquiry while remaining mindful of and engaged in professional and societal developments. Copyright 2014, SLACK Incorporated.

Learning at the Boundaries: Collaboration between Mathematicians and Mathematics Educators within and across Institutions

Science.gov (United States)

Bennison, Anne; Goos, Merrilyn

2016-01-01

Collaboration between mathematicians and mathematics educators may provide a means of improving the quality of pre-service teacher education for prospective teachers of mathematics. Some preliminary findings of a project that investigates this type of interdisciplinary collaboration, both within and across institutions, are reported on in this…

Distance Education Students Moving Towards Collaborative Learning - A Field Study of Australian Distance Education Students and Systems

Directory of Open Access Journals (Sweden)

Eva R Fåhræus

2004-04-01

Full Text Available Distance education has been offered to young students in Australia for about 100 years. Recently, information and communication technology has been introduced as a means to improve communication, but not all remote students have access to this new technology. This has made it difficult to arrange collaborative learning for distance-education students. In this student-focused study, more than 40 students as well as teachers and other important persons have been interviewed and observed in schools and on remote farms. Using Activity Theory for the analysis, different contradictions were identified. Lack of technology and access were not the only obstacles. The education was built on a tradition of individual learning, and the technology at hand was not supporting collaboration. However, contradictions may result in ‘expansive learning’ among students and teachers, leading to more of a development towards collaborative learning.

Educational Outcomes of a Collaborative School-Home Behavioral Intervention for ADHD

Science.gov (United States)

Pfiffner, Linda J.; Villodas, Miguel; Kaiser, Nina; Rooney, Mary; McBurnett, Keith

2013-01-01

This study evaluated educationally relevant outcomes from a newly developed collaborative school-home intervention (Collaborative Life Skills Program [CLS]) for youth with attention and/or behavior problems. Participants included 17 girls and 40 boys in second through fifth grades (mean age = 8.1 years) from diverse ethnic backgrounds. CLS was…

Back to the Future: Prospects for Education Faculty and Librarian Collaboration Thirty Years Later

Science.gov (United States)

Scripps-Hoekstra, Lindy; Hamilton, Erica R.

2016-01-01

Thirty years ago, education conference panelists shared concerns regarding collaboration between education faculty and librarians and they presented ideas for expanding these partnerships. A review of their ideas raises an important question: In what ways have their ideas for collaboration and partnership been realized? To answer this question,…

Assessing Interprofessional education in a student-faculty collaborative practice network.

Science.gov (United States)

Young, Grace J; Cohen, Marya J; Blanchfield, Bonnie B; Jones, Meissa M; Reidy, Patricia A; Weinstein, Amy R

2017-07-01

Although interprofessional relationships are ubiquitous in clinical practice, undergraduate medical students have limited opportunities to develop these relationships in the clinical setting. A few student-faculty collaborative practice networks (SFCPNs) have been working to address this issue, but limited data exist examining the nature and extent of these practices. A systematic survey at a Harvard-affiliated SFCPN is utilised to evaluate the quantity and quality of interprofessional interactions, isolate improvements, and identify challenges in undergraduate interprofessional education (IPE). Our data corroborate previous findings in which interprofessional clinical learning was shown to have positive effects on student development and align with all four domains of Interprofessional Education Collaborative core competencies, including interprofessional ethics and values, roles and responsibilities, interprofessional communication, and teams and teamwork. These results highlight the unique opportunity and growing necessity of integrating IPE in SFCPNs to endorse the development of collaborative and professional competencies in clinical modalities of patient care.

Improving collaborative learning in online software engineering education

Science.gov (United States)

Neill, Colin J.; DeFranco, Joanna F.; Sangwan, Raghvinder S.

2017-11-01

Team projects are commonplace in software engineering education. They address a key educational objective, provide students critical experience relevant to their future careers, allow instructors to set problems of greater scale and complexity than could be tackled individually, and are a vehicle for socially constructed learning. While all student teams experience challenges, those in fully online programmes must also deal with remote working, asynchronous coordination, and computer-mediated communications all of which contribute to greater social distance between team members. We have developed a facilitation framework to aid team collaboration and have demonstrated its efficacy, in prior research, with respect to team performance and outcomes. Those studies indicated, however, that despite experiencing improved project outcomes, students working in effective software engineering teams did not experience significantly improved individual achievement. To address this deficiency we implemented theoretically grounded refinements to the collaboration model based upon peer-tutoring research. Our results indicate a modest, but statistically significant (p = .08), improvement in individual achievement using this refined model.

Education and Training Needs in Radiation Oncology in India: Opportunities for Indo–US Collaborations

Energy Technology Data Exchange (ETDEWEB)

Grover, Surbhi, E-mail: Surbhi.grover@uphs.upenn.edu [Department of Radiation Oncology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania (United States); Chadha, Manjeet [Mount Sinai Beth Israel Health System, Icahn School of Medicine, New York, New York (United States); Rengan, Ramesh [Department of Radiation Oncology, University of Washington, Seattle, Washington (United States); Williams, Tim R. [Department of Radiation Oncology, Lynn Cancer Institute, Boca Raton Regional Hospital, Boca Raton, Florida (United States); Morris, Zachary S. [Department of Human Oncology, University of Wisconsin School of Medicine and Public Health, Seattle, Washington (United States); Morgan, David A.L. [Breast Services, Sherwood Forest Hospitals NHS Trust, Nottinghamshire (United Kingdom); Tripuraneni, Prabhakar [Department of Radiation Oncology, Scripps Green Hospital, La Jolla, California (United States); Hu, Kenneth [Department of Radiation Oncology, NYU Lagone Medical Center, New York, New York (United States); Viswanathan, Akila N. [Department of Radiation Oncology, Brigham and Women' s Hospital/Dana-Farber Cancer Institute, Boston, Massachusetts (United States)

2015-12-01

Purpose: To conduct a survey of radiation oncologists in India, to better understand specific educational needs of radiation oncology in India and define areas of collaboration with US institutions. Methods and Materials: A 20-question survey was distributed to members of the Association of Indian Radiation Oncologists and the Indian Brachytherapy Society between November 2013 and May 2014. Results: We received a total of 132 responses. Over 50% of the physicians treat more than 200 patients per day, use 2-dimensional or 3-dimensional treatment planning techniques, and approximately 50% use image guided techniques. For education needs, most respondents agreed that further education in intensity modulated radiation therapy, image guided radiation therapy, stereotactic radiation therapy, biostatistics, and research methods for medical residents would be useful areas of collaboration with institutions in the United States. Other areas of collaboration include developing a structured training module for nursing, physics training, and developing a second-opinion clinic for difficult cases with faculty in the United States. Conclusion: Various areas of potential collaboration in radiation oncology education were identified through this survey. These include the following: establishing education programs focused on current technology, facilitating exchange programs for trainees in India to the United States, promoting training in research methods, establishing training modules for physicists and oncology nurses, and creating an Indo–US. Tumor Board. It would require collaboration between the Association of Indian Radiation Oncologists and the American Society for Radiation Oncology to develop these educational initiatives.

Education and Training Needs in Radiation Oncology in India: Opportunities for Indo–US Collaborations

International Nuclear Information System (INIS)

Grover, Surbhi; Chadha, Manjeet; Rengan, Ramesh; Williams, Tim R.; Morris, Zachary S.; Morgan, David A.L.; Tripuraneni, Prabhakar; Hu, Kenneth; Viswanathan, Akila N.

2015-01-01

Purpose: To conduct a survey of radiation oncologists in India, to better understand specific educational needs of radiation oncology in India and define areas of collaboration with US institutions. Methods and Materials: A 20-question survey was distributed to members of the Association of Indian Radiation Oncologists and the Indian Brachytherapy Society between November 2013 and May 2014. Results: We received a total of 132 responses. Over 50% of the physicians treat more than 200 patients per day, use 2-dimensional or 3-dimensional treatment planning techniques, and approximately 50% use image guided techniques. For education needs, most respondents agreed that further education in intensity modulated radiation therapy, image guided radiation therapy, stereotactic radiation therapy, biostatistics, and research methods for medical residents would be useful areas of collaboration with institutions in the United States. Other areas of collaboration include developing a structured training module for nursing, physics training, and developing a second-opinion clinic for difficult cases with faculty in the United States. Conclusion: Various areas of potential collaboration in radiation oncology education were identified through this survey. These include the following: establishing education programs focused on current technology, facilitating exchange programs for trainees in India to the United States, promoting training in research methods, establishing training modules for physicists and oncology nurses, and creating an Indo–US. Tumor Board. It would require collaboration between the Association of Indian Radiation Oncologists and the American Society for Radiation Oncology to develop these educational initiatives.

Education and Training Needs in Radiation Oncology in India: Opportunities for Indo-US Collaborations.

Science.gov (United States)

Grover, Surbhi; Chadha, Manjeet; Rengan, Ramesh; Williams, Tim R; Morris, Zachary S; Morgan, David A L; Tripuraneni, Prabhakar; Hu, Kenneth; Viswanathan, Akila N

2015-12-01

To conduct a survey of radiation oncologists in India, to better understand specific educational needs of radiation oncology in India and define areas of collaboration with US institutions. A 20-question survey was distributed to members of the Association of Indian Radiation Oncologists and the Indian Brachytherapy Society between November 2013 and May 2014. We received a total of 132 responses. Over 50% of the physicians treat more than 200 patients per day, use 2-dimensional or 3-dimensional treatment planning techniques, and approximately 50% use image guided techniques. For education needs, most respondents agreed that further education in intensity modulated radiation therapy, image guided radiation therapy, stereotactic radiation therapy, biostatistics, and research methods for medical residents would be useful areas of collaboration with institutions in the United States. Other areas of collaboration include developing a structured training module for nursing, physics training, and developing a second-opinion clinic for difficult cases with faculty in the United States. Various areas of potential collaboration in radiation oncology education were identified through this survey. These include the following: establishing education programs focused on current technology, facilitating exchange programs for trainees in India to the United States, promoting training in research methods, establishing training modules for physicists and oncology nurses, and creating an Indo-US. Tumor Board. It would require collaboration between the Association of Indian Radiation Oncologists and the American Society for Radiation Oncology to develop these educational initiatives. Copyright © 2015 Elsevier Inc. All rights reserved.

Characterizing cross-professional collaboration in research and development projects in secondary education

NARCIS (Netherlands)

Schenke, W.; van Driel, J.H.; Geijsel, F.P.; Sligte, H.W.; Volman, M.L.L.

2016-01-01

Collaboration between practitioners and researchers can increasingly be observed in research and development (R&D) projects in secondary schools. This article presents an analysis of cross-professional collaboration between teachers, school leaders and educational researchers and/or advisers as part

Collaborative competency in physiotherapy students: Implications for interprofessional education

Directory of Open Access Journals (Sweden)

M Rowe

2016-11-01

Full Text Available Background. It has been suggested that improved collaborative competency in multidisciplinary teams may help understand how health professionals can address problems that no single-disciplinary expert can manage independently.Objective. To describe the development of the ability to collaborate in a South African university physiotherapy department.Methods. Focus group discussions and interviews were conducted with 3rd- and 4th-year physiotherapy students and lecturers, respectively. Participantresponses were analysed thematically and evaluated against a self-developed framework that described the key and enabling competencies in collaboration.Results. The study found that students and lecturers had a basic understanding of collaboration, but lacked a more comprehensive perspective. Students and lecturers suggested that group work had the potential to develop collaborative competency, but expressed concerns about task design and implementation. While interprofessional education was a required component of the curriculum, both students and lecturers questioned the value of the module as it related to collaboration. Finally, challenges to the development of collaborative competency in the clinical context were highlighted.Conclusion. The study found that the development of collaborative competency, while recognised as important for addressing complex health needs, had several challenges that need to be addressed in order to be effective. Recommendations are provided for curriculum developers.

Mongolize or Westernize - international collaboration in educational change

DEFF Research Database (Denmark)

Baltzersen, Johnny

The paper presented at the 10th International Congress of Mongolists, Ulaanbaatar, August 2011 discuss conflicting approaches to international collaboration in development aid with Mongolia as a case. The paper introduces the dilemmas facing education reform in Mongolia after the collapse of soci...... of socialism in 1990 and Mongolia's struggle to find a balance between (re)defining a Mongolian-based philosophical and practical foundation guiding education development and the flood of Western-based ideas following the international donor funded aid programs....

Collaboration and peer tutoring in chemistry laboratory education

NARCIS (Netherlands)

Ding, N.; Harskamp, E.G.

2011-01-01

The aim of this study is to examine the effectiveness of collaborative learning with hints and peer tutoring with hints, and individual learning with hints in chemistry laboratory education in a secondary school. A total of 96 eleventh graders participated in this study. The study has a randomized

Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching

Science.gov (United States)

Jaipal-Jamani, Kamini; Figg, Candace; Gallagher, Tiffany; Scott, Ruth McQuirter; Ciampa, Katia

2015-01-01

This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced…

Development of Graduate Course Education by Industry Collaboration in Center for Engineering Education Development, CEED

Science.gov (United States)

Noguchi, Toru; Yoshikawa, Kozo; Nakamura, Masato; Kaneko, Katsuhiko

New education programs for engineering graduate courses, and the achievements are described. Following the previous reports on overseas and domestic internship2) , 3) , this article states other common programs ; seminars on state of technologies in industries, practical English and internationalization programs, and a program to accept overseas internship students. E-learning system to assist off-campus students is also described. All these programs are developed and conducted by specialist professors invited from industries and national institutions, in collaboration with faculty professors. Students learn how the engineering science apply to the practical problems, acquire wider view and deeper understanding on industries, and gain abilities to act in global society including communication skill, those are not taught in classrooms and laboratories. Educational effects of these industry collaborated programs is significant to activate the graduate course education, although the comprehensive evaluation is the future subject.

Interagency Collaboration in Support of Climate Change Education

Science.gov (United States)

Schoedinger, S. E.; Chambers, L. H.; Karsten, J. L.; McDougall, C.; Campbell, D.

2011-12-01

NASA, NOAA and NSF support climate change education (CCE) through their grant programs. As the agencies' investment in CCE has grown, coordination among the agencies has become increasingly important. Although the political landscape and budgets continue to change, the agencies are committed to continued coordination and collaboration. To date, this has taken the form of jointly hosted principal investigator (PI) meetings, the largest of which was held last February (see Eos Vol. 92, No. 24, 14 June 2011). The joint goals are: (1) increased collaboration among grantees and across programs; (2) building capacity among grantees in areas of mutual interest; (3) identification of gaps in investments to date; and (4) identification of opportunities for coordination of evaluation efforts. NOAA's primary funding opportunity for CCE projects is its Environmental Literacy Grant (ELG) Program. Although not exclusively focused on climate, there has been increased emphasis on this area since 2009. Through ELG, NOAA encourages the use of NOAA assets (data, facilities, educational resources, and people) in grantees' work. Thirty awards with a primary focus on CCE have been awarded to institutions of higher education, informal science education, and non-profit organizations involved in K-12 and informal/non-formal education. We anticipate this funding opportunity will continue to support the improvement of climate literacy among various audiences of learners in the future. NASA supported efforts in CCE in an ad hoc way for years. It became a focus area in 2008 with the launch of the NASA Global Climate Change Education (GCCE) Project. This project funded 57 awards in 2008-2010, the vast majority of them in teacher professional development, or use of data, models, or simulations. Beginning in FY11, NASA moved the project into the Minority University Research and Education Program. Fourteen awards were made to minority higher education institutions, non-profit organizations, and

Virtual Communities of Collaborative Learning for Higher Education

Science.gov (United States)

Sotomayor, Gilda E.

2014-01-01

This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have appeared under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and…

Collaborating internationally on physician leadership education: first steps.

Science.gov (United States)

Matlow, Anne; Chan, Ming-Ka; Bohnen, Jordan David; Blumenthal, Daniel Mark; Sánchez-Mendiola, Melchor; de Camps Meschino, Diane; Samson, Lindy Michelle; Busari, Jamiu

2016-07-04

Purpose Physicians are often ill-equipped for the leadership activities their work demands. In part, this is due to a gap in traditional medical education. An emergent international network is developing a globally relevant leadership curriculum for postgraduate medical education. The purpose of this article is to share key learnings from this process to date. Design/methodology/approach The Toronto International Summit on Leadership Education for Physicians (TISLEP) was hosted by the Royal College of Physicians and Surgeons of Canada, and the University of Toronto's Faculty of Medicine and Institute of Health Policy, Management and Evaluation. Of 64 attendees from eight countries, 34 joined working groups to develop leadership competencies. The CanMEDS Competency Framework, stage of learner development and venue of learning formed the scaffold for the work. Emotional intelligence was selected as the topic to test the feasibility of fruitful international collaboration; results were presented at TISLEP 2015. Findings Dedicated international stakeholders engaged actively and constructively through defined working groups to develop a globally relevant, competency-based curriculum for physician leadership education. Eleven principles are recommended for consideration in physician leadership curriculum development. Defining common language and taxonomy is essential for a harmonized product. The importance of establishing an international network to support implementation, evaluation, sustainability and dissemination of the work was underscored. Originality/value International stakeholders are collaborating successfully on a graduated, competency-based leadership curriculum for postgraduate medical learners. The final product will be available for adaptation to local needs. An international physician leadership education network is being developed to support and expand the work underway.

Lewis' Educational and Research Collaborative Intership Program Grant Closeout Report

Science.gov (United States)

2003-01-01

The Lewis' Educational and Research Collaborative Internship Program (LERCIP) is a collaborative undertaking by the Office of Educational Programs at NASA Glenn Research Center at Lewis Field (formerly NASA Lewis Research Center) and the Ohio Aerospace Institute. This program provides 10-week internships and 10 or 12-week fellowships for undergraduate/graduate students and secondary school teachers. Approximately 130 interns are selected to participate in this program each year and begin arriving the second week in May. The internships provide students with introductory professional experiences to complement their academic programs. The interns are given assignments on research and development projects under the personal guidance of NASA professional staff members. Each intern is assigned a NASA mentor who facilitates a research assignment. In addition to the research assignment, the summer program includes a strong educational component that enhances the professional stature of the participants. The educational activities include a research symposium and a variety of workshops, lectures and short courses. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds.

Online Collaboration in Design Education: An Experiment in Real-Time Manipulation of Prototypes and Communication

Science.gov (United States)

Dreamson, Neal

2017-01-01

The features of collaboration in design education include effective and efficient communication and reflection, and feasible manipulation of design objects. For collaborative design, information and communication technology offers educators the possibility to change design pedagogy. However, there is a paucity of literature on relative advantages…

The Prospects for Collaboration between Schools and Universities To Improve American Education.

Science.gov (United States)

Hawley, Willis D.

Collaboration between schools and institutions of higher education (IHE) is usually effective only when values are shared and mutual dependencies are recognized. These conditions are uncommon. The foundation upon which such collaboration could be developed requires several building blocks: (1) developing shared goals regarding teacher learning;…

Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

Science.gov (United States)

van Schalkwyk, Gertina J.

2015-01-01

This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

Social Network Analysis of 50 Years of International Collaboration in the Research of Educational Technology

Science.gov (United States)

Guo, Shesen; Zhang, Ganzhou; Guo, Yufei

2016-01-01

The definition of the field of educational technology has evolved over 50 years. New inventions and economic globalization increasingly facilitate people's communication for exchange of ideas and collaboration. This work attempts to describe international research collaboration in educational technology for the past 50 years. This article intends…

Collaborative Learning with Screen-Based Simulation in Health Care Education: An Empirical Study of Collaborative Patterns and Proficiency Development

Science.gov (United States)

Hall, L. O.; Soderstrom, T.; Ahlqvist, J.; Nilsson, T.

2011-01-01

This article is about collaborative learning with educational computer-assisted simulation (ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported…

Multiprofessional education to stimulate collaboration: a circular argument and its consequences.

Science.gov (United States)

Roodbol, Petrie F

2010-01-01

The current developments in healthcare are unprecedented. The organization of health care is complex. Collaboration is essential to meet all the healthcare needs of patients and to achieve coordinated and unambiguous information. Multiprofessional education (MPE) or multidisciplinary training (MDT) seems a logical step to stimulate teamwork. However, collaboration and MPE are wrestling with the same problems: social identity and acceptance.

Perceptions and Attitudes of General and Special Education Teachers toward Collaborative Teaching

Science.gov (United States)

Robinson, Garletta

2017-01-01

In a Georgia middle school, general and special education teachers expressed concerns about the challenges of working collaboratively in the inclusive classroom. Effective teacher collaboration is pivotal to ensure academic success of all students. The purpose of this qualitative bounded instrumental case study was to explore middle school…

Characterizing Cross-Professional Collaboration in Research and Development Projects in Secondary Education

Science.gov (United States)

Schenke, Wouter; van Driel, Jan H.; Geijsel, Femke P.; Sligte, Henk W.; Volman, Monique L. L.

2016-01-01

Collaboration between practitioners and researchers can increasingly be observed in research and development (R&D) projects in secondary schools. This article presents an analysis of cross-professional collaboration between teachers, school leaders and educational researchers and/or advisers as part of R&D projects in terms of three…

The Present Affairs and Issues of Research on Collaborative Learning in Mathematics Education

OpenAIRE

松島, 充

2014-01-01

In this research, at first, the previous work of collaborative learning and cooperative learning was investigated on learning sciences and cognitive psychology. It is clarified the difference of interde-pendent, of the epistemology and of the subject who construct knowledge. The secondly, investigation since 1990 of the collaborative learning research in mathematics educa-tion was conducted based on eight sorts of mathematics education academic journals, and the present affairs and the issues...

Aligning interprofessional education collaborative sub-competencies to a progression of learning.

Science.gov (United States)

Patel Gunaldo, Tina; Brisolara, Kari Fitzmorris; Davis, Alison H; Moore, Robert

2017-05-01

In the United States, the Interprofessional Education Collaborative (IPEC) developed four core competencies for interprofessional collaborative practice. Even though the IPEC competencies and respective sub-competencies were not created in a hierarchal manner, one might reflect upon a logical progression of learning as well as learners accruing skills allowing them to master one level of learning and building on the aggregate of skills before advancing to the next level. The Louisiana State University Health-New Orleans Center for Interprofessional Education and Collaborative Practice (CIPECP) determined the need to align the sub-competencies with the level of behavioural expectations in order to simplify the process of developing an interprofessional education experience targeted to specific learning levels. In order to determine the most effective alignment, CIPECP discussions revolved around current programmatic expectations across the institution. Faculty recognised the need to align sub-competencies with student learning objectives. Simultaneously, a progression of learning existing within each of the four IPEC domains was noted. Ultimately, the faculty and staff team agreed upon categorising the sub-competencies in a hierarchical manner for the four domains into either a "basic, intermediate, or advanced" level of competency.

Emotional Intelligence and Collaborative Learning in Adult Education

Science.gov (United States)

Martinez, Luz M.

2011-01-01

The changing social and economic reality of our world continues to shape how learning is conducted and acquired in the adult classroom and beyond. Given the pivotal importance for an adult to develop a variety of cognitive and emotional skills and given the need to work in collaboration with others, within educational environments and the…

Enhanced virtual microscopy for collaborative education

Directory of Open Access Journals (Sweden)

Holloway William J

2011-01-01

Full Text Available Abstract Background Curricular reform efforts and a desire to use novel educational strategies that foster student collaboration are challenging the traditional microscope-based teaching of histology. Computer-based histology teaching tools and Virtual Microscopes (VM, computer-based digital slide viewers, have been shown to be effective and efficient educational strategies. We developed an open-source VM system based on the Google Maps engine to transform our histology education and introduce new teaching methods. This VM allows students and faculty to collaboratively create content, annotate slides with markers, and it is enhanced with social networking features to give the community of learners more control over the system. Results We currently have 1,037 slides in our VM system comprised of 39,386,941 individual JPEG files that take up 349 gigabytes of server storage space. Of those slides 682 are for general teaching and available to our students and the public; the remaining 355 slides are used for practical exams and have restricted access. The system has seen extensive use with 289,352 unique slide views to date. Students viewed an average of 56.3 slides per month during the histology course and accessed the system at all hours of the day. Of the 621 annotations added to 126 slides 26.2% were added by faculty and 73.8% by students. The use of the VM system reduced the amount of time faculty spent administering the course by 210 hours, but did not reduce the number of laboratory sessions or the number of required faculty. Laboratory sessions were reduced from three hours to two hours each due to the efficiencies in the workflow of the VM system. Conclusions Our virtual microscope system has been an effective solution to the challenges facing traditional histopathology laboratories and the novel needs of our revised curriculum. The web-based system allowed us to empower learners to have greater control over their content, as well as the

If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators.

Science.gov (United States)

Hudson, P; Glomb, N

1997-01-01

Being able to collaborate effectively is important for teachers who work together to serve students with learning disabilities in general education classrooms. Effective collaboration requires that teachers have knowledge and skills in how to effectively communicate and share their technical expertise for the purpose of solving classroom problems and providing continuity across instructional settings. Although both special education and general education preparation programs provide preservice teachers with the technical expertise for their respective areas of certification, few programs provide both special education and general education majors with instruction in interpersonal communication skills and collaboration strategies. The purpose of this article is to suggest guidelines and strategies to help teacher preparation programs move toward collaboration instruction for all educators. Suggestions for what to teach and how to teach it are offered, as well as an overview of factors that influence the implementation of collaboration instruction for all educators.

Strengthening International Collaboration: Geosciences Research and Education in Developing Countries

Science.gov (United States)

Fucugauchi, J. U.

2009-05-01

Geophysical research increasingly requires global multidisciplinary approaches and global integration. Global warming, increasing CO2 levels and increased needs of mineral and energy resources emphasize impact of human activities. The planetary view of our Earth as a deeply complex interconnected system also emphasizes the need of international scientific cooperation. International collaboration presents an immense potential and is urgently needed for further development of geosciences research and education. In analyzing international collaboration a relevant aspect is the role of scientific societies. Societies organize meetings, publish journals and books and promote cooperation through academic exchange activities and can further assist communities in developing countries providing and facilitating access to scientific literature, attendance to international meetings, short and long-term stays and student and young researcher mobility. Developing countries present additional challenges resulting from limited economic resources and social and political problems. Most countries urgently require improved educational and research programs. Needed are in-depth analyses of infrastructure and human resources and identification of major problems and needs. Questions may include what are the major limitations and needs in research and postgraduate education in developing countries? what and how should international collaboration do? and what are the roles of individuals, academic institutions, funding agencies, scientific societies? Here we attempt to examine some of these questions with reference to case examples and AGU role. We focus on current situation, size and characteristics of research community, education programs, facilities, economic support, and then move to perspectives for potential development in an international context.

A visual progression of the Fort Valley Restoration Project treatments using remotely sensed imagery (P-53)

Science.gov (United States)

Joseph E. Crouse; Peter Z. Fule

2008-01-01

The landscape surrounding the Fort Valley Experimental Forest in northern Arizona has changed dramatically in the past decade due to the Fort Valley Restoration Project, a collaboration between the Greater Flagstaff Forest Partnership, Coconino National Forest, and Rocky Mountain Research Station. Severe wildfires in 1996 sparked community concern to start restoration...

Establishing a Global Radiation Oncology Collaboration in Education (GRaCE): Objectives and priorities.

Science.gov (United States)

Turner, Sandra; Eriksen, Jesper G; Trotter, Theresa; Verfaillie, Christine; Benstead, Kim; Giuliani, Meredith; Poortmans, Philip; Holt, Tanya; Brennan, Sean; Pötter, Richard

2015-10-01

Representatives from countries and regions world-wide who have implemented modern competency-based radiation- or clinical oncology curricula for training medical specialists, met to determine the feasibility and value of an ongoing international collaboration. In this forum, educational leaders from the ESTRO School, encompassing many European countries adopting the ESTRO Core Curriculum, and clinician educators from Canada, Denmark, the United Kingdom, Australia and New Zealand considered the training and educational arrangements within their jurisdictions, identifying similarities and challenges between programs. Common areas of educational interest and need were defined, which included development of new competency statements and assessment tools, and the application of the latter. The group concluded that such an international cooperation, which might expand to include others with similar goals, would provide a valuable vehicle to ensure training program currency, through sharing of resources and expertise, and enhance high quality radiation oncology education. Potential projects for the Global Radiation Oncology Collaboration in Education (GRaCE) were agreed upon, as was a strategy designed to maintain momentum. This paper describes the rationale for establishing this collaboration, presents a comparative view of training in the jurisdictions represented, and reports early goals and priorities. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Graduate Education to Facilitate Interdisciplinary Research Collaboration: Identifying Individual Competencies and Developmental Activities

Science.gov (United States)

Holt, Valerie Ciocca

2013-01-01

Interdisciplinary research collaborations (IDRC) are considered essential for addressing the most complex global community problems concerning science, health, education, energy, the environment, and society. In spite of technological advances, supportive funding, and even researcher proclivity to collaborate, these complex interdisciplinary…

Multiprofessional education to stimulate collaboration: a circular argument and its consequences [

Directory of Open Access Journals (Sweden)

Roodbol, Petrie F.

2010-04-01

Full Text Available [english] The current developments in healthcare are unprecedented. The organization of health care is complex. Collaboration is essential to meet all the healthcare needs of patients and to achieve coordinated and unambiguous information. Multiprofessional education (MPE or multidisciplinary training (MDT seems a logical step to stimulate teamwork. However, collaboration and MPE are wrestling with the same problems: social identity and acceptance.

Mentoring as Socialization for the Educational Leadership Professoriate: A Collaborative Autoethnography

Science.gov (United States)

Malin, Joel R.; Hackmann, Donald G.

2016-01-01

In this study, we analyzed the experiences of an educational leadership doctoral student and aspirant to the professoriate (protégé) and an educational leadership professor (mentor) during our two-year mentoring relationship. Collaborative autoethnography was employed, and our analysis relied primarily upon a process-oriented model of mentoring.…

A national collaboration process: Finnish engineering education for the benefit of people and environment.

Science.gov (United States)

Takala, A; Korhonen-Yrjänheikki, K

2013-12-01

The key stakeholders of the Finnish engineering education collaborated during 2006-09 to reform the system of education, to face the challenges of the changing business environment and to create a national strategy for the Finnish engineering education. The work process was carried out using participatory work methods. Impacts of sustainable development (SD) on engineering education were analysed in one of the subprojects. In addition to participatory workshops, the core part of the work on SD consisted of a research with more than 60 interviews and an extensive literature survey. This paper discusses the results of the research and the work process of the Collaboration Group in the subproject of SD. It is suggested that enhancing systematic dialogue among key stakeholders using participatory work methods is crucial in increasing motivation and commitment in incorporating SD in engineering education. Development of the context of learning is essential for improving skills of engineering graduates in some of the key abilities related to SD: systemic- and life-cycle thinking, ethical understanding, collaborative learning and critical reflection skills. This requires changing of the educational paradigm from teacher-centred to learner-centred applying problem- and project-oriented active learning methods.

Teaching interprofessional collaboration: using online education across institutions.

Science.gov (United States)

Myers, Christine Teeters; O'Brien, Shirley Peganoff

2015-04-01

Interdisciplinary courses among students in occupational therapy, physical therapy, and speech-language pathology are important for addressing teamwork, communication, and understanding of professional roles, especially in pre-service training for early intervention and school-based practice where collaboration is essential. Although interprofessional education (IPE) as a part of higher education in the health sciences has been strongly encouraged, IPE courses are difficult to schedule and implement. This article discusses the challenges of developing and delivering two IPE courses in an online format, specifically the innovation that addresses logistics, time factors, and social presence for the IPE courses across two institutions.

Effect of Guided Collaboration on General and Special Educators' Perceptions of Collaboration and Student Achievement

Science.gov (United States)

Laine, Sandra

2013-01-01

This study investigated the effects of a guided collaboration approach during professional learning community meetings (PLC's) on the perceptions of general and special educators as well as the effect on student performance as measured by benchmark evaluation. A mixed methodology approach was used to collect data through surveys, weekly…

Growing partnerships: leveraging the power of collaboration through the Medical Education Partnership Initiative.

Science.gov (United States)

Olapade-Olaopa, Emiola Oluwabunmi; Baird, Sarah; Kiguli-Malwadde, Elsie; Kolars, Joseph C

2014-08-01

A major goal of the Medical Education Partnership Initiative (MEPI) is to improve local health systems by strengthening medical education in Sub-Saharan Africa. A new approach to collaboration was intended to overcome the one-sided nature of many partnerships that often provide more rewards to institutions from wealthy countries than to their Sub-Saharan African counterparts. The benefits of this MEPI approach are reflected in at least five positive outcomes. First, effective partnerships have been developed across a diverse group of MEPI stakeholders. Second, a "community of practice" has been established to continue strengthening medical education in Sub-Saharan Africa. Third, links have been strengthened among MEPI health science schools in Sub-Saharan Africa, their communities, and ministries of both health and education. Fourth, respect among partners in the United States for a culture of ownership and self-determinism among their African counterparts committed to improving education has been enhanced. And finally, performance metrics for strengthening of health science education in Sub-Saharan Africa have been advanced. Meanwhile, partner medical schools in the United States have witnessed the benefits of collaborating across traditional disciplinary boundaries, such as physicians working within highly functioning community-based health care teams with many of the participating schools in Sub-Saharan Africa. MEPI demonstrates that North-South as well as South-South partnerships, with an explicit focus on improving local health systems through better education, can be designed to empower partners in the South with support from collaborators in the North.

Collaborative Business Planning in Initial Vocational Education and Training

Science.gov (United States)

Laine, Kati; Hämäläinen, Raija

2015-01-01

There is a growing demand to enhance entrepreneurship. This study aims at producing knowledge that can assist teachers in designing and supporting collaborative learning of entrepreneurship in vocational education. A qualitative case study approach was adopted. The outcome of this study provides a better understanding of the factors that hinder…

A Comparison between Collaborative and Authoritative Leadership Styles of Special Education Administrators

Science.gov (United States)

Veale, Natasha W.

2010-01-01

Supervisors, administrators, and directors of special education usually use the authoritative leadership style when supervising their special education staffs; however, collaborative leadership styles are slowly overtaking authoritative leadership styles. These leaders have the task of producing an environment where the culture is inclusive, the…

Developments in Transnational Research Collaborations: Evidence from U.S. Higher-education Activity

Directory of Open Access Journals (Sweden)

Peter H Koehn

2014-07-01

Full Text Available In our knowledge-driven era, multiple and mutual benefits accrue from transnational research linkages. The article identifies important directions in transnational research collaborations involving U.S. universities revealed by key dimensions of 369 projects profiled on a U.S. higher-education association’s database. Project initiators, principal research fields, regional and country distributions, and the sources and amounts of funding for different types of transnational research activity are selected for analysis. The balanced total portfolio of reported current research projects by region suggests that U.S. university principal investigators increasingly recognize the value of collaborative knowledge generation in the Global South as well as in other OECD countries. The data also show concentrations in the distribution of transnational research projects by principal field of activity that could exacerbate intra-regional asymmetries. The multi-institutional data draw attention to the often unnoticed, but vital, role that higher-education institutions play in supporting transnational research endeavors that address issues of current and future global concern. The conclusion considers wider implications for higher-education involvement in transnational knowledge generation and calls for increased symmetry in collaborative research ventures.

A Nurse-Led Innovation in Education: Implementing a Collaborative Multidisciplinary Grand Rounds.

Science.gov (United States)

Matamoros, Lisa; Cook, Michelle

2017-08-01

Multidisciplinary grand rounds provides an opportunity to promote excellence in patient care through scholarly presentations and interdisciplinary collaboration with an innovative approach. In addition, multidisciplinary grand rounds serves to recognize expertise of staff, mentor and support professional development, and provide a collaborative environment across all clinical disciplines and support services. This article describes a process model developed by nurse educators for implementing a multidisciplinary grand rounds program. The components of the process model include topic submissions, coaching presenters, presentations, evaluations, and spreading the work. This model can be easily implemented at any organization. J Contin Educ Nurs. 2017;48(8):353-357. Copyright 2017, SLACK Incorporated.

Open and Distance Education in Global Environment: Opportunities for Collaboration

Directory of Open Access Journals (Sweden)

S. K. PULIST

2007-01-01

Full Text Available Distance education system in India has undergone many stages and phases of evolution before it really reached the stage of what is called open education, ICT-enabled education and global education. During these phases, it has assimilated different aspects of ICT with all applauds and has been able to go hand-in-hand with it transcending the national and regional boundaries. The distance education institutions have now started giving a serious thought to explore the possibility of cross-boarder expansion. The educational needs of the present society are changing very fast. The education is now being seen as an enabling tool for empowerment and all-round development of individuals. It is difficult for an institution to come up to all the educational requirements of the society. It is, therefore, time to collaborate rather than compete. Quality concern becomes a serious issue in such a situation. Consequently, globalization, internationalization, collaboration, networking have become the buzzwords of the day in distance education. In furtherance of this journey, Indira National Open University, INDIA organized an international conference on the theme “Open and Distance Education in Global Environment: Opportunities for Collaboration” under the aegis of International Council for Distance Education. The articles of the renowned educationists presented in the Conference have reserved their place in the volume under review. The volume is a repository of their experiences in the becoming of distance education all these years. The volume is spread over 32 chapters summed up into four major streams– internationalization are: collaboration and networking; ICT-enabled education; quality assurance; and distance education for development. The canvas of the volume covers the present scenario of open and distance education from the global perspective.The first part discusses as to how collaboration can be tamed to develop joint curriculum and deliver

Educational outreach and collaborative care enhances physician's perceived knowledge about Developmental Coordination Disorder.

Science.gov (United States)

Gaines, Robin; Missiuna, Cheryl; Egan, Mary; McLean, Jennifer

2008-01-24

Developmental Coordination Disorder (DCD) is a chronic neurodevelopmental condition that affects 5-6% of children. When not recognized and properly managed during the child's development, DCD can lead to academic failure, mental health problems and poor physical fitness. Physicians, working in collaboration with rehabilitation professionals, are in an excellent position to recognize and manage DCD. This study was designed to determine the feasibility and impact of an educational outreach and collaborative care model to improve chronic disease management of children with DCD. The intervention included educational outreach and collaborative care for children with suspected DCD. Physicians were educated by and worked with rehabilitation professionals from February 2005 to April 2006. Mixed methods evaluation approach documented the process and impact of the intervention. Physicians: 750 primary care physicians from one major urban area and outlying regions were invited to participate; 147 physicians enrolled in the project. Children: 125 children were identified and referred with suspected DCD. The main outcome was improvement in knowledge and perceived skill of physicians concerning their ability to screen, diagnose and manage DCD. At baseline 91.1% of physicians were unaware of the diagnosis of DCD, and only 1.6% could diagnose condition. Post-intervention, 91% of participating physicians reported greater knowledge about DCD and 29.2% were able to diagnose DCD compared to 0.5% of non-participating physicians. 100% of physicians who participated in collaborative care indicated they would continue to use the project materials and resources and 59.4% reported they would recommend or share the materials with medical colleagues. In addition, 17.6% of physicians not formally enrolled in the project reported an increase in knowledge of DCD. Physicians receiving educational outreach visits significantly improved their knowledge about DCD and their ability to identify and

Virtual Communities of Collaborative Learning for Higher Education

Directory of Open Access Journals (Sweden)

Gilda E. Sotomayor

2014-11-01

Full Text Available This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have come under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work of professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, wich are necessary to build the Knowledge Society.

Collaboration

Science.gov (United States)

King, Michelle L.

2010-01-01

This article explores collaboration between library media educators and regular classroom teachers. The article focuses on the context of the issue, positions on the issue, the impact of collaboration, and how to implement effective collaboration into the school system. Various books and professional journals are used to support conclusions…

Re-Culturing Educator Preparation Programs: A Collaborative Case Study of Continuous Improvement

Science.gov (United States)

Snow, Jennifer; Dismuke, Sherry; Zenkert, A. J.; Loffer, Carolyn

2017-01-01

Teacher educators at one institution of higher education collaborated to reculture systems for a focus on continuous improvement even within mounting accountability pressures. A framework of social network theory allowed for themes to develop around layered interactions of faculty, processes, and professional capital. Findings focused on people,…

What Do You Recommend? Implementation and Analyses of Collaborative Information Filtering of Web Resources for Education.

Science.gov (United States)

Recker, Mimi M.; Walker, Andrew; Lawless, Kimberly

2003-01-01

Examines results from one pilot study and two empirical studies of a collaborative filtering system applied in higher education settings. Explains the use of collaborative filtering in electronic commerce and suggests it can be adapted to education to help find useful Web resources and to bring people together with similar interests and beliefs.…

An alternative approach for teacher education framed by a collaborative partnership setting

DEFF Research Database (Denmark)

Pontoppidan, Birgitte Schou

The study presents an alternative didactical approach to teacher education linking practice and theory through a collaborative partnership setting. Using a ―small scale teaching design in which students alternate between schools and college it was possible to show someevidence that, by following...... this approach, first year student teachers in a science & technology class developed teacher knowledge (as aspects of PCK). The study identifies an example using Co-Re and PaPeR as a Resource Folio to show where evidence of developing teacher knowledge is seen. This didactical approach turns the traditional...... teacher education on its head and begins with a focus on practice so students alternate between school–based and college–based teaching in a cyclical fashion, and are encouraged to link theory with practice. This kind of college teaching demands a new teacher educational paradigm for which collaboration...

AN ALTERNATIVE APPROACH FOR TEACHER EDUCATION COURSES FRAMED BY A COLLABORATE PARTNERSHIP

DEFF Research Database (Denmark)

Pontoppidan, Birgitte

2010-01-01

The study presents an alternative didactical approach to teacher education linking practice and theory through a collaborative partnership setting. Using a “small scale” teaching design in which students alternate between schools and college it was possible to show some evidence that, by following...... this approach, first year student teachers in a science & technology class developed teacher knowledge (as aspects of PCK). The study identifies an example using Co-Re and PaPeR as a Resource Folio to show where evidence of developing teacher knowledge is seen. This didactical approach turns the traditional...... teacher education on its head and begins with a focus on practice so students alternate between school–based and college–based teaching in a cyclical fashion, and are encouraged to link theory with practice. This kind of college teaching demands a new teacher educational paradigm for which collaboration...

Immersion research education: students as catalysts in international collaboration research.

Science.gov (United States)

Anderson, K H; Friedemann, M L; Bűscher, A; Sansoni, J; Hodnicki, D

2012-12-01

This paper describes an international nursing and health research immersion program. Minority students from the USA work with an international faculty mentor in teams conducting collaborative research. The Minority Health International Research Training (MHIRT) program students become catalysts in the conduct of cross-cultural research. To narrow the healthcare gap for disadvantaged families in the USA and partner countries. Faculty from the USA, Germany, Italy, Colombia, England, Austria and Thailand formed an international research and education team to explore and compare family health issues, disparities in chronic illness care, social inequities and healthcare solutions. USA students in the MHIRT program complete two introductory courses followed by a 3-month research practicum in a partner country guided by faculty mentors abroad. The overall program development, student study abroad preparation, research project activities, cultural learning, and student and faculty team outcomes are explored. Cross-fertilization of research, cultural awareness and ideas about improving family health occur through education, international exchange and research immersion. Faculty research and international team collaboration provide opportunities for learning about research, health disparities, cultural influences and healthcare systems. The students are catalysts in the research effort, the dissemination of research findings and other educational endeavours. Five steps of the collaborative activities lead to programmatic success. MHIRT scholars bring creativity, enthusiasm, and gain a genuine desire to conduct health research about families with chronic illness. Their cultural learning stimulates career plans that include international research and attention to vulnerable populations. © 2012 The Authors. International Nursing Review © 2012 International Council of Nurses.

Civic Education as a Collaborative Dimension of Social Studies Education in Attainment of Political Ethics in Nigeria

Science.gov (United States)

Dania, Peter

2015-01-01

The paper investigated Civic Education as a collaborative dimension of Social Studies Education in attainment of political ethics in Nigeria. The study adopted the survey research design. The sample for the study consisted of 580 Social Studies teachers selected from thirty secondary schools in the three senatorial districts of Delta State. The…

Online Computer Games as Collaborative Learning Environments: Prospects and Challenges for Tertiary Education

Science.gov (United States)

Papastergiou, Marina

2009-01-01

This study is aimed at presenting a critical overview of recent research studies on the use of educational online games as collaborative learning environments in Tertiary Education (TE), namely higher education and vocational training, with a view to identifying: a) the elements that online games should include in order to support fruitful and…

A Collaborative Governance Approach to Improving Tertiary Education in Papua New Guinea

Science.gov (United States)

Eldridge, Kaye; Larry, Lisa; Baird, Jeanette; Kavanamur, David

2018-01-01

Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized "whole of sector" or collaborative governance. Such an approach in tertiary education has the…

Factors Forming Collaboration within the Knowledge Triangle of Education, Research and Innovation

Science.gov (United States)

Zascerinska, Jelena; Ahrens, Andreas; Bassus, Olaf

2009-01-01

A proper combination of education, research and innovation is provided by varied cooperative networks. However, the success of collaboration within a multicultural environment requires that the key factors enabling synergy between education, research and innovation have to be considered. Aim of the following paper is to identify and to analyze…

Multi-User Virtual Environments Fostering Collaboration in Formal Education

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Di Blas, Nicoletta; Paolini, Paolo

2014-01-01

This paper is about how serious games based on MUVEs in formal education can foster collaboration. More specifically, it is about a large case-study with four different programs which took place from 2002 to 2009 and involved more than 9,000 students, aged between 12 and 18, from various nations (18 European countries, Israel and the USA). These…

Interprofessional collaboration in research, education, and clinical practice: working together for a better future.

Science.gov (United States)

Green, Bart N; Johnson, Claire D

2015-03-01

Interprofessional collaboration occurs when 2 or more professions work together to achieve common goals and is often used as a means for solving a variety of problems and complex issues. The benefits of collaboration allow participants to achieve together more than they can individually, serve larger groups of people, and grow on individual and organizational levels. This editorial provides an overview of interprofessional collaboration in the areas of clinical practice, education, and research; discusses barriers to collaboration; and suggests potential means to overcome them.

A Regional Collaboration for Educational and Career Mobility: The Nursing Education Mobility Action Group.

Science.gov (United States)

Rolince, Patricia; Giesser, Nancy; Greig, Judith; Knittel, Kathleen; Mahowald, Jane F.; McAloney-Madden, Lisa; Schloss, Robert A.

2001-01-01

A collaborative group of 25 Northeast Ohio nursing deans/directors has developed an access model to provide new education and career mobility pathways into nursing. Model components describe the routes of licensed practical nurse to registered nurse and registered nurse to bachelor of science in nursing. Cost effectiveness and equity are…

Collaborative learning in digital journalism: using Jcollab for journalists’ education

Directory of Open Access Journals (Sweden)

Kellyanne Carvalho Alves

2014-06-01

Full Text Available This essay presents the results of the application of JCollab for journalists´ education. JCollab is a system developed for automating the management of the production of television news programs, organizing the interactive process of producing a collaborative news program that involves, in addition to students and teachers, ordinary people. The system was successfully tested with journalism students at the Federal University of Paraíba (Brazil. In evaluations which made use of JCollab, it was noted that this teaching approach facilitated communication between the community of users’ members and stimulated teamwork, resulting in a truly collective and collaborative process.

Complex Collaborations: India and International Agendas on Girls' and Women's Education, 1947-1990

Science.gov (United States)

Vaughan, Rosie Peppin

2013-01-01

This article explores the dynamics of global campaigns for education through a study of the movement for girls' and women's education in India since independence in 1947. In particular, it uses the trajectory of ideas within India to theorise about international collaboration on educational goals, with UNESCO and the World Bank being two of the…

Collaborative Research with Parents and Local Communities: Organizing Against Racism and Education Privatization

Directory of Open Access Journals (Sweden)

Pauline Lipman

2013-12-01

Full Text Available The author discusses her collaborative research with parents and communities against neoliberal education policies in Chicago. The paper summarizes several projects that challenge racism and educational privatization: using social science data to challenge public school closings, collaboration with a community organization to tell the story of the effects of school closings and disinvestment on African American students and schools from their own perspective, and research for a city-wide coalition for an elected school governance board. The author uses these projects to illustrate multiple forms of activist scholarship and some of their complexities and contradictions.

STEM education for teachers in the Rio Grande Valley

Science.gov (United States)

Ries, Judit Gyorgyey; Baguio, Margaret R.

2015-11-01

We have worked with elementary and middle school teachers in the Rio Grande Valley for the last 10 years bringing Earth and Space Science themed workshops to underserved areas of Texas. The Texas curriculum was also changed to include Astronomy and Space Science requirement in the tests students need to take to prove their academic preparedness. The teachers worked through a variety of inquiry-based, hands-on activities after a short presentation on the background science. In order to evaluate our effectiveness, we have asked the teachers to take pre- and post-workshop tests, and we asked them to fill out a self-reflective survey. We will report on our experiences, what works best with the teachers, and in what areas we still have a long way to go.This work was supported by various NASA education grants and Cooperative agreements, as well as grants provided by the Texas Space Grant Consortium.

Open 3D Environments for Competitive and Collaborative Educational Games

NARCIS (Netherlands)

Klemke, Roland; Kravcik, Milos

2012-01-01

Klemke, R., & Kravčík, M. (2012). Open 3D Environments for Competitive and Collaborative Educational Games. In S. Bocconi, R. Klamma, & Y. Bachvarova (Eds.), Proceedings of the 1st International Workshop on Pedagogically-driven Serious Games (PDSG 2012). In conjunction with the Seventh European

Open 3D Environments for Competitive and Collaborative Educational Games

NARCIS (Netherlands)

Klemke, Roland; Kravcik, Milos

2012-01-01

Klemke, R., & Kravčík, M. (2012, 18 September). Open 3D Environments for Competitive and Collaborative Educational Games. Presentation at S. Bocconi, R. Klamma, & Y. Bachvarova, Proceedings of the 1st International Workshop on Pedagogically-driven Serious Games (PDSG 2012). In conjunction with the

The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review

Directory of Open Access Journals (Sweden)

Beat A. Schwendimann

2018-04-01

Full Text Available Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore, this review also identifies three topic areas specific to vocational learning (collaborative writing-to-learn, simulations and game-like solutions, and tangible objects and enumerates desirable lines for future research.

Educational interventions to enhance competencies for interprofessional collaboration among nurse and physician managers: An integrative review.

Science.gov (United States)

Clausen, Christina; Cummins, Kelly; Dionne, Kelley

2017-11-01

Collaborative leadership and management structures are critical to transforming care delivery. Both nurse and physician managers are uniquely positioned to co-lead. However, little is known on how to prepare and support individuals for these co-leader arrangements. The re-design of healthcare professional education focuses on interprofessional collaboration, mutual learning, and a competency-based approach. While competencies for interprofessional collaboration have been delineated, competencies for collaborative management practice have yet to be addressed. An integrative review of empirical studies on existing educational interventions was conducted to critically appraise and synthesise the results regarding collaborative competence among nurse and physician leaders. We reviewed how these interventions have been designed, implemented, and evaluated within workplace settings in order to inform our understanding of what components are effective or ineffective for the future development of an educational programme. This review reports on key characteristics of nine empirical studies and emphasises that: a uniprofessional approach to leadership development is predominant within educational programmes and that the assessment of shared learning experiences are not addressed; there are inconsistency in terms used to describe competencies by individual researchers and limitations within the competency frameworks used in the studies reviewed; and there is a lack of suitable instruments available to assess whether competencies have been achieved through the educational programmes. None of the studies discussed the process of how individuals learned specific competencies or whether learning outcome were achieved. Educational programmes were developed based on a perceived lack of leadership preparation and orientation programmes for leaders in formal management positions and used multiple interventions. Only two of the programmes involved organisational or systems level

Collaboration Technology for Education of the Young People with Special Needs

NARCIS (Netherlands)

Lavendels, Jurijs; Sitikovs, Vjaceslavs; Latisheva, Eleonora

2006-01-01

Please, cite this publication as: Lavendels, J., Sitikovs, V., & Latisheva, E. (2006). Collaboration Technology for Education of the Young People with Special Needs. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March

Blazing a New Path: Collaborating towards Best Practice in Urban Teacher Education

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Smiley, Azure Dee; Drake, Jennifer; Sheehy, Colleen

2010-01-01

This study utilized qualitative means to gain a better understanding of the experiences of faculty members from a school of education, college of arts and sciences, and K-12 urban educators as they worked across academic disciplines to create and implement a collaborative secondary urban teacher fellowship program. This study is meant to inform…

Collaborative working between Higher Education Institutions and Charitable Organisations – an innovative approach

OpenAIRE

Trueman, Ian; Kane, Ros; Sanderson, Sue; Nelson, David

2016-01-01

Collaborative Working between Higher Education Institutions and Charitable Organisations – an innovative approach. This presentation aims to help participants understand the benefits from working with third sector charitable organisations and consider some of the challenges associated with two organisations having different approaches to education provision.

Exploring opportunities for collaboration between the corporate sector and the dental education community.

Science.gov (United States)

Alexander, D; Clarkson, J; Buchanan, R; Chadwick, G; Chesters, R; Drisko, C L; Douglass, C W; Farrell, L; Fletcher, K; Makoni, F; Monaco, M; Nordquist, B; Park, N I; Riggs, S; Schou, L; Smales, F C; Stamm, J W; Toh, C G; Volpe, T; Ward, P; Warren, P

2008-02-01

The ultimate purpose of both dental industry and dental education is to improve the oral health of the public. This report provides background information on the different roles and objectives of the dental industry and dental education communities, the different operating environment of each sector and also areas of common interest where collaboration will be of mutual benefit. The report addresses five areas for potential collaboration between the dental industry and the dental education communities: 1. Contribution to joint activities. 2. Effectiveness and efficiency. 3. Workforce needs. 4. Middle- and low-income countries. 5. The future of International Federation of Dental Educators and Associations (IFDEA). The traditional areas of support and their limitations that have been provided by industry are outlined in the report and some new approaches for collaboration are considered. Industry-based research has been an important factor in developing new products and technologies and in promoting oral health. However there is a need to facilitate the introduction of these developments at an early stage in the education process. Industry has to operate in an efficient manner to remain competitive and maximise its returns and therefore survive. The academic sector operates in a different environment and under different governance structures; although some trends are noted towards adoption of greater efficiency and financial accountability similar to industry. Opportunities to jointly develop best business practices should be explored. Industry has responded well to the oral health needs of the public through the development of new products and technologies. The education community needs to respond in a similar way by examining different healthcare delivery models worldwide and developing programmes to train members of the dental team to cater for future needs and demands of communities in different regions of the world. The reputation of industry-based scientists

Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences

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Peffer, Melanie; Renken, Maggie

2016-01-01

Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline’s approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration. PMID:27881446

Not just for celebrities: collaborating with a PR representative to market library education services.

Science.gov (United States)

Bloedel, Kimberly; Skhal, Kathryn

2006-01-01

Hardin Library for the Health Sciences offers an education service called Hardin House Calls. In collaboration with the University of Iowa libraries' public relations coordinator, the education team developed a marketing campaign for Hardin House Calls. Marketing strategies included designing a new logo, meeting with external relations representatives and faculty, distributing a user survey, and producing and distributing posters and advertisements. These marketing strategies greatly increased the visibility and use of Hardin House Calls. The campaign also led to a series of faculty development sessions, education collaborations with smaller health sciences departments, and collection development opportunities. Promoting an instructional service through a public relations frameworkwas found to be a highly successful strategy.

Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools

Science.gov (United States)

Jarvela, Sanna; Naykki, Piia; Laru, Jari; Luokkanen, Tiina

2007-01-01

In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three…

Scoping review protocol: education initiatives for medical psychiatry collaborative care.

Science.gov (United States)

Shen, Nelson; Sockalingam, Sanjeev; Abi Jaoude, Alexxa; Bailey, Sharon M; Bernier, Thérèse; Freeland, Alison; Hawa, Aceel; Hollenberg, Elisa; Woldemichael, Bethel; Wiljer, David

2017-09-03

The collaborative care model is an approach providing care to those with mental health and addictions disorders in the primary care setting. There is a robust evidence base demonstrating its clinical and cost-effectiveness in comparison with usual care; however, the transitioning to this new paradigm of care has been difficult. While there are efforts to train and prepare healthcare professionals, not much is known about the current state of collaborative care training programmes. The objective of this scoping review is to understand how widespread these collaborative care education initiatives are, how they are implemented and their impacts. The scoping review methodology uses the established review methodology by Arksey and O'Malley. The search strategy was developed by a medical librarian and will be applied in eight different databases spanning multiple disciplines. A two-stage screening process consisting of a title and abstract scan and a full-text review will be used to determine the eligibility of articles. To be included, articles must report on an existing collaborative care education initiative for healthcare providers. All articles will be independently assessed for eligibility by pairs of reviewers, and all eligible articles will be abstracted and charted in duplicate using a standardised form. The extracted data will undergo a 'narrative review' or a descriptive analysis of the contextual or process-oriented data and simple quantitative analysis using descriptive statistics. Research ethics approval is not required for this scoping review. The results of this scoping review will inform the development of a collaborative care training initiative emerging from the Medical Psychiatry Alliance, a four-institution philanthropic partnership in Ontario, Canada. The results will also be presented at relevant national and international conferences and published in a peer-reviewed journal. © Article author(s) (or their employer(s) unless otherwise stated in

The collaborative management in the educational process in distance education

Directory of Open Access Journals (Sweden)

Carla Cristina Dutra Búrigo

2016-04-01

Full Text Available This paper aims to comprehend from the benchmarks of collaborative management the processes of development and administration in the work of teams acting in the planning and production of a distance course. The research is based on the conceptual principles of dialectic-historic materialism, which seeks the mediate and immediate causes of a phenomenon in order to comprehend its historically intrinsic representations, arranged with Bakhtin’s dialogic matrix, harmonizing both the society and the individual. In this study, it is brought the conceptions of the creative and productive teams about their experiences in the collaborative work. The team is made up by professionals from the following areas: Educational, Hypermediatic and Video Design. The mediation between individual and collective decision making was pointed out as the essence of this management from the speech of the interviewed subjects. The results highlighted the decision making is empowered, both individually and collectively, by the shared network. It is not an easy task, because there are conceptual denials and approximations, conflicts and convergences, expectations and advances. It is in this process that the collective is lived, experienced and vivified.

Instructional Theory for Using a Class Wiki to Support Collaborative Learning in Higher Education

Science.gov (United States)

Lin, Chun-Yi

2013-01-01

The purpose of this study was to develop an instructional theory for using a class wiki to support collaborative learning in higher education. Although wikis have been identified in theory as one of the most powerful emerging technologies to support collaborative learning, challenges have been revealed in a number of studies regarding student…

Collaboration in Special Education: Its History, Evolution, and Critical Factors Necessary for Successful Implementation

Science.gov (United States)

Hernandez, Stephen J.

2013-01-01

Collaboration in education is seen as a legal mandate, best practice in teacher practice, and necessary for the inclusion of children with special needs. Over the years, there have been a number of evolutionary incarnations of the collaborative model, each possessing various ingredients identified as important, if not essential, components of a…

Technology-mediated collaborative learning: theoretical contributions based on analysis of educational practice

Directory of Open Access Journals (Sweden)

Sonia CASILLAS MARTÍN

2017-12-01

Full Text Available Collaborative learning has been a subject of great interest in the context of educational research, giving rise to many studies emphasizing the potential of the collaboration process in student learning, knowledge building, the development of diverse abilities and improved academic performance. Based on a conceptual review and thorough reflection on this topic, this article presents the results of a case study carried out in different schools in the Autonomous Community of Castile y Leon (Spain in an attempt to identify patterns of common action through the implementation of collaborative learning methods mediated by information and communication technologies (ICT. Among the many outcomes of this study, we conclude by highlighting the need to plan collaborative work very carefully, taking advantage of the opportunities offered by ICT as communicative environments where it is possible to construct joint and shared learning. 

The Influences of Social Collaboration on Web 2.0 Self-Efficacy for Higher Education

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Turky, Mohamed Abdullah

2016-01-01

The present study tries to research the relationship between Social Collaboration Activity and Web 2.0 Self-Efficacy for Higher Education student. It additionally looks to decide how Social Collaboration adds to the forecast of their sense Web 2.0 Self-Efficacy. The study reported in this paper was led to inspect the relationship Social…

Global health education programming as a model for inter-institutional collaboration in interprofessional health education.

Science.gov (United States)

Peluso, Michael J; Hafler, Janet P; Sipsma, Heather; Cherlin, Emily

2014-07-01

While global health (GH) opportunities have expanded at schools of medicine, nursing, and public health, few examples of interprofessional approaches to GH education have been described. The elective GH program at our university serves as an important opportunity for high-quality interprofessional education. We undertook a qualitative study to examine the experience of student, faculty and administrative leaders of the program. We used content analysis to code responses and analyze data. Among the leadership, key themes fell within the categories of interprofessional education, student-faculty collaboration, professional development, and practical considerations for the development of such programs. The principles described could be considered by institutions seeking to develop meaningful partnerships in an effort to develop or refine interprofessional global health education programs.

UCSD's Institute of Engineering in Medicine: fostering collaboration through research and education.

Science.gov (United States)

Chien, Shu

2012-07-01

The University of California, San Diego (UCSD) was established in 1961 as a new research university that emphasizes innovation, excellence, and interdisciplinary research and education. It has a School of Medicine (SOM) and the Jacobs School of Engineering (JSOE) in close proximity, and both schools have national rankings among the top 15. In 1991, with the support of the Whitaker Foundation, the Whitaker Institute of Biomedical Engineering was formed to foster collaborations in research and education. In 2008, the university extended the collaboration further by establishing the Institute of Engineering in Medicine (IEM), with the mission of accelerating the discoveries of novel science and technology to enhance health care through teamwork between engineering and medicine, and facilitating the translation of innovative technologies for delivery to the public through clinical application and commercialization.

Collaborative Educational Leadership: The Emergence of Human Interactional Sense-Making Process as a Complex System

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Jäppinen, Aini-Kristiina

2014-01-01

The article aims at explicating the emergence of human interactional sense-making process within educational leadership as a complex system. The kind of leadership is understood as a holistic entity called collaborative leadership. There, sense-making emerges across interdependent domains, called attributes of collaborative leadership. The…

The Industrial Property Rights Education in Collaboration with the Creative Product Design Education

Science.gov (United States)

Tokoro, Tetsuro; Habuchi, Hitoe; Chonan, Isao

Recently, the Advanced Courses of Electronic System Engineering and Architecture and Civil Engineering of Gifu National College of Technology have introduced a creative subject, “Creative Engineering Practice”. In this subject, students study intellectual property rights. More specifically, they learn and practice industrial proprietary rights, procedures for obtaining a patent right, how to use Industrial Property Digital Library and so forth, along with the practice of creative product design. The industrial property rights education in collaboration with the creative product design education has been carried out by the cooperation of Japan Patent Office, Japan Institute of Invention and Innovation and a patent attorney. Through the instruction of the cooperative members, great educative results have been obtained. In this paper, we will describe the contents of the subject together with its items to pursue an upward spiral of progress.

Health physics educational program in the Tennessee Valley Authority

International Nuclear Information System (INIS)

Holley, Wesley L.

1978-01-01

In the spring of 1977, the Radiological Hygiene Branch of the Tennessee Valley Authority (TVA) instituted a training program for health physics technicians to ensure availability of qualified personnel for the agency, which is rapidly becoming the world's largest nuclear utility. From this, a health physics education program is developing to also include health physics orientation and retraining for unescorted entry into nuclear power plants, health physics training for employees at other (non-TVA) nuclear plants, specialized health physics training, and possibly theoretical health physics courses to qualify technician-level personnel for professional status. Videotaped presentations are being used extensively, with innovations such as giving examinations by videotape of real-life, in-plant experiences and acted out scenarios of health physics procedures; and teaching health physics personnel to observe, detect, and act on procedural, equipment, and personnel deficiencies promptly. Video-taped lectures are being used for review and to complement live lectures. Also, a 35-mm slide and videotape library is being developed on all aspects of the operational health physics program for nuclear plants using pressurized and boiling water reactors. (author)

Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences.

Science.gov (United States)

Peffer, Melanie; Renken, Maggie

Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline's approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration. © 2016 M. Peffer and M. Renken. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Collaborative Self-Study of Online Teaching in Early Childhood Teacher Education

Science.gov (United States)

Green, Nicole; Wolodko, Brenda; Stewart, Cherry; Edwards, Helen; Brooks, Margaret; Littledyke, Ros

2013-01-01

Six academics at a regional university in Australia engaged in collaborative research examining their teaching and learning practices, their current understandings and beliefs about teacher education pedagogy and, specifically, the online teaching and learning environments. This collegial self-study project was guided by the goal of achieving…

Using Speed Dating Sessions to Foster Collaboration in Continuing Interdisciplinary Education

Science.gov (United States)

Laprise, Rejean; Thivierge, Robert L.

2012-01-01

Introduction: There are numerous examples of care gaps that could be reduced through enhanced knowledge exchange and practice collaboration between medical specialist physicians. In this paper, we report preliminary results on using speed-dating sessions (SDSs) to stimulate the development of continuing interdisciplinary education (CIDE)…

Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context

NARCIS (Netherlands)

Näykki, Piia; Järvelä, Sanna; Kirschner, Paul A.; Järvenoja, Hanna

2018-01-01

This case study explores cognitive, motivational and socio-emotional challenges experienced in collaborative learning, how conflict emerges and what students’ emotional reactions and interpretations are. Collaborative work of 22 higher education students was followed during a three-month course.

When Collaborative Is Not Collaborative: Supporting Student Learning through Self-Surveillance

Science.gov (United States)

Kotsopoulos, Donna

2010-01-01

Collaborative learning has been widely endorsed in education. This qualitative research examines instances of collaborative learning during mathematics that were seen to be predominantly non-collaborative despite the pedagogical efforts and intentions of the teacher and the task. In an effort to disrupt the non-collaborative learning, small groups…

Collaborative Professional Development in Chemistry Education Research: Bridging the Gap between Research and Practice

Science.gov (United States)

Szteinberg, Gabriela; Balicki, Scott; Banks, Gregory; Clinchot, Michael; Cullipher, Steven; Huie, Robert; Lambertz, Jennifer; Lewis, Rebecca; Ngai, Courtney; Weinrich, Melissa; Talanquer, Vicente; Sevian, Hannah

2014-01-01

Professional development that bridges gaps between educational research and practice is needed. However, bridging gaps can be difficult because teachers and educational researchers often belong to different Communities of Practice, as their activities, goals, and means of achieving those goals often differ. Meaningful collaboration among teachers…

"Deja vu All over Again": Commentary on the Catholic Higher Education Collaborative Conference on Leadership at Loyola University Chicago

Science.gov (United States)

Schuttloffel, Merylann J.

2010-01-01

In fall 2007, nine Catholic colleges and universities began a collaborative process to explore ways Catholic institutions of higher education (CIHE) could increase effective support of pre-K-12 Catholic schools. This new organization, Catholic Higher Education Collaborative (CHEC), committed to hosting a series of six conferences focused on…

Technology Trends in Mobile Computer Supported Collaborative Learning in Elementary Education from 2009 to 2014

Science.gov (United States)

Carapina, Mia; Boticki, Ivica

2015-01-01

This paper analyses mobile computer supported collaborative learning in elementary education worldwide focusing on technology trends for the period from 2009 to 2014. The results present representation of device types used to support collaborative activities, their distribution per users (1:1 or 1:m) and if students are learning through or around…

Eradicating tsetse from the Southern Rift Valley of Ethiopia

International Nuclear Information System (INIS)

2003-01-01

Farming activities in Ethiopia, as in much of sub-Saharan Africa, are restricted by the presence of tsetse flies (Glossina spp.). These carry the livestock and human disease, trypanosomosis, which severely affects agricultural production and human well-being. In collaboration with the Ethiopian authorities, the International Atomic Energy Agency is sponsoring a Sterile Insect Technique (SIT) programme to eradicate tsetse from the Southern Rift Valley of Ethiopia. (IAEA)

Teaching and learning experiences in a collaborative distance-education environment.

Science.gov (United States)

Martin, Peter; Scheetz, Laura Temple

2011-01-01

The Great Plains Distance Education Alliance (Great Plains IDEA) emphasizes the importance of a collaborative environment for instructors and students in distance education. The authors highlight a number of important principles for distance-education programs and point out similarities and differences when compared to traditional face-face-to classes such as communication, classroom management, connectivity, and technical challenges. They summarize general topics concerning the faculty, the syllabus, office hours, the calendar, and announcements. Three essential lesson components are noted: an overview, the lesson itself, and supplemanetary material. The authors also take the student perspective, emphasizing the diversity of students, the importance of computer proficiency, and student interactions. Finally, they summarize a first round of course evaluations in the Great Plains IDEA gerontology master's program.

Collaboration Scripts for Mastership Skills: Online game about classroom dilemmas in teacher education

NARCIS (Netherlands)

Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Aad; Westera, Wim

2013-01-01

Hummel, H. G. K., Geerts, W. M., Slootmaker, A., Kuipers, D., & Westera, W. (in press). Collaboration scripts for mastership skills: Online game about classroom dilemmas in teacher Education. Interactive Learning Environments.

A Model Collaborative Platform for Geoscience Education

Science.gov (United States)

Fox, S.; Manduca, C. A.; Iverson, E. A.

2012-12-01

Over the last decade SERC at Carleton College has developed a collaborative platform for geoscience education that has served dozens of projects, thousands of community authors and millions of visitors. The platform combines a custom technical infrastructure: the SERC Content Management system (CMS), and a set of strategies for building web-resources that can be disseminated through a project site, reused by other projects (with attribution) or accessed via an integrated geoscience education resource drawing from all projects using the platform. The core tools of the CMS support geoscience education projects in building project-specific websites. Each project uses the CMS to engage their specific community in collecting, authoring and disseminating the materials of interest to them. At the same time the use of a shared central infrastructure allows cross-fertilization among these project websites. Projects are encouraged to use common templates and common controlled vocabularies for organizing and displaying their resources. This standardization is then leveraged through cross-project search indexing which allow projects to easily incorporate materials from other projects within their own collection in ways that are relevant and automated. A number of tools are also in place to help visitors move among project websites based on their personal interests. Related links help visitors discover content related topically to their current location that is in a 'separate' project. A 'best bets' feature in search helps guide visitors to pages that are good starting places to explore resources on a given topic across the entire range of hosted projects. In many cases these are 'site guide' pages created specifically to promote a cross-project view of the available resources. In addition to supporting the cross-project exploration of specific themes the CMS also allows visitors to view the combined suite of resources authored by any particular community member. Automatically

Walking the Roads as Immigrant Mothers and Teacher Educators: A Collaborative Self-Study of Three Korean Immigrant Early Childhood Educators

Science.gov (United States)

Kim, Jinhee; Wee, Su-Jeong; Kim, Kyoung Jin

2018-01-01

Offering an analysis of our multifaceted experiences as three Korean immigrant early childhood teacher educators in the United States, this critical collaborative self-study examines how positions as immigrant mothers and teacher educators interplay with each other. This study also explores ways in which the intersectional experiences influence…

Interprofessional collaboration: three best practice models of interprofessional education

Directory of Open Access Journals (Sweden)

Diane R. Bridges

2011-04-01

Full Text Available Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education.The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one's health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership.One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative

Interprofessional collaboration: three best practice models of interprofessional education

Science.gov (United States)

Bridges, Diane R.; Davidson, Richard A.; Odegard, Peggy Soule; Maki, Ian V.; Tomkowiak, John

2011-01-01

Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education. The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one's health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership. One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative support

Interprofessional collaboration: three best practice models of interprofessional education.

Science.gov (United States)

Bridges, Diane R; Davidson, Richard A; Odegard, Peggy Soule; Maki, Ian V; Tomkowiak, John

2011-04-08

Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education.The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one's health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership.One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative support

E pluribus unum: the potential of collaborative learning to enhance Microbiology teaching in higher education.

Science.gov (United States)

Rutherford, Stephen

2015-12-01

Collaborative learning, where students work together towards a shared understanding of a concept, is a well-established pedagogy, and one which has great potential for higher education (HE). Through discussion and challenging each other's ideas, learners gain a richer appreciation for a subject than with solitary study or didactic teaching methods. However, collaborative learning does require some scaffolding by the teacher in order to be successful. Collaborative learning can be augmented by the use of Web 2.0 collaborative technologies, such as wikis, blogs and social media. This article reviews some of the uses of collaborative learning strategies in Microbiology teaching in HE. Despite the great potential of collaborative learning, evidence of its use in Microbiology teaching is, to date, limited. But the potential for collaborative learning approaches to develop self-regulated, deep learners is considerable, and so collaborative learning should be considered strongly as a viable pedagogy for HE. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

EFFECT OF INTERPROFESSIONAL EDUCATION MODEL TO TEAM WORK AND COLLABORATION ATTITUDES OF NURSING STUDENTS IN THE INTENSIVE CARE UNIT OF HOSPITAL

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Eny Kusmiran

2017-02-01

Full Text Available Background: International policy recommends Interprofesional Education (IPE to improve the practice of interprofessional In an effort to improve the practice of professional nurses, the IPE is the strategy of forming professional conduct of nurses in team work and collaboration between other health professionals, especially doctors in critical care. Objective: to identify the effect of IPE model of team work and collaboration of the attitudes of nursing students in an intensive care unit of Hospital. Methods: This study was conducted with The quasi-experimental design. The number of 30 subjects (15 intervention and 15 control group by random sampling. The intervention consisted of 1 pretest 2 the provision of material interprofessional education modules on subjects of critical nursing for 2 weeks, 2 posttest. Paired t tests were used to determine the effects of interprofessional Education. Independence t-test were used to determine the difference effect of interprofessional Education. The instrument used was The Attitudes towards interprofessional Health Care Teams Scales to measure the attitude of teamwork and Interprofesional Collaboration Scales to measure the attitude of collaboration. Results: There were differences rates of team work and collaboration attitudes of nurses before and after on intervention group. There werenot differences rates of team work and collaboration attitudes of nurses before and after on control group. There were differences scores of the attitude of team work and collaboration between the intervention and control groups. Conclusions and Recommendations: Giving IPE modules for nurses are commonly regarded to be an essential strategy for improving team work and collaboration attitudes on nurses student at intensive care unit of hospital. Keyword: Interprofessional Education, team work, collaboration, nurses student.

Wikis and Collaborative Learning in Higher Education

Science.gov (United States)

Zheng, Binbin; Niiya, Melissa; Warschauer, Mark

2015-01-01

While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning;…

Social Work and Engineering Collaboration: Forging Innovative Global Community Development Education

Science.gov (United States)

Gilbert, Dorie J.

2014-01-01

Interdisciplinary programs in schools of social work are growing in scope and number. This article reports on collaboration between a school of social work and a school of engineering, which is forging a new area of interdisciplinary education. The program engages social work students working alongside engineering students in a team approach to…

Understanding collaborative management in higher education, the possibilities and parameters of partnership: A case study of CADISE.

OpenAIRE

O'Neil, Bethan.

2007-01-01

This thesis examines the emergent area of collaborative management practised in the higher education context by reflecting on a three year case study of seven specialist performing and creative arts higher education institutions at the start of the twenty first century. The members were part of a formal consortium (CADISE) engaged in a HEFCE funded project on 'Developing Collaborative Management Skills for Senior Executives'. The principal research question of 'how do we understand collaborat...

Enhancing Science Education Instruction: A Mixed-Methods Study on University and Middle School Collaborations

Science.gov (United States)

Owen-Stone, Deborah S.

The purpose of this concurrent mixed methods study was to examine the collaborative relationship between scientists and science teachers and to incorporate and advocate scientific literacy based on past and current educational theories such as inquiry based teaching. The scope of this study included archived student standardized test scores, semi-structured interviews, and a Likert scale survey to include open-ended comments. The methodology was based on the guiding research question: To what extent and in what ways does the collaboration and inquiry methodology, with GTF and PT teams, serve toward contributing to a more comprehensive and nuanced understanding of this predicting relationship between student PASS scores, inquiry skills, and increased scientific literacy for GTF's, PT's, and students via an integrative mixed methods analysis? The data analysis considerations were derived from the qualitative data collected from the three GTF/PT teams by the use of recorded interviews and text answered survey comments. The quantitative data of archived student Palmetto Assessment of State Standards (PASS) scores on scientific literacy and inquiry tests and the Likert-scale portion of the survey were support data to the aforementioned qualitative data findings. Limitations of the study were (1) the population of only the GK-12 teachers and their students versus the inclusion of participants that did not experience the GK-12 Fellow partnerships within their classrooms, should they be considered as participants, (2) involved the researcher as a participant for two years of the program and objectivity remained through interpretation and well documented personal reflections and experiences to inform accuracy, and (3) cultural diversity contributed to the relationship formed between the research Fellow and science educator and communication and scientific language did form a barrier between the Fellow, educator, and student rapport within the classroom. This study

A University–Industry Collaborative Entrepreneurship Education Program as a Trading Zone: The Case of Osaka University

Directory of Open Access Journals (Sweden)

Koichi Nakagawa

2017-06-01

Full Text Available Two complementary problems are that busy practitioners find it difficult to access academic knowledge and university students lack practical experience. University–industry collaborative education is a potential solution for both of these problems by bringing together theoretical insights from universities and experiential know-how from industry. However, university–industry collaborative education has not been sufficiently studied to offer clear frameworks and mechanisms to foster effective knowledge exchanges between these two groups. In this article, we propose the metaphor of a “trading zone” as a potential analytical framework for implementing this method of education. Applying this framework to the analysis of a university–industry collaborative education program, this study proposes that the exchange of knowledge between students and practitioners is the essential learning experience and that it is made more meaningful by the heterogeneity between students and practitioners. The shared language provided by the program and those who deliver it make the exchanges efficient, and the temporary and extraordinary nature of the program accelerate those exchanges. Here, we analyze the case of Osaka University in Japan to illustrate the framework and develop associated propositions to encourage further study and validation of the framework.

Industry-university collaboration for research and education

International Nuclear Information System (INIS)

Shalaby, B.A.; Snell, V.G.; Rouben, B.

2015-01-01

University Network for Excellence in Nuclear Engineering also known as UNENE is a joint partnership between the nuclear industry and thirteen universities. UNENE has been legally registered as of 2002 as a not for profit organization. The establishment of this network was prompted by industry to address anticipated retirement of a large number of professionals from industry starting in early 2000 onwards and thus the loss of nuclear knowledge and experience within industry. UNENE was created to provide a sustainable supply of highly qualified personnel to industry, support nuclear research within various universities and provide a course based Master's Degree in nuclear engineering to enhance the knowledge of young professionals within the industry in the science and technology of the CANDU nuclear power system. The paper describes the current UNENE, its research objectives, key outcomes of research programs to date and its contribution to industry needs in maintaining an economic and safe power plant performance of its nuclear fleet. The paper addresses achievements within the education program and the new 4-course diploma program recently introduced to enhance core expertise of young industry professionals. Also publications and national and international collaborations in various aspects of research have significantly contributed to Canada's position in nuclear science and research worldwide. Such collaborations are also addressed. (author)

The Power of Structural and Symbolic Redesign: Creating a Collaborative Learning Community in Higher Education.

Science.gov (United States)

Geltner, Beverley B.

This paper describes efforts to redesign a graduate program of educational administration and leadership at Oakland University in Rochester, Michigan, shaped by contributions of researchers in contemporary management and leadership theory, feminist pedagogy, action research, and educational reform. A culture of collaboration, inclusion, and…

Educating for collaborative practice: an interpretation of current achievements and thoughts for future directions.

Science.gov (United States)

Hudson, Judith Nicky; Croker, Anne

2018-01-01

The Edinburgh Declaration, developed in 1998 as a pledge to alter the character of medical education to more effectively meet the needs of society, included a recommendation to increase the opportunity for joint learning between health and health-related professions, as part of the training for teamwork. This article acknowledges achievements since the Declaration in relation to this recommendation, using an umbrella term for the phenomenon, 'educating for collaborative practice', and presents a perspective framed as a series of questions to encourage reflection on future directions. A literature interpretation, informed by philosophical hermeneutics, was conducted using text sets comprising reports and reviews from a section of the international literature since 1988. The interpretation involved: engaging with meanings as presented in the chosen texts; making iterative returns to the texts to explore emerging understanding; and ensuring parts of our understanding from particular texts were fused with complete understanding of the texts as a whole. A lens of appreciative inquiry facilitated acknowledgement of what has been achieved, while being curious about how it could be. Interpretation of the selected literature revealed notable achievements. Areas for further consideration were identified in relation to three themes: establishing shared understanding AND purpose behind use of terminology; being a conduit AND sharing responsibility for change; exploring ways of doing things AND ensuring ongoing inclusivity. Interpreting the current literature on 'educating for collaborative practice' has generated questions for reflection on how it may be otherwise. Readers are encouraged to embrace the tensions inherent in unanswered questions, providing space for communication, initiative and diversity of thought. An ongoing dialogue with the literature is proposed, asking whether educating students for a collective identity in settings where they are learning for and with

Mutuality, Metaphor and Micropolitics in Collaborative Governance: A Joint Venture in UK Higher Education

Science.gov (United States)

Ross, Fiona; Woodfield, Steve

2017-01-01

As market-led higher education systems become the "new normal", a wider variety of organisational forms is likely to emerge. This paper reports on the findings of a qualitative and historical study that aimed to explore the meaning of collaborative governance in a unique and long-standing higher education joint venture in England.…

The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

Science.gov (United States)

Ugurlu, Zeynep

2016-01-01

In this research, it has been aimed to determine the opinions of administrators serving in the public education organizations at the central districts of Sinop on inter-organizations collaboration (collaboration levels). The study, in the descriptive survey model, has been carried out by a mixed research approach where qualitative, quantitative…

The Impact of a Collaborative Wiki Assignment on Teaching and Learning in a Teacher Education Program

Directory of Open Access Journals (Sweden)

Vanessa Joy Bravo

2011-10-01

Full Text Available This study explored students’ perceptions and behaviors of public wiki use during a collaborative Wikipedia assignment in a graduate technology and literacy education course. Results confirmed that the majority of students had an overall positive experience posting content on Wikipedia. Students learned how to use Wikipedia through collaborative practice, including, how to adhere to its standards and cite work properly, the importance of critically evaluating online information, and the value of publishing work to an authentic audience. Students (prospective and current teachers reported numerous ways in which collaboration on Wikipedia could be integrated into their K-12 classrooms in order to promote higher order thinking and foster meaningful knowledge construction. Pedagogical practices for the effective integration of public wiki assignments in higher education and K-12 settings are recommended.

Collaborative learning of clinical skills in health professions education: the why, how, when and for whom.

Science.gov (United States)

Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte V

2016-01-01

This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. Collaborative learning of clinical skills may influence learning positively according to the non-medical literature. Training efficiency may therefore be improved if the outcomes of collaborative learning of clinical skills are superior or equivalent to those attained through individual learning. According to a social interaction perspective, collaborative learning of clinical skills mediates its effects through social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition, scaffolding and cognitive co-construction are outweighed by reductions in hands-on experience and time on task. Collaborative learning of clinical skills has demonstrated promising results in the simulated setting. However, further research into how collaborative learning of clinical skills may work in clinical settings, as well as into the role of social dynamics between learners, is required. © 2015 John Wiley & Sons Ltd.

AN EVALUATION AND IMPLEMENTATION OF COLLABORATIVE AND SOCIAL NETWORKING TECHNOLOGIES FOR COMPUTER EDUCATION

Directory of Open Access Journals (Sweden)

Ronnie Cheung

2011-06-01

Full Text Available We have developed a collaborative and social networking environment that integrates the knowledge and skills in communication and computing studies with a multimedia development project. The outcomes of the students’ projects show that computer literacy can be enhanced through a cluster of communication, social, and digital skills. Experience in implementing a web-based social networking environment shows that the new media is an effective means of enriching knowledge by sharing in computer literacy projects. The completed assignments, projects, and self-reflection reports demonstrate that the students were able to achieve the learning outcomes of a computer literacy course in multimedia development. The students were able to assess the effectiveness of a variety of media through the development of media presentations in a web-based, social-networking environment. In the collaborative and social-networking environment, students were able to collaborate and communicate with their team members to solve problems, resolve conflicts, make decisions, and work as a team to complete tasks. Our experience has shown that social networking environments are effective for computer literacy education, and the development of the new media is emerging as the core knowledge for computer literacy education.

Do quality improvement collaboratives' educational components match the dominant learning style preferences of the participants?

Science.gov (United States)

Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen; Slaghuis, Sarah-Sue

2015-06-20

Quality improvement collaboratives are used to improve healthcare by various organizations. Despite their popularity literature shows mixed results on their effectiveness. A quality improvement collaborative can be seen as a temporary learning organization in which knowledge about improvement themes and methods is exchanged. In this research we studied: Does the learning approach of a quality improvement collaborative match the learning styles preferences of the individual participants and how does that affect the learning process of participants? This research used a mixed methods design combining a validated learning style questionnaire with data collected in the tradition of action research methodology to study two Dutch quality improvement collaboratives. The questionnaire is based on the learning style model of Ruijters and Simons, distinguishing five learning style preferences: Acquisition of knowledge, Apperception from others, Discovery of new insights, Exercising in fictitious situations and Participation with others. The most preferred learning styles of the participants were Discovery and Participation. The learning style Acquisition was moderately preferred and Apperception and Exercising were least preferred. The educational components of the quality improvement collaboratives studied (national conferences, half-day learning sessions, faculty site visits and use of an online tool) were predominantly associated with the learning styles Acquisition and Apperception. We observed a decrease in attendance to the learning activities and non-conformance with the standardized set goals and approaches. We conclude that the participants' satisfaction with the offered learning approach changed over time. The lacking match between these learning style preferences and the learning approach in the educational components of the quality improvement collaboratives studied might be the reason why the participants felt they did not gain new insights and therefore ceased

A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines

Science.gov (United States)

Pelaez, Nancy; Anderson, Trevor R.; Gardner, Stephanie M.; Yin, Yue; Abraham, Joel K.; Barlett, Edward L.; Gormally, Cara; Hurney, Carol A.; Long, Tammy M.; Newman, Dina L.; Sirum, Karen; Stevens, Michael T.

2018-01-01

Since 2009, the U.S. National Science Foundation Directorate for Biological Sciences has funded Research Coordination Networks (RCN) aimed at collaborative efforts to improve participation, learning, and assessment in undergraduate biology education (UBE). RCN-UBE projects focus on coordination and communication among scientists and educators who…

You Cannot Do This Alone! Increasing Task Interdependence in Cooperative Educational Videogames to Encourage Collaboration

Science.gov (United States)

Nebel, Steve; Schneider, Sascha; Beege, Maik; Kolda, Franziska; Mackiewicz, Valerie; Rey, Günter Daniel

2017-01-01

Complex, multimedia software such as educational videogames offer a wide range of elements to modify learner behavior. The adjustment of such software might support learning, especially in complex settings like collaborative or cooperative scenarios. Coming from a theoretical background of educational psychology, our experiment seeks to implement…

Putting the Steam Back into Critique? "Gathering" for Critical-Dissensual Collaborations in Education Policy Research

Science.gov (United States)

Heimans, Stephen; Singh, Parlo

2018-01-01

Bruno Latour famously asked, "Why has critique run out of steam?". In this paper we draw on his ideas to present some resources for "gathering"--for doing education policy research with others--which we term "critical-dissensual collaboration". We believe that our education policy research "critique from…

Collaborative design of Open Educational Practices: An Assets based approach

Directory of Open Access Journals (Sweden)

Kate Helen Miller

2018-04-01

Full Text Available This paper outlines a collaborative approach to the design of open educational resources (OER with community stakeholders so they can be shared with other community practitioners openly, online and repurposed for other contexts. We view curriculum not as something that educationalists provide but rather something that emerges as learners engage with an educational context. We draw on a Project consisting of a partnership between five European Institutions of Higher Education and a range of community stakeholder groups. The partnership will develop a suite of OER for community workers who are implementing assets based approaches in different contexts. We argue that these approaches are negotiated in that one cannot decide how they might operate in a given context without engaging in deliberative discussion. The challenge for us as open education practitioners is how to turn those deliberations into OER and to highlight the important pedagogical aspect of the design process.

The Development of Chinese Education in Malaysia, 1952-1975: Political Collaboration between the Malaysian Chinese Association and the Chinese Educationists

Science.gov (United States)

Tan, Yao Sua; Teoh, Hooi See

2015-01-01

This paper examines the development of Chinese education in Malaysia from 1952 to 1975, focusing on the political collaboration between the Malaysian Chinese Association (MCA) and the Chinese educationists to advance the cause of Chinese education instead of the usual macro policy analysis. This collaboration was compounded by the different stand…

Collaborative Creativity: A Computational Approach: Raw Shaping Form Finding in Higher Education Domain

NARCIS (Netherlands)

Wendrich, Robert E.; Guerrero, J.E.

2013-01-01

This paper examines the conceptual synthesis processes in conjunction with assistive computational support for individual and collaborative interaction. We present findings from two educational design interaction experiments in product creation processing (PCP). We focus on metacognitive aspects of

Knowledge Mobilization, Collaboration, and Social Innovation: Leveraging Investments in Higher Education

Directory of Open Access Journals (Sweden)

Naomi Nichols

2013-05-01

Full Text Available This article is a qualitative literature synthesis in the areas of community-campus collaborations, knowledge mobilization and social innovation. The article aims to be useful to people who work in academic settings, community organizations, public institutions, and government. The authors utilized a purposive sampling methodology to explore the following questions: 1. How can university-based knowledge mobilization leverage investments in higher education research and development (R&D through community-campus collaboration and social innovation? 2. What is the role of university-wide knowledge mobilization projects in supporting community-campus connections and ultimately social innovation strategies that contribute to the public good? Our review indicates considerable interplay between community-campus collaborations, knowledge mobilization and social innovation given that knowledge mobilization facilitates – and is facilitated by – collaboration. With sufficient knowledge mobilization, community-campus collaborations stimulate social innovation. The article concludes with recommendations based on our review of the literature.RÉSUMÉCet article se fonde sur une synthèse littéraire qualitative portant sur les collaborations communautaires/académiques, la mobilisation du savoir et l’innovation sociale. Il se veut utile pour toute personne travaillant dans un milieu académique, un organisme communautaire ou une institution publique. Les auteurs ont recours à une méthode d’échantillonnage raisonné pour répondre aux questions suivantes : 1. Comment la mobilisation du savoir universitaire – au moyen de la collaboration communautaire/académique et de l’innovation sociale – peut-elle faire augmenter les investissements en recherche et développement dans l’enseignement supérieur? 2. Comment les projets de mobilisation du savoir universitaire peuvent-ils resserrer les liens entre campus et communauté et, en fin de compte

The Effect of the Immediate Feedback by the Collaborative Education Tool ViLLE on Learning for Business Mathematics in Higher Education

Science.gov (United States)

Kuikka, Matti; Laakso, Mikko-Jussi; Joshi, Marjo

2016-01-01

This article outlines the effect of the collaborative educational tool ViLLE when learning business mathematics in higher education. ViLLE validates students' answers during the assessment process and provides immediate feedback, enabling students to receive feedback and guidance about the correctness of their answers. The learning results in the…

A collaborative effort of medical and educational facilities for radiation safety training of nurses

International Nuclear Information System (INIS)

Matsuda, Naoki; Yoshida, Masahiro; Takao, Hideaki

2004-01-01

The radiation safety training course has been conducted for nurses of the university hospital by the collaboration of medical and educational staffs in Nagasaki University. This course was given for 6 hours covering basics of radiation, effects on human body, tips for radiation protection in clinical settings, and practical training, to more than 350 nurses overall. The pre-instruction survey by questionnaire revealed that 60% of nurses felt fears about radiation when they care for patients, which reduced to less than 15% in the post-instruction survey. The course also motivated nurses to give an answer patients' questions about radiation safety. In contrast, more than 30% of nurses were aware of neither their glass badge readings nor the maximum dose limit of radiation exposure even after the course. These results suggested that medical-educational collaborative training for nurses were effective on reducing nurses' fears about radiation and that repeated and continuous education would be necessary to establish their practice for radiation protection. (author)

A model of collaboration between nursing education institutions in the North West Province of South Africa

Directory of Open Access Journals (Sweden)

Kathleen K. Direko

2017-09-01

Conclusion: A model of collaboration was acceptable to the majority of nurse education stakeholders. Other implications are that there was a need for the improvement of scholarship among nurse educators and clinical mentors, sharing rare skills, and addressing perceived challenges.

Valley-dependent band structure and valley polarization in periodically modulated graphene

Science.gov (United States)

Lu, Wei-Tao

2016-08-01

The valley-dependent energy band and transport property of graphene under a periodic magnetic-strained field are studied, where the time-reversal symmetry is broken and the valley degeneracy is lifted. The considered superlattice is composed of two different barriers, providing more degrees of freedom for engineering the electronic structure. The electrons near the K and K' valleys are dominated by different effective superlattices. It is found that the energy bands for both valleys are symmetric with respect to ky=-(AM+ξ AS) /4 under the symmetric superlattices. More finite-energy Dirac points, more prominent collimation behavior, and new crossing points are found for K' valley. The degenerate miniband near the K valley splits into two subminibands and produces a new band gap under the asymmetric superlattices. The velocity for the K' valley is greatly renormalized compared with the K valley, and so we can achieve a finite velocity for the K valley while the velocity for the K' valley is zero. Especially, the miniband and band gap could be manipulated independently, leading to an increase of the conductance. The characteristics of the band structure are reflected in the transmission spectra. The Dirac points and the crossing points appear as pronounced peaks in transmission. A remarkable valley polarization is obtained which is robust to the disorder and can be controlled by the strain, the period, and the voltage.

Establishing a Global Radiation Oncology Collaboration in Education (GRaCE): Objectives and priorities

NARCIS (Netherlands)

Turner, S.; Eriksen, J.G.; Trotter, T.; Verfaillie, C.; Benstead, K.; Giuliani, M.; Poortmans, P.; Holt, T.; Brennan, S.; Potter, R.

2015-01-01

Representatives from countries and regions world-wide who have implemented modern competency-based radiation- or clinical oncology curricula for training medical specialists, met to determine the feasibility and value of an ongoing international collaboration. In this forum, educational leaders from

A Canada-Ukraine Collaborative Initiative for Introducing Inclusive Education for Children with Disabilities in Ukraine: Participant Perspectives

Science.gov (United States)

Loreman, Tim; McGhie-Richmond, Donna; Kolopayvea, Alla; Tarenchenko, Oksana; Mazin, Dymtro; Crocker, Cheryl; Petryshyn, Roman

2016-01-01

This article examines the experiences of Canadian and Ukrainian educators who collaborated on a 5-year Canadian International Development Agency (CIDA) funded project to develop local capacity to implement inclusive education for children with disabilities in Ukraine. Ukrainian and Canadian educators and project coordinators engage in reflective…

Industry-university collaboration for research and education

Energy Technology Data Exchange (ETDEWEB)

Shalaby, B.A.; Snell, V.G.; Rouben, B. [Univ. Network of Excellence in Nuclear Energy (UNENE), Ontario (Canada)

2015-09-15

University Network for Excellence in Nuclear Engineering also known as UNENE is a joint partnership between the nuclear industry and thirteen universities. UNENE has been legally registered as of 2002 as a not for profit organization. The establishment of this network was prompted by industry to address anticipated retirement of a large number of professionals from industry starting in early 2000 onwards and thus the loss of nuclear knowledge and experience within industry. UNENE was created to provide a sustainable supply of highly qualified personnel to industry, support nuclear research within various universities and provide a course based Master's Degree in nuclear engineering to enhance the knowledge of young professionals within the industry in the science and technology of the CANDU nuclear power system. The paper describes the current UNENE, its research objectives, key outcomes of research programs to date and its contribution to industry needs in maintaining an economic and safe power plant performance of its nuclear fleet. The paper addresses achievements within the education program and the new 4-course diploma program recently introduced to enhance core expertise of young industry professionals. Also publications and national and international collaborations in various aspects of research have significantly contributed to Canada's position in nuclear science and research worldwide. Such collaborations are also addressed. (author)

Industry-university collaboration for research and education

Energy Technology Data Exchange (ETDEWEB)

Shalaby, B.A.; Snell, V.G.; Rouben, B., E-mail: basma.shalaby@rogers.com [University Network of Excellence in Nuclear Energy, Hamilton, ON (Canada)

2015-07-01

University Network for Excellence in Nuclear Engineering also known as UNENE is a joint partnership between the nuclear industry and thirteen universities. UNENE has been legally registered as of 2002 as a not for profit organization. The establishment of this network was prompted by industry to address anticipated retirement of a large number of professionals from industry starting in early 2000 onwards and thus the loss of nuclear knowledge and experience within industry. UNENE was created to provide a sustainable supply of highly qualified personnel to industry, support nuclear research within various universities and provide a course based Master's Degree in nuclear engineering to enhance the knowledge of young professionals within the industry in the science and technology of the CANDU nuclear power system. The paper describes the current UNENE, its research objectives, key outcomes of research programs to date and its contribution to industry needs in maintaining an economic and safe power plant performance of its nuclear fleet. The paper addresses achievements within the education program and the new 4-course diploma program recently introduced to enhance core expertise of young industry professionals. Also publications and national and international collaborations in various aspects of research have significantly contributed to Canada's position in nuclear science and research worldwide. Such collaborations are also addressed. (author)

Fostering solidarity and transforming identities: A collaborative approach to elementary science teacher education

Science.gov (United States)

Siry, Christina A.

This study explores the use of coteaching and cogenerative dialogue in pre-service elementary teacher education, and the ways in which collaborating to share responsibility for learning and teaching can afford the development of solidarity and new teachers' identity transformations. Specifically, the research detailed in this dissertation focuses on learning to teach science in a field-based methods course taught partially on a college campus and partially in an urban elementary school. I used critical ethnography guided by the theoretical frameworks of cultural sociology and the sociology of emotions. The lens of phenomenology provided the contextual aspects of the individual experience, and design experiment was utilized as the research unfolded, affording continual redesign of the work. Issues of identity and group membership are central to this research, and I have explored connections between the emergence of solidarity within a group of teachers and the individual identity transformations supported through a collective sense of belonging. A key component of this study was an analysis of the co-responsibility nurtured through coteaching and cogenerative dialogue, and thus the dialectical relationship between the individual and the collective is critical to this research. At the individual level, I examined identity development, and individual participation in a field-based methods course. At the collective level, I considered the ways that participants form collective identities and group solidarity. Two of the chapters of my dissertation are coauthored with students, as I have sought to dismantle teacher-student hierarchies and replace them with complex relationships supported through polysemic and polyphonic approaches to research. In examining identity and solidarity as they emerged from this approach, I make the following contributions to science teacher education; (1) identify resources and practices in elementary science teaching that surface in a

Generation and electric control of spin-valley-coupled circular photogalvanic current in WSe2

Science.gov (United States)

Yuan, Hongtao; Hwang, Harold Y.; Cui, Yi

2015-03-01

Compared to the weak spin-orbit-interaction (SOI) in graphene, layered transitionmetal chalcogenides MX2 have heavy 4d/5d elements with strong atomic SOI, providing a unique way to extend functionalities of novel spintronics and valleytronics devices. Such a valley polarization achieved via valley-selective circular dichroism has been predicted theoretically and demonstrated with optical experiments in MX2 systems. Despite the exciting progresses, the generation of a valley/spin current by valley polarization in MX2 remains elusive and a great challenge. A spin/valley current in MX2 compounds caused by such a valley polarization has never been observed, nor its electric-field control. In this talk, we demonstrated, within an electric-double-layer transistor based on WSe2, the manipulation of a spin-coupled valley photocurrent whose direction and magnitude depend on the degree of circular polarization of the incident radiation and can be further greatly modulated with an external electric field. Such room temperature generation and electric control of valley/spin photocurrent provides a new property of electrons in MX2 systems, thereby enabling new degrees of control for quantum-confined spintronics devices. (In collaboration with S.C. Zhang, Y.L. Chen, Z.X. Shen, B Lian, H.J. Zhang, G Xu, Y Xu, B Zhou, X.Q. Wang, B Shen X.F. Fang) Acknowledge the support from DoE, BES, Division of MSE under contract DE-AC02-76SF00515. Acknowledge the support from DoE, BES, Division of MSE under contract DE-AC02-76SF00515.

Highlighting High Performance: Blackstone Valley Regional Vocational Technical High School; Upton, Massachusetts

Energy Technology Data Exchange (ETDEWEB)

2006-10-01

This brochure describes the key high-performance building features of the Blackstone Valley High School. The brochure was paid for by the Massachusetts Technology Collaborative as part of their Green Schools Initiative. High-performance features described are daylighting and energy-efficient lighting, indoor air quality, solar energy, building envelope, heating and cooling systems, and water conservation. Energy cost savings are also discussed.

Teacher Externships as a Practice of Inter-organizational Collaboration Between Institutions of Higher Education and Public and Private Organizations

DEFF Research Database (Denmark)

Linde, Stine; Just, Sine Nørholm

The present paper takes a practice theoretical approach (Rouse, 2006) to investigating the extent to which the phenomenon of teacher externships can be used as an initiative for creating long-lasting and strong collaborations between institutions of higher education and public and private...... at institutions of higher education within the region of Zealand, Denmark entered into collaborations with 35 public and private organizations, we present two preliminary conclusions: existing networks are strengthened and broadened through externships, and teachers feel enlightened by the experience...... on Danish universities to ‘turn to practice’, we ask how externships may contribute to the inter-organizational collaboration between institutions of higher education and public and private organizations. Based on a qualitative analysis of an externship program in which a total of 25 lecturers...

Preservice Special Educators' Perceptions of Collaboration and Co-Teaching during University Fieldwork: Implications for Personnel Preparation

Science.gov (United States)

Ricci, Leila Ansari; Zetlin, Andrea; Osipova, Anna V.

2017-01-01

Special education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught…

Tools for collaboration across STEM fields

Directory of Open Access Journals (Sweden)

James A. Ejiwale

2012-08-01

Full Text Available

Supporting learners at different stages of learning is essential to achieve positive learning, critical thinking, technical and problem solving skills, and gainful employment upon graduation. Collaboration is critical to providing strong foundational educational support to all learners as they advance to higher level of learning. More important is the need to promote collaboration among educators and other professionals across the Science, Technology, Engineering, and Mathematics (STEM fields who educate the learners throughout their academic pursuit in their respective institutions of learning. To reap the value in diverse teams, the promotion of emergent interdependence fosters seamless collaborative activities across STEM disciplines.  For industrial technology programs to prepare students with skills necessary to supervise and manage the future workforce of any organization successfully, necessary tools must be utilized for the success of the collaborative effort. This paper addresses leadership and knowledge sharing among collaborators, the educational aspects of research facilities and research clusters as some of the tools necessary to develop program through collaboration in STEM fields.

Tools for collaboration across STEM fields

Directory of Open Access Journals (Sweden)

James A. Ejiwale

2012-08-01

Full Text Available Supporting learners at different stages of learning is essential to achieve positive learning, critical thinking, technical and problem solving skills, and gainful employment upon graduation. Collaboration is critical to providing strong foundational educational support to all learners as they advance to higher level of learning. More important is the need to promote collaboration among educators and other professionals across the Science, Technology, Engineering, and Mathematics (STEM fields who educate the learners throughout their academic pursuit in their respective institutions of learning. To reap the value in diverse teams, the promotion of emergent interdependence fosters seamless collaborative activities across STEM disciplines.  For industrial technology programs to prepare students with skills necessary to supervise and manage the future workforce of any organization successfully, necessary tools must be utilized for the success of the collaborative effort. This paper addresses leadership and knowledge sharing among collaborators, the educational aspects of research facilities and research clusters as some of the tools necessary to develop program through collaboration in STEM fields.  

A Successful US Academic Collaborative Supporting Medical Education in a Postconflict Setting

Directory of Open Access Journals (Sweden)

Patricia McQuilkin MD

2014-12-01

Full Text Available This article describes a model employed by the Academic Collaborative to Support Medical Education in Liberia to augment medical education in a postconflict setting where the health and educational structures and funding are very limited. We effectively utilized a cohort of visiting US pediatric faculty and trainees for short-term but recurrent clinical work and teaching. This model allows US academic medical centers, especially those with smaller residency programs, to provide global health experiences for faculty and trainees while contributing to the strengthening of medical education in the host country. Those involved can work toward a goal of sustainable training with a strengthened host country specialty education system. Partnerships such as ours evolve over time and succeed by meeting the needs of the host country, even during unanticipated challenges, such as the Ebola virus outbreak in West Africa.

Clinical Education Partnership: A Model for School District and College of Nursing Collaboration

Science.gov (United States)

Kreulen, Grace J.; Bednarz, Patricia K.; Wehrwein, Teresa; Davis, James

2008-01-01

Collaboration between school districts and universities has potential to increase the level of health services available in schools while providing quality public health clinical nursing placements for universities. This article describes the development, implementation, and evaluation of the Clinical Education Partnership Model (CEPM), a dynamic…

The Tri-Agency Climate Education (TrACE) Catalog: Promoting collaboration, effective practice, and a robust portfolio by sharing educational resources developed across NASA, NOAA & NSF climate education initiatives

Science.gov (United States)

McDougall, C.; Martin, A.; Givens, S. M.; Yue, S.; Wilson, C. E.; Karsten, J. L.

2012-12-01

The Tri-Agency Climate Education (TrACE) Catalog is an online, interactive, searchable and browsable web product driven by a database backend. TrACE was developed for and by the community of educators, scientists, and Federal agency representatives involved in a tri-agency collaboration for climate education. NASA, NOAA, and NSF are working together to strategically coordinate and support a portfolio of projects focused on climate literacy and education in formal and informal learning environments. The activities of the tri-agency collaboration, including annual meetings for principal investigators and the ongoing development of a nascent common evaluation framework, have created a strong national network for effectively engaging diverse audiences with the principles of climate literacy (see Eos Vol. 92, No. 24, 14 June 2011). TrACE is a tool for the climate education community that promotes the goals of the tri-agency collaboration to leverage existing resources, minimize duplicate efforts, and facilitate communication among this emergent community of scientists and educators. TrACE was born as "The Matrix," a product of the 2011 Second Annual NASA, NOAA and NSF Climate Change Education Principal Investigators Meeting (see McDougall, Wilson, Martin & Knippenberg, 2011, Abstract ED21B-0583 presented at 2011 Fall Meeting, AGU, San Francisco, CA.) Meeting attendees were asked to populate a pen-and-paper matrix with all of the activities or deliverables they had created or anticipated creating as part of their NOAA/NASA/NSF-funded project. During the 2012 Third Annual Tri-Agency PI Meeting, projects were given the opportunity to add and update their products and deliverables. In the intervening year, the dataset comprising the Matrix was converted to a MySQL database, with a standardized taxonomy and minimum criteria for inclusion, and further developed into the interactive TrACE Catalog. In the fall of 2012, the TrACE Catalog web product will be made publicly

Student Collaboration and School Educational Technology: Technology Integration Practices in the Classroom

Science.gov (United States)

Scalise, Kathleen

2016-01-01

With the onset of Web 2.0 and 3.0--the social and semantic webs--a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education…

Managing Regional Collaboration in Higher Education: The Case of the North American Free Trade Agreement (NAFTA).

Science.gov (United States)

Crespo, Manuel

2000-01-01

Describes accomplishments in increasing collaboration in higher education within the North American Free Trade Agreement (NAFTA). Analyzes procedures for determining equivalencies of courses and degrees and for improving transnational mobility of students and professors. Also discusses the role of the private sector in research, education and…

The Uses (and Misuses) of Collaborative Distance Education Technologies Implications for the Debate on Transience in Technology: Implications for the Debate on Transience in Technology

Science.gov (United States)

Chang, YunJeong; Hannafin, Michael J.

2015-01-01

Collaborative learning technologies (tools that are used for facilitating or mediating collaborative learning) have been widely incorporated in distance education as well as broadly adopted in higher education. While a range of collaborative technologies has been incorporated, their implementation has often failed to align with well-established…

Social media and higher education: Introversion and collaborative learning from the student's perspective

NARCIS (Netherlands)

Voorn, Ronaldus Johannes Jan; Kommers, Petrus A.M.

2013-01-01

The aim of this study is to understand how social media contribute to face-to-face collaborative learning by introvert students in higher education. A total of 233 students participated. This study shows that more introvert students perceive that social media are more helpful for increasing their

Social media and higher education: introversion and collaborative learning from the student's perspective

NARCIS (Netherlands)

Piet Kommers; Ronald Voorn

2013-01-01

The aim of this study is to understand how social media contribute to face-to-face collaborative learning by introvert students in higher education. A total of 233 students participated. This study shows that more introvert students perceive that social media are more helpful for increasing their

Collaborating for Climate Education - A Look at Strategic Partnerships

Science.gov (United States)

Bozuwa, J.; Lewis, C.

2015-12-01

Collaborating for Climate Education WeekEarth Day Network (EDN) developed Climate Education Week toolkit, a turnkey online resource for grades K-12 that provided teachers with everything they needed to deliver lessons, activities, contests, and service learning projects that related to climate science during Climate Education Week (April 18-25). EDN assembled an Advisory Group to develop the survey, lesson plans and activities, and resources. The Advisory Group consisted of experts and partners in environmental education, including representatives from other government and non-governmental organizations working with the White House on Climate Education, as well as educators in our Educator's Network. EDN's Climate Education Week Advisory Board brought together top academics and major stakeholders in climate education throughout the development and outreach processes. The Advisory Board included representatives from the Alliance for Climate Education (ACE), The CLEAN Network, NOAA, The Department of Energy, and NASA. The representatives from the board helped to identify and streamline the most effective and necessary lesson plans, strategic themes to maintain throughout the toolkit, and avenues for increased outreach. EDN also partnered with Connect4Climate, PBS's Plum Landing, Young Voices of Climate Change, FEMA, and The Wild Center to develop content and to broaden the reach of the toolkit. Each of the seven days had a different theme that addressed a specific climate education topic, with highlighted activities and resources for elementary, middle and high school levels. The toolkit provided educators with a comprehensive view of climate change—beginning with the science, the anthropogenic causes, and societal impacts and then providing solutions, ways to take action, and the green economy transition. This online resource connected educators to a network of effective resources from our partners, all of which saw a significant uptick in their online viewership

Placing people in the same room is not enough: An interprofessional education intervention to improve collaborative knowledge of people with disabilities.

Science.gov (United States)

Ståhl, Christian

2016-05-01

This study evaluates a continuing interprofessional education (CIPE) intervention designed to improve the skills and knowledge related to managing people with disabilities (PWD) in the educational, healthcare, and social insurance systems, and to improve shared knowledge and promote inter-organisational collaboration. The intervention comprised both on-site and online courses where participants could design their own curriculum based on their perceived needs. A longitudinal survey study was conducted with questions about knowledge of other organisations' work with PWD, knowledge concerning disability policies, competence in meeting PWD, shared values across organisations, and inter-organisational collaboration. Participants' knowledge about disability, disability policy, and how other organisations work with PWD significantly increased after the intervention. Changes in shared values, attitude towards inter-organisational collaboration, or effects on actual collaboration could not be determined. The results suggest that CIPE interventions where participants are allowed to form customised curriculums may increase general knowledge about disability among professionals. Results on knowledge of and collaboration with other organisations were less conclusive, where this may be explained by an educational setting that included little interaction between course participants. To promote professional exchange and experiential learning activities, contextualized educational settings that place more focus on interaction between participants may be advised.

A Preliminary Exploration of Operating Models of Second Cycle/Research Led Open Education Involving Industry Collaboration

Science.gov (United States)

Olsson, Ulf

2014-01-01

Scientists from five Swedish universities were interviewed about open second cycle education. Research groups and scientists collaborate closely with industry, and the selection of scientists for the study was made in relation to an interest in developing technology-enhanced open education, indicated by applications for funding from the Knowledge…

A Collaborative Action Research Project towards Embedding ESD within the Higher Education Curriculum

Science.gov (United States)

Cebrián, Gisela

2017-01-01

Purpose: This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach: An action research approach guided by…

Collaborative learning in multicultural classrooms: a case study of Dutch senior secondary vocational education

NARCIS (Netherlands)

Dr. Bertha Vallejo; Dr. S. Bolhuis; Prof. dr. Perry den Brok; Drs. Kennedy Aquilino Tielman

2011-01-01

Abstract This research presents a descriptive study regarding collaborative learning in a multicultural classroom at a vocational education school in The Netherlands. The study bridges two domains of research: research on culturally diverse learning environments - which has mostly concerned primary

Collaborative learning in multicultural classrooms : a case study of Dutch senior secondary vocational education

NARCIS (Netherlands)

Tielman, K.A.; Brok, den P.J.; Bolhuis, S.M; Vallejo, B.

2012-01-01

This research presents a descriptive study regarding collaborative learning in a multicultural classroom at a vocational education school in The Netherlands. The study bridges two domains of research: research on culturally diverse learning environments – which has mostly concerned primary and

Mixed reality learning spaces for collaborative experimentation: A challenge for engineering education and training

Directory of Open Access Journals (Sweden)

Dieter Müller

2007-10-01

Full Text Available Although the vast majority of research in human-computer interaction involves only our senses of sight and hearing, with sporadic forays into touch, future laboratories used in engineering education will mostly benefit from developments beyond video and sound. Tangible and embedded interaction, augmented and mixed reality characterizes ultimate technologies for further applications in collaborative remote engineering and lab work. This paper presents our latest research to facilitate collaborative experimentation with such innovative technologies. Our vision is a collaborative learning space, which involves an amalgam of real, virtual and remote lab tools to support a wide spectrum of simple and complex, concrete and abstract, safe and dangerous experimentation settings. We will review related concepts and discuss lessons learned from our research and prototype development. Recent work involves the use of mixed reality (as opposed to ‘pure’ virtual reality techniques to support seamless collaborative work between remote sites. We describe this and identify areas for future research.

Collaborative and Competitive Video Games for Teaching Computing in Higher Education

Science.gov (United States)

Smith, Spencer; Chan, Samantha

2017-08-01

This study measures the success of using a collaborative and competitive video game, named Space Race, to teach computing to first year engineering students. Space Race is played by teams of four, each with their own tablet, collaborating to compete against the other teams in the class. The impact of the game on student learning was studied through measurements using 485 students, over one term. Surveys were used to gauge student reception of the game. Pre and post-tests, and in-course examinations were used to quantify student performance. The game was well received with at least 82% of the students that played it recommending it to others. In some cases, game participants outperformed non-participants on course exams. On the final course exam, all of the statistically significant ( pgame participants on the questions, with a maximum grade improvement of 41%. The findings also suggest that some students retain the knowledge obtained from Space Race for at least 7 weeks. The results of this study provide strong evidence that a collaborative and competitive video game can be an effective tool for teaching computing in post-secondary education.

A Data Mining Approach to Reveal Representative Collaboration Indicators in Open Collaboration Frameworks

Science.gov (United States)

Anaya, Antonio R.; Boticario, Jesus G.

2009-01-01

Data mining methods are successful in educational environments to discover new knowledge or learner skills or features. Unfortunately, they have not been used in depth with collaboration. We have developed a scalable data mining method, whose objective is to infer information on the collaboration during the collaboration process in a…

Collaborating with Industry to Enhance Financial Planning and Accounting Education

Directory of Open Access Journals (Sweden)

Mark Brimble

2012-11-01

Full Text Available Higher education is integral to the professionalisation of financial planning in Australia. However, thetraditional separation between ‘content’ and ‘practice’ in tertiary curriculum does not necessarily equipstudents with the skills required to apply the content in a professional context. Contextualisation of thefinancial planning curriculum requires collaboration between higher education institutions and the professionto develop authentic learning environments, such as work-integrated learning (WIL. This paper describes thecollaboration by one Australian university to develop a professionally integrated Financial Planning andAccounting degree and provides evidence of its impact from an industry perspective. The results reveal a highlevel of industry satisfaction with the degree, substantial professional integration, as well as the developmentof students’ professional skills. Students also developed an improved impression of the university, its studentsand its staff.

An Innovative Collaboration on Dark Skies Education

Science.gov (United States)

Walker, Constance E.; Mayer, M.; EPO Students, NOAO

2011-01-01

Dark night skies are being lost all over the globe, and hundreds of millions of dollars of energy are being wasted in the process.. Improper lighting is the main cause of light pollution. Light pollution is a concern on many fronts, affecting safety, energy conservation, cost, human health, and wildlife. It also robs us of the beauty of viewing the night sky. In the U.S. alone, over half of the population cannot see the Milky Way from where they live. To help address this, the National Optical Astronomy Observatory Education and Public Outreach (NOAO EPO) staff created two programs: Dark Skies Rangers and GLOBE at Night. Through the two programs, students learn about the importance of dark skies and experience activities that illustrate proper lighting, light pollution's effects on wildlife and how to measure the darkness of their skies. To disseminate the programs locally in an appropriate yet innovative venue, NOAO partnered with the Cooper Center for Environmental Learning in Tucson, Arizona. Operated by the largest school district in Tucson and the University of Arizona College of Education, the Cooper Center educates thousands of students and educators each year about ecology, science, and the beauty and wonders of the Sonoran Desert. During the first academic year (2009-2010), we achieved our goal of reaching nearly 20 teachers in 40 classrooms of 1000 students. We gave two 3-hour teacher-training sessions and provided nineteen 2.5-hour on-site evening sessions on dark skies activities for the students of the teachers trained. One outcome of the program was the contribution of 1000 "GLOBE at Night 2010” night-sky brightness measurements by Tucson students. Training sessions at similar levels are continuing this year. The partnership, planning, lesson learned, and outcomes of NOAO's collaboration with the environmental center will be presented.

Probing the Politics of Comprehensive Sexuality Education: "Universality" versus "Cultural Sensitivity": A Dutch-Bangladeshi Collaboration on Adolescent Sexuality Education

Science.gov (United States)

Roodsaz, Rahil

2018-01-01

As part of Western European development aid policy, comprehensive sexuality education (CSE) is increasingly promoted in resource-poor countries. This paper engages with CSE promotion in Bangladesh funded by the Dutch Government. It unpacks the "collaboration" by looking at how a paradox is played out between the universal ideals…

Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative

Science.gov (United States)

2014-01-01

Background India has a wide range of nutrition and health problems which require professionals with appropriate skills, knowledge and trans-disciplinary collaborative abilities to influence policy making at the national and global level. Methods The Bangalore Boston Nutrition Collaborative (BBNC) was established as collaboration between St. John’s Research Institute (SJRI), Harvard School of Public Health and Tufts University, with a focus on nutrition research and training. The goals of the BBNC were to conduct an interdisciplinary course, develop web-based courses and identify promising Indian students and junior faculty for graduate training in Boston. Results From 2010, an annual two-week short course in nutrition research methods was conducted on the SJRI campus taught by international faculty from Indian and US universities. More than 100 students applied yearly for approximately 30 positions. The course had didactic lectures in the morning and practical hands-on sessions in the afternoon. Student rating of the course was excellent and consistent across the years. The ratings on the design and conduct of the course significantly improved (p nutrition and global health. Efforts are ongoing to secure long term funding to sustain and expand this collaboration to deliver high quality nutrition and global health education enabled by information and communication technologies. PMID:24400811

Elearn: A Collaborative Educational Virtual Environment.

Science.gov (United States)

Michailidou, Anna; Economides, Anastasios A.

Virtual Learning Environments (VLEs) that support collaboration are one of the new technologies that have attracted great interest. VLEs are learning management software systems composed of computer-mediated communication software and online methods of delivering course material. This paper presents ELearn, a collaborative VLE for teaching…

77 FR 33237 - Saline Valley Warm Springs Management Plan/Environmental Impact Statement, Death Valley National...

Science.gov (United States)

2012-06-05

... Valley Warm Springs Management Plan/Environmental Impact Statement, Death Valley National Park, Inyo... an Environmental Impact Statement for the Saline Valley Warm Springs Management Plan, Death Valley... analysis process for the Saline Valley Warm Springs Management Plan for Death Valley [[Page 33238...

Scientific Management in Higher Education: Concerns and Using Collaborative School Management to Improve Communication.

Science.gov (United States)

Koermer, Chas; Petelle, John

1996-01-01

Explores problems associated with using "scientific management" ideals as a means of governance in higher education. Discusses hierarchial control, fitting in, paper bureaucracy, and committees. Describes the Collaborative School Management technique and how it fosters a more productive communication environment and facilitates…

The importance of social and collaborative learning for online continuing medical education (OCME): directions for future development and research.

Science.gov (United States)

Sandars, John; Kokotailo, Patricia; Singh, Gurmit

2012-01-01

There is an increasing use of online continuing medical education (OCME), but the potential use of social and collaborative learning to change professional performance and improve patient care has yet to be fully realised. The integration of the main themes from the presentations and comments from participants at a symposium at AMEE 2011. Sociological perspectives on change in professional performance highlight the need for social and collaborative learning in OCME so that learners can share information (explicit knowledge) and opinion (tacit knowledge). The educational topic should be relevant to the complexity of professional practice and use iterative cycles of implementation and critical reflection in social networks so that proposed solutions can be tested in actual practice. The challenge of developing effective online discussions for collaborative learning is recognised. The provision of OCME requires a shift in both policy and practice to emphasise the importance of social and collaborative learning. Further research is recommended, especially to evaluate the implementation and impact of social and collaborative learning for OCME on patient care and the use of newer Web 2.0 approaches.

The Universe Discovery Guides: A Collaborative Approach to Educating with NASA Science

Science.gov (United States)

Manning, James G.; Lawton, Brandon L.; Gurton, Suzanne; Smith, Denise Anne; Schultz, Gregory; Astrophysics Community, NASA

2015-08-01

For the 2009 International Year of Astronomy, the then-existing NASA Origins Forum collaborated with the Astronomical Society of the Pacific (ASP) to create a series of monthly “Discovery Guides” for informal educator and amateur astronomer use in educating the public about featured sky objects and associated NASA science themes. Today’s NASA Astrophysics Science Education and Public Outreach Forum (SEPOF), one of the current generation of forums coordinating the work of NASA Science Mission Directorate (SMD) EPO efforts—in collaboration with the ASP and NASA SMD missions and programs--has adapted the Discovery Guides into “evergreen” educational resources suitable for a variety of audiences. The Guides focus on “deep sky” objects and astrophysics themes (stars and stellar evolution, galaxies and the universe, and exoplanets), showcasing EPO resources from more than 30 NASA astrophysics missions and programs in a coordinated and cohesive “big picture” approach across the electromagnetic spectrum, grounded in best practices to best serve the needs of the target audiences.Each monthly guide features a theme and a representative object well-placed for viewing, with an accompanying interpretive story, finding charts, strategies for conveying the topics, and complementary supporting NASA-approved education activities and background information from a spectrum of NASA missions and programs. The Universe Discovery Guides are downloadable from the NASA Night Sky Network web site at nightsky.jpl.nasa.gov and specifically from http://nightsky.jpl.nasa.gov/news-display.cfm?News_ID=611.The presentation will describe the collaborative’s experience in developing the guides, how they place individual science discoveries and learning resources into context for audiences, and how the Guides can be readily used in scientist public outreach efforts, in college and university introductory astronomy classes, and in other engagements between scientists, instructors

Collaborative Strategic Planning in Higher Education

Science.gov (United States)

Sanaghan, Patrick

2009-01-01

This book outlines a simple, five-phase collaborative approach to strategic planning that has worked effectively on many campuses. Specifically, Collaborative Strategic Planning (CSP) refers to the disciplined and thoughtful process of meaningfully engaging relevant stakeholders in creating a shared future vision and goals for their institution.…

Research reveals co-ordination and collaboration strengths and weaknesses in population education.

Science.gov (United States)

1991-01-01

The strengths and weaknesses of population education programs in Sri Lanka, Nepal, and the Maldives, based on descriptive research studies, are identified. The research topics were devised at a Subregional Meeting on Joint Research studies in Population Education for South Asia Subregion in 1990, as well as motivational strategies for promoting the small family norm in Bangladesh and Pakistan. Results were presented at a 1991 meeting held in UNESCO PROAP. The results were that 3 very different collaborative modalities operate in these countries. Sri Lanka had a formal national population committee for coordinating functions. The Maldives had no national formal structures, but there were linkages between population programs. Nepal had a formal structure but had failures in coordination. The Sri Lanka Population Committee, which began in 1972, established population education when the entire educational system was being reformed. The curriculum development committee consisted of representatives from a variety of disciplines and worked as a cohesive unit. As a consequence, junior secondary schools taught population education in such courses as social studies and science. Regional departments of education provided inservice training to the junior secondary school teachers. At the policy level, the education plan of 1972/73-77 was implemented within the National 5 Year Plan and the Population Committee functioned under a senior government Minister, which provided greater credibility and implementation. It also ensured linkage with other departments, agencies, and development programs. In the Maldives, the linkage was between the Population Education Program of the Educational Development Center (EDC) and the Allied Health Service Training Center's (AHSTC) child-spacing program. The small scale size may be a factor in the coordination and resource sharing and effective linkages without a formal national committee umbrella. The weakness was in multiplicity of effort

Virtual communities as educational potential of collaborative learning through ICT

Directory of Open Access Journals (Sweden)

M.ª Ángeles REBOLLO CATALÁN

2013-01-01

Full Text Available This paper presents some results of an educational innovation based on the use of ICT as a learning environment. The main aim of this study is to describe an experience based collaborative learning in virtual communities of learning and reciprocal teaching and assessing students’ knowledge. For that, we design an educational proposal with three didactic units, which includes a kit of tasks and resources for learning. This study adopts a quantitative and qualitative methodology, applying attitudes scales, interviews and analysis of messages from online discussion forums. The study involved 56 students in first year of Pedagogy. We apply a Likert scale and a semantic differential about the learning experience and the methodology used. Also we conducted semi-structured group interviews to understand the perceptions and students’ evaluations about the methodology. The results show a very positive assessment about the learning experience and the methodology used. Peer interaction is focused on resolving technical queries, although there are also other forms of collaboration focused on joint interpretation and understanding of learning activities and assessment of the learning process. The results show that the intervention centers on teacher feedback and monitoring of learning tasks, reinforcing positive actions of the students and guiding the learning process. Finally, as to the benefits received by students, the results show that not only is development of social and communication skills, but also conceptual and emotional changes related to the subject.

Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

Science.gov (United States)

Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W

2016-03-25

Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.

Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color

Science.gov (United States)

Chang, Heewon; Longman, Karen A.; Franco, Marla A.

2014-01-01

In this collaborative autoethnography, we explored how 14 academic and administrative leaders of color working in faith-based higher education have experienced personal and professional mentoring, and how mentoring experiences have influenced their leadership development. All participants identified a wide array of developmental relationships that…

Open Access Research via Collaborative Educational Blogging: A Case Study from Library & Information Science

Science.gov (United States)

Rebmann, Kristen Radsliff; Clark, Camden Bernard

2017-01-01

This article charts the development of activities for online graduate students in library and information science. Project goals include helping students develop competencies in understanding open access publishing, synthesizing research in the field, and engaging in scholarly communication via collaborative educational blogging. Using a design…

Distance Education Faculty and Librarian Collaboration: Developing Technological Skills of School Librarian Candidates

Science.gov (United States)

Parrott, Deborah J.; Anderson, Joanna M.

2015-01-01

LibGuides, as a method of creating pathfinders for instruction of information literacy and content management has long been used by academic libraries, but has not been widely used by school libraries. This article describes a collaborative plan between a distance education librarian and a professor of school library media using LibGuides to…

Functions and Requirements for West Valley Demonstration Project Tank Lay-up

International Nuclear Information System (INIS)

Elmore, Monte R.; Henderson, Colin

2002-01-01

Documents completion of Milestone A.1-1, ''Issue Functions and Requirements for WVDP Tank Lay-Up,'' in Technical Task Plan TTP RL3-WT21A - ''Post-Retrieval and Pre-Closure HLW Tank Lay-Up.'' This task is a collaborative effort among Pacific Northwest National Laboratory, Jacobs Engineering Group Inc., and West Valley Nuclear Services (WVNS). Because of the site-specific nature of this task, the involvement of WVNS personnel is critical to the success of this task

Transformational Coaching in Education: A Collaborative Look at the Bridges and Barriers to Learning

Science.gov (United States)

Burke, Mary Ann

2013-01-01

The purpose of this qualitative study was to explore possibilities for transformational coaching in education through the collaboration and cooperative argumentation of two researchers, one using appreciative inquiry to look at its transformative potential and the other using critical inquiry to investigate possible hegemonic and non-hegemonic…

Forming a Collaborative Action Research Partnership

Science.gov (United States)

Platteel, Tamara; Hulshof, Hans; Ponte, Petra; van Driel, Jan; Verloop, Nico

2010-01-01

This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust…

Inter-Institutional Collaboration and Team Teaching.

Science.gov (United States)

Gatliff, Bee; Wendel, Frederick C.

1998-01-01

Inter-institutional collaboration and team teaching can enhance distance education. Of particular interest to those who are new to distance education or collaborative relationships, this article discusses several issues that should be considered in the planning process to avoid potential roadblocks and to maximize returns. (Author/AEF)

Collaboration for cooperative work experience programs in biomedical engineering education.

Science.gov (United States)

Krishnan, Shankar

2010-01-01

Incorporating cooperative education modules as a segment of the undergraduate educational program is aimed to assist students in gaining real-life experience in the field of their choice. The cooperative work modules facilitate the students in exploring different realistic aspects of work processes in the field. The track records for cooperative learning modules are very positive. However, it is indeed a challenge for the faculty developing Biomedical Engineering (BME) curriculum to include cooperative work experience or internship requirements coupled with a heavy course load through the entire program. The objective of the present work is to develop a scheme for collaborative co-op work experience for the undergraduate training in the fast-growing BME programs. A few co-op/internship models are developed for the students pursuing undergraduate BME degree. The salient features of one co-op model are described. The results obtained support the proposed scheme. In conclusion, the cooperative work experience will be an invaluable segment in biomedical engineering education and an appropriate model has to be selected to blend with the overall training program.

Working Together to Achieve Greater Impact: The Donors' Education Collaborative of New York City. Principles for Effective Education Grantmaking. Case in Brief Number 3

Science.gov (United States)

Grantmakers for Education, 2012

2012-01-01

Since the mid-1990s, constituency building and advocacy for better public education have grown steadily in New York City. "Working Together to Achieve Greater Impact" explores how that growth was fueled by the Donors' Education Collaborative of New York, which pools its members' financial resources and expertise to advance shared…

Collaboration between science teacher educators and science faculty from arts and sciences for the purpose of developing a middle childhood science teacher education program: A case study

Science.gov (United States)

Buck, Gayle A.

1998-12-01

The science teacher educators at a midwestern university set a goal to establish a collaborative relationship between themselves and representatives from the College of Arts & Sciences for the purpose of developing a middle childhood science education program. The coming together of these two faculties provided a unique opportunity to explore the issues and experiences that emerge as such a collaborative relationship is formed. In order to gain a holistic perspective of the collaboration, a phenomenological case study design and methods were utilized. The study took a qualitative approach to allow the experiences and issues to emerge in a naturalistic manner. The question, 'What are the issues and experiences that emerge as science teacher educators and science faculty attempt to form a collaborative relationship for the purpose of developing a middle childhood science teacher program?' was answered by gathering a wealth of data. These data were collected by means of semi-structured interviews, observations and written document reviews. An overall picture was painted of the case by means of heuristic, phenomenological, and issues analyses. The researcher followed Moustakas' Phases of Heuristic Research to answer the questions 'What does science mean to me?' and 'What are my beliefs about the issues guiding this case?' prior to completing the phenomenological analysis. The phenomenological analysis followed Moustakas' 'Modification of the Van Kaam Methods of Analysis of Phenomenological Data'. This inquiry showed that the participants in this study came to the collaboration for many different reasons and ideas about the purpose for such a relationship. The participants also had very different ideas about how such a relationship should be conducted. These differences combined to create some issues that affected the development of curriculum and instruction. The issues involved the lack of (a) mutual respect for the work of the partners, (b) understanding about the

The Management of Education and the Social Theory of the Firm: From Distributed Leadership to Collaborative Community

Science.gov (United States)

Hartley, David

2010-01-01

Modes of organisation and control within educational organisations have tended to accord with those of the workplace. Bureaucracy has endured in both. Of late, it has been loosened. This has opened up a new conceptual space within educational management and leadership. Its underlying theme is collaboration. The analysis here extends the space…

Professional Learning and Collaboration

OpenAIRE

Greer, Janet Agnes

2012-01-01

The American education system must utilize collaboration to meet the challenges and demands our culture poses for schools. Deeply rooted processes and structures favor teaching and learning in isolation and hinder the shift to a more collaborative paradigm. Professional learning communities (PLCs) support continuous teacher learning, improved efficacy, and program implementation. The PLC provides the framework for the development and enhancement of teacher collaboration and teacher collaborat...

Providers’ perspectives on collaboration

Directory of Open Access Journals (Sweden)

Patricia Bruner

2011-08-01

satisfaction with decisions for the patient, and those with high school reported the lowest satisfaction with decisions for the patient. Respondents with a graduate degree had the most positive views of interprofessional relationships, whilst those with either a high school degree or bachelor's degree had the most negative views of interprofessional relationships. ANOVAs by professional role revealed the least positive views of collaboration for provider groups with lower levels of education, with upper administration reporting the most positive views on collaboration. Conclusion: Although the discussion generated by the focus groups was expected to facilitate communication, and research has suggested that communication between providers facilitates collaboration, only one subscale evaluating providers' views of collaboration positively and significantly changed after the focus group discussion. The wide range of views on collaboration suggests there are diverse perspectives on collaboration among the staff based on professional roles and levels of education, with upper administration and those with higher levels of education reporting the most positive views of collaboration and staff with lower levels of education reporting more negative views of collaboration. A major limitation of this study was a low time two return among support staff, comprised of primarily African American women. Due to their marginalized professional and racial status, future research needs to explore the perspectives of this important and often overlooked group of staff.

Providers’ perspectives on collaboration

Directory of Open Access Journals (Sweden)

Patricia Bruner

2011-08-01

satisfaction with decisions for the patient, and those with high school reported the lowest satisfaction with decisions for the patient. Respondents with a graduate degree had the most positive views of interprofessional relationships, whilst those with either a high school degree or bachelor's degree had the most negative views of interprofessional relationships. ANOVAs by professional role revealed the least positive views of collaboration for provider groups with lower levels of education, with upper administration reporting the most positive views on collaboration.Conclusion: Although the discussion generated by the focus groups was expected to facilitate communication, and research has suggested that communication between providers facilitates collaboration, only one subscale evaluating providers' views of collaboration positively and significantly changed after the focus group discussion. The wide range of views on collaboration suggests there are diverse perspectives on collaboration among the staff based on professional roles and levels of education, with upper administration and those with higher levels of education reporting the most positive views of collaboration and staff with lower levels of education reporting more negative views of collaboration. A major limitation of this study was a low time two return among support staff, comprised of primarily African American women. Due to their marginalized professional and racial status, future research needs to explore the perspectives of this important and often overlooked group of staff.

Collaboration in teacher teams

NARCIS (Netherlands)

Brouwer, P.

2011-01-01

In order to deal with innovations and the associated complexity of work, ongoing collaboration between teachers has become more important in secondary education. Teacher collaboration is one of the factors that contribute to the successful implementation of innovations in secondary schools. However,

Education and training column: the learning collaborative.

Science.gov (United States)

MacDonald-Wilson, Kim L; Nemec, Patricia B

2015-03-01

This column describes the key components of a learning collaborative, with examples from the experience of 1 organization. A learning collaborative is a method for management, learning, and improvement of products or processes, and is a useful approach to implementation of a new service design or approach. This description draws from published material on learning collaboratives and the authors' experiences. The learning collaborative approach offers an effective method to improve service provider skills, provide support, and structure environments to result in lasting change for people using behavioral health services. This approach is consistent with psychiatric rehabilitation principles and practices, and serves to increase the overall capacity of the mental health system by structuring a process for discovering and sharing knowledge and expertise across provider agencies. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Joining forces: collaborating internationally to deliver high-quality, online postgraduate education in pain management.

Science.gov (United States)

Devonshire, Elizabeth; Siddall, Philip

2011-01-01

The effective management of pain is a complex and costly global issue, requiring a range of innovative educational strategies to enable culturally appropriate and high-quality health care provision. In response to this issue, the Pain Management Research Institute at the University of Sydney (Sydney, Australia) has established several strategic alliances with other overseas universities to deliver online postgraduate education in pain management. The present article discusses the rationale for joining forces, and the approach adopted in creating and maintaining these alliances. It also provides insights into the benefits, challenges and opportunities associated with collaborative educational initiatives of this nature, from institutional, academic and student perspectives.

Interdisciplinary collaboration between social workers and dieticians in nutrition education programs for children-at-risk.

Science.gov (United States)

Shor, Ron

2010-01-01

Bio-psycho-social risk factors may lead to situations of poor nutrition of children. However, despite the multiple risk factors involved in such situations, interdisciplinary collaboration between experts in the psycho-social dimensions and experts in the bio-dimension of poor nutrition has not been a common model of practice. An evaluation was conducted in Israel of the experience of collaboration between social workers and dieticians in leading nutrition-education programs. A qualitative methodology was implemented with 22 participants. The findings illuminate the potential that interdisciplinary collaboration has to enhance the response of each of the professions to the risks for poor nutrition. The barriers affecting collaboration are: (a) role ambiguity about the non-administrative functions of social workers; (b) the dieticians' lack of sufficient familiarity with the life circumstances of low-income families and how to adjust the nutrition-related contents to their circumstances; and (c) difficulties to achieve a balance between the structured methods of knowledge delivery of the dieticians and the less structured methods of intervention of social workers. The findings illuminate the significance of incorporating suitable approaches into the collaboration for reducing these barriers.

Building a Collaborative Network for Education and Training in International Trade Facilitation Clusters

Science.gov (United States)

Clendenin, John A.; Petrova, Nadya N.; Gill, Joshua K.

The authors present the benefits of collaboration rather than competition in developing educational and training resources for international trade within a geographic region and explore the challenges for business partners, governments and educational institutions. The paper indicates that flexibility in the 21st Century is critical, particularly when striving for virtual implementations of the solution services. It is essential, say the authors, for educators, governments and business executives to focus on performance and the careful orchestration and integration of business, policy and information technology for “Networking” that successfully stimulates inter-governmental cooperation and innovative policies that foster Regional trade facilitation. An innovative way to enhance 21st Century Trade Facilitation is offered with Supply Chain Centers of Regional Excellence (SCcORE).

Valley polarization in bismuth

Science.gov (United States)

Fauque, Benoit

2013-03-01

The electronic structure of certain crystal lattices can contain multiple degenerate valleys for their charge carriers to occupy. The principal challenge in the development of valleytronics is to lift the valley degeneracy of charge carriers in a controlled way. In bulk semi-metallic bismuth, the Fermi surface includes three cigar-shaped electron valleys lying almost perpendicular to the high symmetry axis known as the trigonal axis. The in-plane mass anisotropy of each valley exceeds 200 as a consequence of Dirac dispersion, which drastically reduces the effective mass along two out of the three orientations. According to our recent study of angle-dependent magnetoresistance in bismuth, a flow of Dirac electrons along the trigonal axis is extremely sensitive to the orientation of in-plane magnetic field. Thus, a rotatable magnetic field can be used as a valley valve to tune the contribution of each valley to the total conductivity. As a consequence of a unique combination of high mobility and extreme mass anisotropy in bismuth, the effect is visible even at room temperature in a magnetic field of 1 T. Thus, a modest magnetic field can be used as a valley valve in bismuth. The results of our recent investigation of angle-dependent magnetoresistance in other semi-metals and doped semiconductors suggest that a rotating magnetic field can behave as a valley valve in a multi-valley system with sizeable mass anisotropy.

Creative development in music education: from artistic genius to collaborative work

Directory of Open Access Journals (Sweden)

José Luis Aróstegui Plaza

2012-01-01

Full Text Available This article makes a review of the literature on the role of creativity in musical education. The field of creativity and its role to play in developing the curriculum is becoming increasingly important. The emergence of this topic is likely due to the need of giving a response from education to a world in constant change and in directions difficult to predict at present. Among the different existing trends on creativity research, this article is based on constructivism and sociocultural theory, emphasizing on creativity and motivation through subjects’ activity and the importance of collaborative work to understand the processes and outcomes of creative and musical performance. In the end, the conclusion is that musical learning should be based on creativity and this, in turn, is learned through social interaction.

Human-Centred Design Workshops in Collaborative Strategic Design Projects: An Educational and Professional Comparison

Science.gov (United States)

Liem, Andre; Sanders, Elizabeth B.-N.

2013-01-01

It has been found that the implementation of Human-centred Design (HCD) methods in the Fuzzy Front-End is not likely to lead to diversification in educational product planning exercises, where time lines are short and executors lack experience. Companies, interested to collaborate with Master-level Industrial Design students on strategic design…

Between theory and practice: the importance of ICT in higher education as a tool for collaborative learning

OpenAIRE

Martínez-Rivera, Óscar

2015-01-01

This article emphasizes the importance of using new technologies in university education, which is significant for teacher's possibility in order to implement into teaching as the method of proposal for a collaborative work, in some aspects, to develop the skills required. From the point of view of the student, the technologies provide opportunities for motivating learning and also collaborative nuances. In particular, explain our experience in the utilization of new technologies in universit...

Greening Turner Valley

International Nuclear Information System (INIS)

Byfield, M.

2010-01-01

This article discussed remedial activities undertaken in the Turner Valley. Remedial action in the valley must satisfy the financial concerns of engineers and investors as well as the environmental concerns of residents and regulators. Natural gas production in the Turner Valley began in 1914. The production practices were harmful and wasteful. Soil and water pollution was not considered a problem until recently. The impacts of cumulative effects and other pollution hazards are now being considered as part of many oil and gas environmental management programs. Companies know it is cheaper and safer to prevent pollutants from being released, and more efficient to clean them up quickly. Oil and gas companies are also committed to remediating historical problems. Several factors have simplified remediation plans in the Turner Valley. Area real estate values are now among the highest in Alberta. While the valley residents are generally friendly to the petroleum industry, strong communication with all stakeholders in the region is needed. 1 fig.

Collaborative learning model inquiring based on digital game

Science.gov (United States)

Yuan, Jiugen; Xing, Ruonan

2012-04-01

With the development of computer education software, digital educational game has become an important part in our life, entertainment and education. Therefore how to make full use of digital game's teaching functions and educate through entertainment has become the focus of current research. The thesis make a connection between educational game and collaborative learning, the current popular teaching model, and concludes digital game-based collaborative learning model combined with teaching practice.

Promoting seismology education through collaboration between university research scientists and school teachers

Science.gov (United States)

Brunt, M. R.; Ellins, K. K.; Boyd, D.; Mote, A. S.; Pulliam, J.; Frohlich, C. A.

2012-12-01

Participation in the NSF-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development project paved the way for several teachers to receive educational seismometers and join the IRIS Seismograph in Schools program. This, in turn, has led to secondary school teachers working with university seismologists on research projects. Examples are the NSF-EarthScope SIEDCAR (Seismic Investigation of Edge Driven Convection Associated with the Rio Grande Rift) project; field studies to compile felt-reports for Texas earthquakes, some which may have been induced by human activities; and a seismic study of the Texas Gulf Coast to investigate ocean-continent transition processes along a passive margin. Such collaborations are mutually beneficial in nature. They help scientists to accomplish their research objectives, involve teachers and their students in the authentic, inquiry-based science, promote public awareness of such projects, and open the doors to advancement opportunities for those teachers involved. In some cases, bringing together research scientists and teachers results in collaborations that produce publishable research. In order to effectively integrate seismology research into 7-12 grade education, one of us (Brunt) established the Eagle Pass Junior High Seismology Team in connection with IRIS Seismograph in Schools, station EPTX (AS-1 seismograph), to teach students about earthquakes using authentic real-time data. The concept has sparked interest among other secondary teachers, leading to the creation of two similarly organized seismology teams: WPTX (Boyd, Williams Preparatory School, Dallas) and THTX (Mote, Ann Richards School for Young Women Leaders, Austin). Although the educational seismometers are basic instruments, they are effective educational tools. Seismographs in schools offer students opportunities to learn how earthquakes are recorded and how modern seismometers work, to collect and interpret seismic data, and to

Description of a multi-university education and collaborative care child psychiatry access program: New York State's CAP PC.

Science.gov (United States)

Kaye, D L; Fornari, V; Scharf, M; Fremont, W; Zuckerbrot, R; Foley, C; Hargrave, T; Smith, B A; Wallace, J; Blakeslee, G; Petras, J; Sengupta, S; Singarayer, J; Cogswell, A; Bhatia, I; Jensen, P

2017-09-01

Although, child mental health problems are widespread, few get adequate treatment, and there is a severe shortage of child psychiatrists. To address this public health need many states have adopted collaborative care programs to assist primary care to better assess and manage pediatric mental health concerns. This report adds to the small literature on collaborative care programs and describes one large program that covers most of New York state. CAP PC, a component program of New York State's Office of Mental Health (OMH) Project TEACH, has provided education and consultation support to primary care providers covering most of New York state since 2010. The program is uniquely a five medical school collaboration with hubs at each that share one toll free number and work together to provide education and consultation support services to PCPs. The program developed a clinical communications record to track information about all consultations which forms the basis of much of this report. 2-week surveys following consultations, annual surveys, and pre- and post-educational program evaluations have also been used to measure the success of the program. CAP PC has grown over the 6years of the program and has provided 8013 phone consultations to over 1500 PCPs. The program synergistically provided 17,523 CME credits of educational programming to 1200 PCPs. PCP users of the program report very high levels of satisfaction and self reported growth in confidence. CAP PC demonstrates that large-scale collaborative consultation models for primary care are feasible to implement, popular with PCPs, and can be sustained. The program supports increased access to child mental health services in primary care and provides child psychiatric expertise for patients who would otherwise have none. Copyright © 2017. Published by Elsevier Inc.

Using a student-faculty collaborative learning model to teach grant development in graduate nursing education.

Science.gov (United States)

Falk, Nancy L; Phillips, Kathleen M; Hymer, Regina; Acquaviva, Kimberly D; Schumann, Mary Jean

2014-05-01

Graduate nurses are employed in clinical, research, educational, and policy roles. As leaders, they are expected to develop and sustain projects that support translating research to practice and policy. Funding to support initiatives is tight and requires innovative solutions to cover salaries, benefits, equipment purchases, and other program expenses. In an effort to teach grant writing while developing skilled leaders who are effective and competitive in securing funds, the George Washington University School of Nursing offers a graduate-level grant writing course. In the summer of 2011, a collaborative learning model was developed within the course. The joint approach was foundational to securing an Agency for Healthcare Research and Quality grant to support development and implementation of a patient engagement project by the Nursing Alliance for Quality Care. This article describes the project and offers hints for those seeking to develop a collaborative educational experience that affords new leadership skills for RNs from all backgrounds. Copyright 2014, SLACK Incorporated.

A Performance Weighted Collaborative Filtering algorithm for personalized radiology education.

Science.gov (United States)

Lin, Hongli; Yang, Xuedong; Wang, Weisheng; Luo, Jiawei

2014-10-01

Devising an accurate prediction algorithm that can predict the difficulty level of cases for individuals and then selects suitable cases for them is essential to the development of a personalized training system. In this paper, we propose a novel approach, called Performance Weighted Collaborative Filtering (PWCF), to predict the difficulty level of each case for individuals. The main idea of PWCF is to assign an optimal weight to each rating used for predicting the difficulty level of a target case for a trainee, rather than using an equal weight for all ratings as in traditional collaborative filtering methods. The assigned weight is a function of the performance level of the trainee at which the rating was made. The PWCF method and the traditional method are compared using two datasets. The experimental data are then evaluated by means of the MAE metric. Our experimental results show that PWCF outperforms the traditional methods by 8.12% and 17.05%, respectively, over the two datasets, in terms of prediction precision. This suggests that PWCF is a viable method for the development of personalized training systems in radiology education. Copyright © 2014. Published by Elsevier Inc.

Use of an Interculturally Enriched Collaboration Script in Computer-Supported Collaborative Learning in Higher Education

Science.gov (United States)

Popov, Vitaliy; Biemans, Harm J. A.; Kuznetsov, Andrei N.; Mulder, Martin

2014-01-01

In this exploratory study, the authors introduced an interculturally enriched collaboration script (IECS) for working in culturally diverse groups within a computer-supported collaborative learning (CSCL) environment and then assessed student online collaborative behaviour, learning performance and experiences. The question was if and how these…

Distance collaborations with industry

Energy Technology Data Exchange (ETDEWEB)

Peskin, A.; Swyler, K.

1998-06-01

The college industry relationship has been identified as a key policy issue in Engineering Education. Collaborations between academic institutions and the industrial sector have a long history and a bright future. For Engineering and Engineering Technology programs in particular, industry has played a crucial role in many areas including advisement, financial support, and practical training of both faculty and students. Among the most important and intimate interactions are collaborative projects and formal cooperative education arrangements. Most recently, such collaborations have taken on a new dimension, as advances in technology have made possible meaningful technical collaboration at a distance. There are several obvious technology areas that have contributed significantly to this trend. Foremost is the ubiquitous presence of the Internet. Perhaps almost as important are advances in computer based imaging. Because visual images offer a compelling user experience, it affords greater knowledge transfer efficiency than other modes of delivery. Furthermore, the quality of the image appears to have a strongly correlated effect on insight. A good visualization facility offers both a means for communication and a shared information space for the subjects, which are among the essential features of both peer collaboration and distance learning.

Collaborations between Multicultural Educators and Archivists: Engaging Students with Multicultural History through Archival Research Projects

Science.gov (United States)

Fernández, Natalia

2016-01-01

When multicultural educators and archivists collaborate to design projects that engage students with multicultural history through archival research, students can learn in-depth research skills with primary source documents, creatively share their knowledge, and, on a broader level, engage with their local community history. The projects shared in…

Issues of E-Learning Standards and Identity Management for Mobility and Collaboration in Higher Education

Science.gov (United States)

Alves, Paulo; Uhomoibhi, James

2010-01-01

Purpose: This paper seeks to investigate and report on the status of identity management systems and e-learning standards across Europe for promoting mobility, collaboration and the sharing of contents and services in higher education institutions. Design/methodology/approach: The present research work examines existing e-learning standards and…

THE ROLE OF SOCIAL NETWORKS IN THE REGIONAL DEVELOPMENT: THE CASE OF SILICON VALLEY

Directory of Open Access Journals (Sweden)

MURAT ÇETİN

2013-06-01

Full Text Available Social capital has commonly been discussed in recent years from the perspective of sociology, economics and political science. Social capital defines the structure of social relations among economic actors in a region. Regional development depends directly on the level of actors’ social capital. This study focuses on the importance of social networks, an important factor of social capital, in the economy of Silicon Valley. These networks improve many-sided and intensive social relations and collaborative activities within and among universities, research centers, venture capitalists, law firms, industrial firms and investment banks in the region. In Silicon Valley, social networks have special importance in the movement of labor, the gaining of influence and power, and the actual production of innovation. Thus, social networks can be evaluated as a driver of economic development.

Preparation for teacher collaboration in inclusive classrooms - stress reduction for special education students via acceptance and commitment training: A controlled study.

Science.gov (United States)

Pülschen, Simone; Pülschen, Dietrich

2015-01-01

The education system in Germany is beginning to witness a sea change, lately, owing to the country's ratification of the United Nation's Convention on the Rights of Persons with Disabilities. The enactment is aiming at making provision for special education teachers to share the same teaching platform and institution with other teachers for teaching children from all backgrounds, irrespective of their needs. While promoting the benefits of collaborative teaching, this provision would also effectively establish role demarcation among teachers. However, the level of participation and adaptiveness displayed by individual teachers would play a major role in determining the success or failure of the intended collaborative framework. Collaboration also becomes challenging due to the level of stress involved in the teaching profession. The fact that only 65 % of teachers in Germany reach retirement age while still in service, primarily due to psychiatric illness, has posed questions on adopting the collaborative framework for teachers from diverse backgrounds. In other words, it can be stated that the process of collaborating with teachers from different professional backgrounds and with varying levels of skills will potentially lead to further stress. The stress-related psychological states, developed through the collaborative processes, might affect the biological stress-response systems of the participating teachers. With stress-response contributing directly to the pathogenesis of stress-related diseases and disorders in the long term, it would be important to contain the ripple effect of collaborative framework that the enactment intends to establish between SEN (special educational needs) teachers and others. In addition to impacting the long-term health of teachers, the collaborative framework is also suggestive of having similar effects on students studying special education (SEN students). A study was conducted to examine the stress levels associated with the

The relevance of the alliance for CME competencies for planning, organizing, and sustaining an interorganizational educational collaborative.

Science.gov (United States)

Balmer, Jann T; Bellande, Bruce J; Addleton, Robert L; Havens, Carol S

2011-01-01

The heightened demand for accountability, access, and quality performance from health care professionals has resulted in linkages between continuing education (CE), performance improvement (PI), and outcomes. CE health professionals must also expand their skills and abilities to design, implement, and measure CE activities consistent with these new expectations. In addition to administrative and meeting-planning activities, new competencies associated with educational consultation and performance coaching are needed. This article utilizes the Alliance competencies as the framework for discussion of the competencies of CE professionals and applies it to the unique setting of a collaborative. The CS2day initiative serves as an example of the application of these competencies in this environment. The framework of the Alliance competencies can serve as a guide and a tool for self-assessment, work design, and professional development at individual, organization, and systems levels. Continual reassessment of the Alliance competencies for CE in the health professions will be critical to the continued effectiveness of CE that is linked to performance improvement and outcomes for the CE professional and the health care professionals we serve. A collaborative can provide one option for meeting these new expectations for professional development for CE professionals and the creation of effective educational initiatives. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Collaborating To Teach Prosocial Skills.

Science.gov (United States)

Allsopp, David H.; Santos, Karen E.; Linn, Reid

2000-01-01

This article describes a collaborative prosocial skills program. Steps of the intervention include forming teams of educators, targeting necessary prosocial skills, developing an instructional plan, determining the setting and collaborative roles, delivery instruction, and providing opportunities for student practice, reinforcement, and…

Exploring the Benefits of a Collaborative Inquiry Team in Education (CITE) Initiative to Develop a Research Community and Enhance Student Engagement

Science.gov (United States)

Cantalini-Williams, Maria; Curtis, Debra; Eden-DeGasperis, Kimberley; Esposto, Lauren; Guibert, Jenny; Papp, Heather; Roque, Carlos

2015-01-01

This study examined a collaborative inquiry process, facilitated by university faculty in an elementary school, intended to develop a research community, foster knowledge mobilization, and enhance student engagement. The Collaborative Inquiry Team in Education (CITE) initiative consisted of five school-based sessions that included videos,…

A Formative Evaluation of Healthy Habits, Healthy U: A Collaborative School-Based Cancer Education Program

Science.gov (United States)

Anderson, Alicia; Spear, Caile; Pritchard, Mary; George, Kayla; Young, Kyle; Smith, Carrie

2017-01-01

Purpose: Healthy Habits, Healthy U (HHHU) is a two-day school-based primary prevention cancer education program that uses interactive classroom presentations designed to help students learn how to reduce their cancer risks. HHHU is a collaboration between a local cancer hospital, school district and university. HHHU incorporates real cancerous and…

EXPLORING THE RELATION OF STUDENTS’ LANGUAGE PROFICIENCY, ONLINE INSTRUCTOR GUIDANCE, AND ONLINE COLLABORATION WITH THEIR LEARNING IN HONG KONG BILINGUAL CYBER EDUCATION

Directory of Open Access Journals (Sweden)

Simon Wong

2015-12-01

Full Text Available This research study adopted a quantitative approach to explore how the variables, namely student’s English proficiency, online instructor guidance, and online collaboration, influence the learning effectiveness of the students taking an online introductory information technology course in cyber education in a bilingual higher education institution in Hong Kong. This study is important for cyber education administrators, as it investigated the important pedagogical quality of cyber education. Correlation analysis was conducted to identify whether any of these variables collected from the survey could be associated with students’ online learning while multiple regression analysis was used to explore the combined effect of these variables on students’ online learning. Validity and reliability of this study are highlighted in this paper. The major findings in this study revealed that (1 the students’ English proficiency, online instructor guidance, and online collaboration are potential factors contributing to the students’ online learning, and (2 the students’ English proficiency has the largest effect while online instructor guidance and online collaboration have a moderate effect on the students’ online learning.

Collaborative Learning through Teletutorials.

Science.gov (United States)

Idrus, Rozhan

1993-01-01

Describes the use of audiographic teleconferencing for distance education courses for adult higher education at the Universiti Sains Malaysia. Telecommunications is discussed, and a collaborative learning strategy is explained that emphasizes the student-teacher relationship. (Contains 18 references.) (LRW)

Valley-filtered edge states and quantum valley Hall effect in gated bilayer graphene.

Science.gov (United States)

Zhang, Xu-Long; Xu, Lei; Zhang, Jun

2017-05-10

Electron edge states in gated bilayer graphene in the quantum valley Hall (QVH) effect regime can carry both charge and valley currents. We show that an interlayer potential splits the zero-energy level and opens a bulk gap, yielding counter-propagating edge modes with different valleys. A rich variety of valley current states can be obtained by tuning the applied boundary potential and lead to the QVH effect, as well as to the unbalanced QVH effect. A method to individually manipulate the edge states by the boundary potentials is proposed.

Partnering to provide simulated learning to address Interprofessional Education Collaborative core competencies.

Science.gov (United States)

Murphy, Judy I; Nimmagadda, Jayashree

2015-05-01

Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students' perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum.

Collaborative Learning at Engineering Universities: Benefits and Challenges

OpenAIRE

Olga V. Sumtsova; Tatiana Yu. Aikina; Liudmila M. Bolsunovskaya; Chris Phillips; Olga M. Zubkova; Peter J. Mitchell

2018-01-01

This paper concerns the cutting edge educational approaches incorporated into syllabuses of the most progressive Russian higher technical schools. The authors discuss one of the active methods in teaching foreign languages – collaborative learning implemented in e-courses. Theoretical and historical aspects of this approach are addressed, as are its suitability for engineering education and possible ways of introducing collaborative learning into e-courses. Collaborative learning technology o...

Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

Science.gov (United States)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.

Collaborative development of an educational resource on rehabilitation for people living with HIV.

Science.gov (United States)

Solomon, Patricia; Salbach, Nancy M; O'Brien, Kelly K; Nixon, Stephanie; Worthington, Catherine; Baxter, Larry; Tattle, Stephen; Gervais, Nicole

2017-07-12

The objective of this study is to describe the collaborative development of a rehabilitation guide for people living with human immunodeficiency virus (HIV) which was adapted from an online resource for clinicians. We adapted a comprehensive evidence-informed online clinical resource for people living with HIV using a three-phase participatory process. In Phase 1, we interviewed 26 clinicians and 16 people living with HIV to gather recommendations on how to adapt and format the content to benefit people living with HIV. In Phase 2, we adapted the patient education resource using the recommendations that emerged from Phase 1. Phase 3 consisted of comprehensive stakeholder review of the revised resource on the adaptability, usability, communicability, and relevance of the information. Stakeholders participated in an interview to obtain in-depth information on their perspectives. Transcribed interviews underwent qualitative content analysis. Stakeholders indicated that the e-guide had utility for people living with HIV, community HIV service organizations, and care providers. Engaging people living with HIV resulted in a more relevant and meaningful resource that incorporated patients' values, needs, and preferences. Involving multiple stakeholders and user groups in the adaptation and evaluation of online patient education resources can assist in meeting patients' needs through increasing the relevance, organization and presentation of the content, and incorporating patients' values and needs. Implications for Rehabilitation Online patient education resources should be adapted in order to maximize relevance and meaningfulness to patients. Involving multiple stakeholders in the adaptation and evaluation of online patient education resources can assist in meeting patients' needs. Involving multiple stakeholders increases the relevance, organization and presentation of the content and allows the incorporation of patient values and needs. This collaborative approach with

A High School Depression and Suicide Prevention Program: A Collaboration between Health Education and Psychological Services.

Science.gov (United States)

Moilanen, Donna L.; Bradbury, Susan

2002-01-01

Examined a collaboration between health education and psychological services in generating a high school depression and suicide prevention program. The five-component program raised awareness of teen depression and suicide, increased communication about these issues within the school and community, and provided information about available…

A Methodological Approach to Support Collaborative Media Creation in an E-Learning Higher Education Context

Science.gov (United States)

Ornellas, Adriana; Muñoz Carril, Pablo César

2014-01-01

This article outlines a methodological approach to the creation, production and dissemination of online collaborative audio-visual projects, using new social learning technologies and open-source video tools, which can be applied to any e-learning environment in higher education. The methodology was developed and used to design a course in the…

Collaborating internationally on physician leadership development: why now?

Science.gov (United States)

Chan, Ming-Ka; de Camps Meschino, Diane; Dath, Deepak; Busari, Jamiu; Bohnen, Jordan David; Samson, Lindy Michelle; Matlow, Anne; Sánchez-Mendiola, Melchor

2016-07-04

Purpose This paper aims to highlight the importance of leadership development for all physicians within a competency-based medical education (CBME) framework. It describes the importance of timely international collaboration as a key strategy in promoting physician leadership development. Design/methodology/approach The paper explores published and Grey literature around physician leadership development and proposes that international collaboration will meet the expanding call for development of leadership competencies in postgraduate medical learners. Two grounding frameworks were used: complexity science supports adding physician leadership training to the current momentum of CBME adoption, and relational cultural theory supports the engagement of diverse stakeholders in multiple jurisdictions around the world to ensure inclusivity in leadership education development. Findings An international collaborative identified key insights regarding the need to frame physician leadership education within a competency-based model. Practical implications International collaboration can be a vehicle for developing a globally relevant, generalizable physician leadership curriculum. This model can be expanded to encourage innovation, scholarship and program evaluation. Originality/value A competency-based leadership development curriculum is being designed by an international collaborative. The curriculum is based on established leadership and education frameworks. The international collaboration model provides opportunities for ongoing sharing, networking and diversification.

Exploring the Benefits of a Collaborative Inquiry Team in Education (CITE Initiative to Develop a Research Community and Enhance Student Engagement

Directory of Open Access Journals (Sweden)

Maria Teresa Cantalini-Williams

2016-06-01

Full Text Available This study examined a collaborative inquiry process, facilitated by university faculty in an elementary school, intended to develop a research community, foster knowledge mobilization, and enhance student engagement. The Collaborative Inquiry Team in Education (CITE initiative consisted of five school-based sessions that included videos, discussions, and the completion of a research action plan. Data collection and analysis involved sessions’ transcripts, feedback from participants, documents such as brainstorming charts, and student artifacts. Findings indicate that the collaborative inquiry process with enablers of time, flexibility, and support from university faculty increased educators’ research acumen and student engagement in classrooms. The CITE initiative is an effective example of applied education research and knowledge mobilization with the inclusion of faculty and technological support, innovative resources, and the co-construction of new understandings.

Midwife-physician collaboration: a conceptual framework for interprofessional collaborative practice.

Science.gov (United States)

Smith, Denise Colter

2015-01-01

Since the passage of the Affordable Care Act, collaborative practice has been cited as one method of increasing access to care, decreasing costs, and improving efficiency. How and under what conditions might these goals be achieved? Midwives and physicians have built effective collaborative practice models over a period of 30 years. Empirical study of interprofessional collaboration between midwives and physicians could be useful in guiding professional education, regulation, and health policy in women's health and maternity care. Construction of a conceptual framework for interprofessional collaboration between midwives and physicians was guided by a review of the literature. A theory derivation strategy was used to define dimensions, concepts, and statements of the framework. Midwife-physician interprofessional collaboration can be defined by 4 dimensions (organizational, procedural, relational, and contextual) and 12 concepts (trust, shared power, synergy, commitment, and respect, among others). The constructed framework provides the foundation for further empirical study of the interprofessional collaborative process. The experiences of midwife-physician collaborations provide solid support for a conceptual framework of the collaborative process. A conceptual framework provides a point from which further research can increase knowledge and understanding about how successful outcomes are achieved in collaborative health care practices. Construction of a measurement scale and validation of the model are important next steps. © 2014 by the American College of Nurse-Midwives.

Promoting learning transfer in post registration education: a collaborative approach.

Science.gov (United States)

Finn, Frances L; Fensom, Sue A; Chesser-Smyth, Patricia

2010-01-01

Pre-registration nurse education in Ireland became a four year undergraduate honors degree programme in 2002 (Government of Ireland, 2000. The Nursing Education Forum Report. Dublin, Dublin Stationary Office.). Consequently, the Irish Government invested significant resources in post registration nursing education in order to align certificate and diploma trained nurses with the qualification levels of new graduates. However, a general concern amongst academic and clinical staff in the South East of Ireland was that there was limited impact of this initiative on practice. These concerns were addressed through a collaborative approach to the development and implementation of a new part-time post registration degree that incorporated an enquiry and practice based learning philosophy. The principles of learning transfer (Ford, K., 1994. Defining transfer of learning the meaning is in the answers. Adult Learning 5 (4), p. 2214.) underpinned the curriculum development and implementation process with the goal of reducing the theory practice gap. This paper reports on all four stages of the curriculum development process: exploration, design, implementation and evaluation (Quinn, F.M., 2002. Principles and Practices of Nurse Education, fourth ed. Nelson Thornes, Cheltenham), and the subsequent impact of learning transfer on practice development. Eclectic approaches of quantitative and qualitative data collection techniques were utilised in the evaluation. The evaluation of this project to date supports our view that this practice based enquiry curriculum promotes the transfer of learning in the application of knowledge to practice, impacting both student and service development.

Collaboration across the Arctic

DEFF Research Database (Denmark)

Huppert, Verena Gisela; Chuffart, Romain François R.

2017-01-01

The Arctic is witnessing the rise of a new paradigm caused by an increase in pan-Arctic collaborations which co-exist with the region’s traditional linkages with the South. Using an analysis of concrete examples of regional collaborations in the Arctic today in the fields of education, health...... and infrastructure, this paper questions whether pan-Arctic collaborations in the Arctic are more viable than North-South collaborations, and explores the reasons behind and the foreseeable consequences of such collaborations. It shows that the newly emerging East-West paradigm operates at the same time...... as the traditional North-South paradigm, with no signs of the East-West paradigm being more viable in the foreseeable future. However, pan-Arctic collaboration, both due to pragmatic reasons and an increased awareness of similarities, is likely to increase in the future. The increased regionalization process...

"Refreshed…reinforced…reflective": A qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice.

Science.gov (United States)

Evans, Sherryn; Shaw, Nicole; Ward, Catherine; Hayley, Alexa

2016-11-01

While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators' own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews. Inductive thematic analysis revealed three emergent themes and associated subthemes characterising participants' reflexivity as IPE facilitators: interprofessional learning; professional behaviour change; and collaborative practice expertise. Participants experienced interprofessional learning in their role as facilitators, improving their understanding of other professionals' roles, theoretical and empirical knowledge underlying collaborative practice, and the use and value of online communication. Participants also reported having changed several professional behaviours, including improved interprofessional collaboration with colleagues, a change in care plan focus, a less didactic approach to supervising students and staff, and greater enthusiasm impressing the value of collaborative practice on placement students. Participants reported having acquired their prior interprofessional collaboration expertise via professional experience rather than formal learning opportunities and believed access to formal IPE as learners would aid their continuing professional development. Overall, the outcomes of the IPE experience extended past the intended audience of the student learners and positively impacted on the facilitators as well.

Digital Library Collaboration: A Service-Oriented Perspective

Science.gov (United States)

Buchanan, Steven; Gibb, Forbes; Simmons, Susan; McMenemy, David

2012-01-01

Collaboration in the digital domain offers an opportunity to provide enhanced digital services and extended reach to the community. This article adopts a service-oriented perspective through which it considers environmental drivers for digital library collaboration; discusses emergent collaborative partnerships across UK educational institutions,…

PolarTREC-Teachers and Researchers Exploring and Collaborating: Science Education from the Poles to the World

Science.gov (United States)

Timm, K. M.; Warburton, J.; Owens, R.; Warnick, W. K.

2008-12-01

PolarTREC--Teachers and Researchers Exploring and Collaborating, a program of the Arctic Research Consortium of the U.S. (ARCUS), is a National Science Foundation (NSF)--funded International Polar Year (IPY) project in which K-12 educators participate in hands-on field experiences, working closely with IPY scientists as a pathway to improving science education. PolarTREC has developed a successful internet-based platform for teachers and researchers to interact and share their diverse experiences and expertise by creating interdisciplinary educational tools including online journals and forums, real-time Internet seminars, lesson plans, activities, audio, and other educational resources that address a broad range of scientific topics. These highly relevant, adaptable, and accessible resources are available to educators across the globe and have connected thousands of students and citizens to the excitement of polar science. By fostering the integration of research and education and infusing education with the thrill of discovery, PolarTREC will produce a legacy of long-term teacher-researcher collaborations and increased student knowledge of and interest in the polar regions well beyond the IPY time period. Educator and student feedback from preliminary evaluations has shown that PolarTREC's comprehensive program activities have many positive impacts on educators and their ability to teach science concepts and improve their teaching methods. Additionally, K-12 students polled in interest surveys showed significant changes in key areas including amount of time spent in school exploring research activities, importance of understanding science for future work, importance of understanding the polar regions as a person in today's world, as well as increased self-reported knowledge and interest in Science, Technology, Engineering, and Mathematics content areas. PolarTREC provides a tested approach and a clear route for researcher participation in the education community

PBL and beyond: trends in collaborative learning.

Science.gov (United States)

Pluta, William J; Richards, Boyd F; Mutnick, Andrew

2013-01-01

Building upon the disruption to lecture-based methods triggered by the introduction of problem-based learning, approaches to promote collaborative learning are becoming increasingly diverse, widespread and generally well accepted within medical education. Examples of relatively new, structured collaborative learning methods include team-based learning and just-in-time teaching. Examples of less structured approaches include think-pair share, case discussions, and the flipped classroom. It is now common practice in medical education to employ a range of instructional approaches to support collaborative learning. We believe that the adoption of such approaches is entering a new and challenging era. We define collaborate learning by drawing on the broader literature, including Chi's ICAP framework that emphasizes the importance of sustained, interactive explanation and elaboration by learners. We distinguish collaborate learning from constructive, active, and passive learning and provide preliminary evidence documenting the growth of methods that support collaborative learning. We argue that the rate of adoption of collaborative learning methods will accelerate due to a growing emphasis on the development of team competencies and the increasing availability of digital media. At the same time, the adoption collaborative learning strategies face persistent challenges, stemming from an overdependence on comparative-effectiveness research and a lack of useful guidelines about how best to adapt collaborative learning methods to given learning contexts. The medical education community has struggled to consistently demonstrate superior outcomes when using collaborative learning methods and strategies. Despite this, support for their use will continue to expand. To select approaches with the greatest utility, instructors must carefully align conditions of the learning context with the learning approaches under consideration. Further, it is critical that modifications are made

Valley development on Hawaiian volcanoes

International Nuclear Information System (INIS)

Baker, V.R.; Gulick, V.C.

1987-01-01

Work in progress on Hawaiian drainage evolution indicates an important potential for understanding drainage development on Mars. Similar to Mars, the Hawaiian valleys were initiated by surface runoff, subsequently enlarged by groundwater sapping, and eventually stabilized as aquifers were depleted. Quantitative geomorphic measurements were used to evaluate the following factors in Hawaiian drainage evolution: climate, stream processes, and time. In comparing regions of similar climate, drainage density shows a general increase with the age of the volcani island. With age and climate held constant, sapping dominated valleys, in contrast to runoff-dominated valleys, display the following: lower drainage densities, higher ratios of valley floor width to valley height, and more positive profile concavities. Studies of stream junction angles indicate increasing junction angles with time on the drier leeward sides of the major islands. The quantitative geomorphic studies and earlier field work yielded important insights for Martian geomorphology. The importance of ash mantling in controlling infiltration on Hawaii also seems to apply to Mars. The Hawaiian valley also have implications for the valley networks of Martian heavily cratered terrains

Co-creation of innovation: Investment with and in social capital. Studies on collaboration between education - industry - government

NARCIS (Netherlands)

Ehlen, Corry

2017-01-01

This study unravels the concept of 'CO-CREATION‘ in two large scale inter-organisational innovation programmes. Co-creation becomes internationally recognized as a leading innovative approach for regional collaboration between education, industry and government. 'SOCIAL CAPITAL’ is found to be

Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

NARCIS (Netherlands)

de Leng, Bas; Gijlers, Aaltje H.

2015-01-01

Aim: To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Methods: Opinions and perceptions of students (n = 70) and

Collaborative Learning in Higher Education: Lecturers' Practices and Beliefs

Science.gov (United States)

De Hei, Miranda Suzanna Angelique; Strijbos, Jan-Willem; Sjoer, Ellen; Admiraal, Wilfried

2015-01-01

Collaborative learning can, if designed and implemented properly, contribute to student learning outcomes and prepare them for teamwork. However, the design and implementation of collaborative learning in practice depend on beliefs of lecturers about teaching and learning in general, and collaborative learning in particular. One hundred and…

Socially Challenged Collaborative Learning of Secondary School Students in Singapore

Directory of Open Access Journals (Sweden)

Christopher Pang

2018-02-01

Full Text Available Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning will occur naturally once students are assigned to work in groups. In examining students’ dissatisfaction when working in groups, this study highlighted the importance of surfacing these hidden assumptions for careful scrutiny. The key factors identified were centered on the need to address social challenges within collaborative learning. These included a pragmatic, results-oriented approach with limited interpersonal engagement used by students that can compromise collaborative learning outcomes. Having a deeper understanding of the challenges that resulted from limited social interactions provides educators with insights when designing classroom and online learning activities. This paper contributes to the understanding of groups’ active learning to inform pedagogical practices for educators engaged in designing better collaborative learning experiences. Educators and curriculum designers need to be aware of the social drawbacks in collaborative learning in order to design a more socially engaging learning environment.

Integrating Compassionate, Collaborative Care (the "Triple C") Into Health Professional Education to Advance the Triple Aim of Health Care.

Science.gov (United States)

Lown, Beth A; McIntosh, Sharrie; Gaines, Martha E; McGuinn, Kathy; Hatem, David S

2016-03-01

Empathy and compassion provide an important foundation for effective collaboration in health care. Compassion (the recognition of and response to the distress and suffering of others) should be consistently offered by health care professionals to patients, families, staff, and one another. However, compassion without collaboration may result in uncoordinated care, while collaboration without compassion may result in technically correct but depersonalized care that fails to meet the unique emotional and psychosocial needs of all involved. Providing compassionate, collaborative care (CCC) is critical to achieving the "triple aim" of improving patients' health and experiences of care while reducing costs. Yet, values and skills related to CCC (or the "Triple C") are not routinely taught, modeled, and assessed across the continuum of learning and practice. To change this paradigm, an interprofessional group of experts recently recommended approaches and a framework for integrating CCC into health professional education and postgraduate training as well as clinical care. In this Perspective, the authors describe how the Triple C framework can be integrated and enhance existing competency standards to advance CCC across the learning and practice continuum. They also discuss strategies for partnering with patients and families to improve health professional education and health care design and delivery through quality improvement projects. They emphasize that compassion and collaboration are important sources of professional, patient, and family satisfaction as well as critical aspects of professionalism and person-centered, relationship-based high-quality care.

Helen Kim as New Woman and Collaborator: A Comprehensive Assessment of Korean Collaboration under Japanese Colonial Rule

Directory of Open Access Journals (Sweden)

AhRan Ellie Bae

2017-02-01

Full Text Available Although almost seventy years has passed since Korea's liberation from Japanese rule, the issue of collaboration still haunts Korea today. Attempts to resolve this issue have tended to focus attention on the traitorous actions of "collaborators" without considering the gray areas that surround their actions such as the circumstances that influenced the accused to commit their alleged traitorous acts and the intentions that drove their decisions. Helen Kim, as a "new woman" and an educator, valued the necessity of providing education for women. Yet, her efforts to realize this goal, to the contrary, forced her into actions that would later be used to construct a reputation as a Japanese collaborator. Korea's nationalist historiography has a tendency to polarize this issue by categorizing a "collaborator" as either a traitor or a patriot. However, when we take a closer look at these collaborators' lives, we discover that most collaboration happened in gray areas where it is often difficult to clearly draw a line between treason and collaboration. Helen Kim's case suggests that the issue of collaboration cannot be fully explained by nationalist historiography's framework and we must give attention to these gray areas. Through her story I hope to complicate the issue of collaboration by raising questions that address the gray areas that surround the actions of "collaborators." In doing so, I hope to challenge the nationalist historiography's propensity to oversimplify this issue and present a more nuanced understanding of it.

The mother-daughter health collaborative: a partnership development to promote cancer education.

Science.gov (United States)

Mosavel, Maghboeba; Thomas, Teleangé; Sanders, Kimberly; Hill, Lydia; Johnson, Marcia

2010-03-01

Creating meaningful partnerships with community partners to address cancer disparities remain challenging and a work in progress. This paper examines what started as the traditional formation of an academic-community partnership and evolved well beyond the initial research tasks. We evaluate the partnership process, which includes assessments by the members of the Mother-Daughter Health Collaborative, focusing on how partnership involvement in the data analysis process contributed to a sense of ownership and urgency about providing cancer education. The work of partnership is on-going, fluid, and challenging.

Utilizing Collaboration Theory to Evaluate Strategic Alliances

Science.gov (United States)

Gajda, Rebecca

2004-01-01

Increasingly, "collaboration" between business, non-profit, health and educational agencies is being championed as a powerful strategy to achieve a vision otherwise not possible when independent entities work alone. But the definition of collaboration is elusive and it is often difficult for organizations to put collaboration into practice and…

A Comparison of Collaborative and Traditional Instruction in Higher Education

Science.gov (United States)

Gubera, Chip; Aruguete, Mara S.

2013-01-01

Although collaborative instructional techniques have become popular in college courses, it is unclear whether collaborative techniques can replace more traditional instructional methods. We examined the efficacy of collaborative courses (in-class, collaborative activities with no lectures) compared to traditional lecture courses (in-class,…

We Are Woke: A Collaborative Critical Autoethnography of Three "Womxn" of Color Graduate Students in Higher Education

Science.gov (United States)

Ashlee, Aeriel A.; Zamora, Bianca; Karikari, Shamika N.

2017-01-01

This critical collaborative autoethnography examines how three "womxn" of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to "wokeness" and share their collective process of…

Collaborative exams: Cheating? Or learning?

Science.gov (United States)

Jang, Hyewon; Lasry, Nathaniel; Miller, Kelly; Mazur, Eric

2017-03-01

Virtually all human activity involves collaboration, and yet, collaboration during an examination is typically considered cheating. Collaborative assessments have not been widely adopted because of the perceived lack of individual accountability and the notion that collaboration during assessments simply causes propagation of correct answers. Hence, collaboration could help weaker students without providing much benefit to stronger students. In this paper, we examine student performance in open-ended, two-stage collaborative assessments comprised of an individually accountable round followed by an automatically scored, collaborative round. We show that collaboration entails more than just propagation of correct answers. We find greater rates of correct answers after collaboration for all students, including the strongest members of a team. We also find that half of teams that begin without a correct answer to propagate still obtain the correct answer in the collaborative round. Our findings, combined with the convenience of automatic feedback and grading of open-ended questions, provide a strong argument for adopting collaborative assessments as an integral part of education.

Institutional Collaboration on MOOCs in Education—A Literature Review

DEFF Research Database (Denmark)

Nortvig, Anne-Mette; Christiansen, René Boyer

2017-01-01

This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC...... collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality...... loss of their own national branding and the teachers’ hesitancy or passive resistance to new educational platforms and formats....

Accounting Experiences in Collaborative Learning

Science.gov (United States)

Edmond, Tracie; Tiggeman, Theresa

2009-01-01

This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

Collaborative Educational Systems in the Virtual Environment

OpenAIRE

Cristian CIUREA; Paul POCATILU

2012-01-01

The work leads to an original approach to the construction of collaborative systems metrics. The approach is based both on research already conducted by the author, on the experimental results obtained, and the foundation taken from the specific literature. The collaborative systems in knowledge-based economy are formalized and their characteristics are identified. The virtual campus structure is described and a comparison with the classical university is achieved. The architecture of virtual...

Perkiomen Valley Peer Education Program.

Science.gov (United States)

Barber, Nicole; And Others

Adolescence is a vulnerable period of life; teens are faced with challenging issues such as stress and suicide. Facilitating informed decision-making among adolescents requires educational programs that present information in compelling and credible ways. With this in mind, a peer education program was developed, using older students to teach…

A/r/tographic Collaboration as Radical Relatedness

Directory of Open Access Journals (Sweden)

Barbara Bickel PhD

2011-03-01

Full Text Available In this paper the authors examine a/r/tographical collaboration in a community-engaged research study investigating immigrant understandings of home and place. The study, The City of Richgate, involves a complex collaboration between community members, community organizations, educational institutions, and a research team comprising artist-educators. The study crosses border zones of cultural, ethnic, geographic, institutional, public, private, and disciplinary boundaries, reflecting the ever-changing character of postmodern reality. In this paper the authors reflect critically and theoretically on the lived experience of radical relatedness found within the complex collaboration, particularly within the a/r/tographic research team. This offers a qualitative methodology of radical collaboration applicable to many fields of inquiry in the academy, art world, and community.

Analysis of Mining-induced Valley Closure Movements

Science.gov (United States)

Zhang, C.; Mitra, R.; Oh, J.; Hebblewhite, B.

2016-05-01

Valley closure movements have been observed for decades in Australia and overseas when underground mining occurred beneath or in close proximity to valleys and other forms of irregular topographies. Valley closure is defined as the inward movements of the valley sides towards the valley centreline. Due to the complexity of the local geology and the interplay between several geological, topographical and mining factors, the underlying mechanisms that actually cause this behaviour are not completely understood. A comprehensive programme of numerical modelling investigations has been carried out to further evaluate and quantify the influence of a number of these mining and geological factors and their inter-relationships. The factors investigated in this paper include longwall positional factors, horizontal stress, panel width, depth of cover and geological structures around the valley. It is found that mining in a series passing beneath the valley dramatically increases valley closure, and mining parallel to valley induces much more closure than other mining orientations. The redistribution of horizontal stress and influence of mining activity have also been recognised as important factors promoting valley closure, and the effect of geological structure around the valley is found to be relatively small. This paper provides further insight into both the valley closure mechanisms and how these mechanisms should be considered in valley closure prediction models.

(Un)organizing equal collaboration between users and professionals: on management of patient education in Norway.

Science.gov (United States)

Stokken, Roar

2013-03-01

This is an article about how patient education is managed in Norway, but it also addresses a matter of broader relevance that of how an organization imbued with a request for rational choices is able to take on board a contradictory ideology. In Norway, patient education under the auspice of hospitals is to be conducted as an equal collaboration between users and professionals, posing challenges to the ethos of rationally justified choices within the hospital sector. This calls for an exploration of how the organization copes with the contradictory demands. A theoretical approach on the basis of theories from Scandinavian institutional theory and science and technology studies, informed by documents, interviews and experiences from national, regional and local levels in Norway. The field of patient education is divided into three decoupled domains: one at management level, one at the practical level, and in the middle a domain that acts as an interface between management and practice. This interface mediates the relationship between ideas and practice, without making overt the fact that ideas might not be possible to put into practice and that practice might not reflect ideas. The decoupling of practice and management allows patient education as equal collaboration between users and professionals to thrive as an idea, not subjugated by practical challenges. Thus, it can exist as a guiding star that both management and practitioners can attune to, but this situation might now be threatened by the demand for quality assurance in the field. © 2011 Blackwell Publishing Ltd.

Electronic collaboration in dermatology resident training through social networking.

Science.gov (United States)

Meeks, Natalie M; McGuire, April L; Carroll, Bryan T

2017-04-01

The use of online educational resources and professional social networking sites is increasing. The field of dermatology is currently under-utilizing online social networking as a means of professional collaboration and sharing of training materials. In this study, we sought to assess the current structure of and satisfaction with dermatology resident education and gauge interest for a professional social networking site for educational collaboration. Two surveys-one for residents and one for faculty-were electronically distributed via the American Society for Dermatologic Surgery and Association of Professors of Dermatology (APD) listserves. The surveys confirmed that there is interest among dermatology residents and faculty in a dermatology professional networking site with the goal to enhance educational collaboration.

Developing educator competency to facilitate the use of simulation-based learning in nurse education. A collaborative project (NESTLED) supported by the EU Lifelong Learning Programme

DEFF Research Database (Denmark)

Hartvigsen, Tina

2014-01-01

such as developing scenarios, debriefing, creating a safe and positive learning environment, mastery of technology, equipment operation and professional communication skills and comportment to name only some. In September 2013 a consortium of dedicated educators holding expertise in simulation-based education from...... on developing educational environments and equipment has not necessarily been matched with investment in the capability of educators to maximise the potential of simulation – based learning. A skilled educator is a prerequisite for effective simulation – based education and there are many educator competencies...... focused on the need of knowledge regarding educators ‘competences in a complex learning environment. Collaborations often develop serendipitously and conferences provide unique opportunities for people to meet who share common interests. In 2011 such an opportunity occurred when the initiators...

Some Recommendations for Education (and All of Us): Valuing Differences as Collaboration beyond Outcomes Assessment and Total Quality Management/Demingism.

Science.gov (United States)

Sadler, Lynn Veach

Recommendations for a national educational agenda that is based on tolerance for cultural diversity and real collaboration are presented in this paper with emphasis on the W. E. Deming model of Total Quality Management, or "Demingism." Two problems in American education are academic performance and the failure of disadvantaged schools. Ten…

Job Migration: A Collaborative Effort

Science.gov (United States)

Wagoner, Cynthia L.

2012-01-01

Music teachers often change jobs several times during their careers. Reasons for job changes vary, but regardless, these changes bring a different set of challenges. Sharing knowledge and learning are part and parcel of collaboration. So what if, as education professionals, music teachers decided to collaborate during job migrations? For all music…

Managing Increasing Complexity in Undergraduate Digital Media Design Education: The Impact and Benefits of Multidisciplinary Collaboration

Science.gov (United States)

Fleischmann, Katja; Daniel, Ryan

2013-01-01

Increasing complexity is one of the most pertinent issues when discussing the role and future of design, designers and their education. The evolving nature of digital media technology has resulted in a profession in a state of flux with increasingly complex communication and design problems. The ability to collaborate and interact with other…

Decolonizing Engagement? Creating a Sense of Community through Collaborative Filmmaking

Directory of Open Access Journals (Sweden)

Sarah Marie Wiebe

2016-03-01

Full Text Available The visual medium has the potential to be a creative avenue for enhancing  awareness, critical thought and social justice. Through the prism of collaborative filmmaking, academic-activists can enrich textual analyses while creating what Jacques Rancière calls a “sense of community” among participants. This article reflects on the process of co-producing an Indigenous youth-driven documentary film, Indian Givers, which is publicly available on YouTube. It discusses the applied practice of engaging in a collaborative process with the aim of countering Western models of knowledge. The film and this article each draw into focus the experiences and stories of Indigenous youth who live in a highly polluted place commonly referred to as Canada’s “Chemical Valley.” Informed by Chantal Mouffe’s notion of agonism, I contend that collaborative filmmaking contributes to anti-oppressive and community engaged scholarship by facilitating intercultural dialogue, offering a reflexive and relational approach to research, co-creating knowledge and contributing to social action. This paper reflects on some of the challenges of collaborative filmmaking in order to contribute to academic-activist research. As an anti-oppressive research tool, collaborative filmmaking provides a forum for resistance to dominant colonial discourses while creating space for radical difference in pursuit of decolonization.

Collaborative Learning in Higher Education: Evoking Positive Interdependence

Science.gov (United States)

Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred

2016-01-01

Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful…

Collaborative design in education : evaluation of three approaches

NARCIS (Netherlands)

Leeuwen, van J.P.; Gassel, van F.J.M.; Otter, den A.F.H.J.; Duarte, J.P.; Sampaio, A.Z.

2005-01-01

Collaboration in design can take place in a physical, social space, in a distributed or virtual environment, or in a combination of both. Design teams use a range of ICT means to support both synchronous and asynchronous communication. While these tools are designed to facilitate collaboration, the

Slowly Shifting a Culture of Teaching in Higher Education: A Case Study of Biology Instructors' Micro-Processes of Collaborative Inquiry into Teaching and Learning

Science.gov (United States)

Neuwald, Anuschka

The Vision and Change reports (American Association for the Advancement of Science, 2011, 2013) have identified a need for change in undergraduate biology education, emphasizing student learning of content knowledge and competencies. Missing from this report and larger efforts to improve undergraduate education (Brainard, 2007; Henderson et al., 2011; Sunal et al., 2001) are guidelines for how to support instructors' professional learning to change teaching practices. I am exploring one possible support structure by studying a group of seven biology instructors that are engaged in a collaborative process over two semesters. This process is modeled after Lesson Study (Lewis et al., 2006), a form of cyclical inquiry-based professional learning activities. The purpose of this qualitative case study is to examine the micro-processes of this collaboration and how these micro-processes afford and limit the ability to change one's teaching practices. Wenger's (1998) concept of "community of practice" provides a theoretical framework for data analysis. I view an instructor's professional learning as social and situated, involving negotiation of new meanings, boundaries, and participation as part of an on-going collaboration. Data analysis shows that negotiation of meaning, characterized by friction and dissonance, is a normal part of the micro-processes of collaborative group work. There are three friction points that are intertwined and influence each other: 1) rhythmic ebb and flow of negotiation about a common professional goal for the instructors and a common learning goal for undergraduates in biology, 2) pressure of time to produce an outcome, and 3) grappling with collective agency, authority and capacity. I argue that these friction points are necessary and important for understanding the micro-processes of negotiation in a collaborative process. Furthermore, this study contributes to literature examining how the use of collaborative processes that are often

Interprofessional simulation-based education program: a promising approach for changing stereotypes and improving attitudes toward nurse-physician collaboration.

Science.gov (United States)

Liaw, Sok Ying; Siau, Chiang; Zhou, Wen Tao; Lau, Tang Ching

2014-11-01

An effective working relationship between physicians and nurses is enhanced by fostering positive perceptions and collaborative attitudes between the two professions. This brief paper examines the effect of an interprofessional simulation-based communication education program in enhancing medical and nursing students' perceptions of each other's profession and their attitudes toward nurse-physician collaboration. Pretest-Posttest design was conducted on 96 medical and nursing students who demonstrated the existence of professional stereotypes in the baseline data. This study showed that by promoting open communication, shared information and decision-making, mutual respect, and trust during the interprofessional simulation training, a positive transformation on the stereotypes and attitudes toward nurse-physician collaboration can be achieved. Copyright © 2014 Elsevier Inc. All rights reserved.

Utah Valley University Field Station at Capitol Reef National Park: A Venue for Improved Student Learning and Retention

Science.gov (United States)

Nielsen, K.; Schultz, M.; Williams, B.; Gay, J.; Johnson, S.; Dunn, P.

2015-12-01

The unique geo-environment offered in Capitol Reef National Park and its surrounding areas has a long-standing history of inspiring geological scientific exploration. The Capitol Reef Field Station was established in 2008 as part of collaboration between the National Park and Utah Valley University in order to support teaching and research of the natural environment found within the park and on the Colorado Plateau. The facility itself situated deep within the park, well off any public road system offers state of the art alternative energy and sustainable construction and makes extensive use of passive heating and cooling, in order to maintain its status of being "off-grid." The field station is a 6200 square foot complex of classrooms and dormitories supporting university level education and field studies of the Colorado Plateau. The complex includes a classroom and dining area, professional kitchen, and two separate dormitories, which can sleep up to 24 overnight visitors, while the daytime usage can accommodate up to 40 visitors. The vision of the facility is to support teaching and research toward responsible, respectful, and sustainable stewardship of the natural world - including Interdisciplinary learning between arts and sciences Student internships and service learning in collaboration with the National Park Service Field-based scientific research (as well as inventorying and assessing Park ecosystems changes) Field training in scientific research Collaboration between National Park Service scientists and local, regional, and national institutions The park is situated at 38°N 249°E at elevations greater than 2000 m in Southern Utah. In contrast to the more famous neighboring sister parks such as Zion and Bryce Canyon National Parks, which are in relatively close proximity to large road systems and cities, Capitol Reef offers what is believed to be the darkest night sky in the US. The culmination of features creates an ideal location for studies of the

Assessing Online Collaborative Discourse.

Science.gov (United States)

Breen, Henny

2015-01-01

This qualitative study using transcript analysis was undertaken to clarify the value of Harasim's Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (a) idea generating; (b) idea organizing; and (c) intellectual convergence. The transcripts of asynchronous discussions from a 2-week module about disaster nursing using a virtual community were analyzed and formed the data for this study. This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. The phases of the Online Collaborative Learning Theory could be used to evaluate the student's ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated. © 2014 Wiley Periodicals, Inc.

TOURISM AND FORESTRY COLLABORATION IN BALI-INDONESIA

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I Gusti Bagus Rai Utama

2016-03-01

Full Text Available The declining interest of the younger generation in forestry education has become a global issue while forestry continues to play an immense role for human lives throughout the world. This decline should be anticipated by higher education institutions by forming a collaboration between forestry education and another, more appealing, education program. For Bali, which has relied on the tourism sector as the main driver of its local economy, collaboration between the tourism sector and forestry sector seems natural. Based on case studies in Bali,the idea of utilizing forest areas for tourism have entered a new phase that is as one of the drivers for foreign domestic tourists to travel to Bali. Several forest areas that have been for tourism include the mangrove forests of Badung regency, Tabanan’s botanical gardens, and West Bali National Park in Jembrana and Buleleng regencies. Collaboration between forestry and tourism is aimed at attracting tourists, absorbing more labor force, and preserving natural resources.

Towards a Model of Collaborative Intention

DEFF Research Database (Denmark)

Razmerita, Liana; Kirchner, Kathrin; Hockerts, Kai

2018-01-01

outcome expectancy and communal support expectancy. Additionally, we reveal that collaborative outcome expectancy is predicated on individuals’ belief about his/her ability to collaborate whereas communal support expectancy is impacted by the individual’s perception of communal influence.......Disentangling factors that affect one’s intention to collaborate is an important endeavor for management education, especially for globally dispersed groups of students. Drawing on a synthesis of four theories, we advance a model of collaboration intentions that embodies both individual...... and communal level drivers of individuals’ intention to participate in virtual collaboration. The model is validated based on data collected from 2,517 participants in a Massive Online Open Course (MOOC). Results demonstrate that attitudes towards virtual collaboration are predicted by both collaborative...

Collaborative Planning: Cooking up an Inclusive Service-Learning Project

Science.gov (United States)

Bonati, Michelle L.

2018-01-01

Collaborative planning between special education teachers and general education teachers that focuses on curriculum, instruction, and assessment can improve learning outcomes for students with and without disabilities. Service-learning is a teaching practice that can provide a flexible approach for teachers to collaboratively plan to meet the…

Designing and evaluating an effective theory-based continuing interprofessional education program to improve sepsis care by enhancing healthcare team collaboration.

Science.gov (United States)

Owen, John A; Brashers, Valentina L; Littlewood, Keith E; Wright, Elisabeth; Childress, Reba Moyer; Thomas, Shannon

2014-05-01

Continuing interprofessional education (CIPE) differs from traditional continuing education (CE) in both the learning process and content, especially when it occurs in the workplace. Applying theories to underpin the development, implementation, and evaluation of CIPE activities informs educational design, encourages reflection, and enhances our understanding of CIPE and collaborative practice. The purpose of this article is to describe a process of design, implementation, and evaluation of CIPE through the application of explicit theories related to CIPE and workplace learning. A description of an effective theory-based program delivered to faculty and clinicians to enhance healthcare team collaboration is provided. Results demonstrated that positive changes in provider perceptions of and commitment to team-based care were achieved using this theory-based approach. Following this program, participants demonstrated a greater appreciation for the roles of other team members by indicating that more responsibility for implementing the Surviving Sepsis guideline should be given to nurses and respiratory therapists and less to physicians. Furthermore, a majority (86%) of the participants made commitments to demonstrate specific collaborative behaviors in their own practice. The article concludes with a discussion of our enhanced understanding of CIPE and a reinterpretation of the learning process which has implications for future CIPE workplace learning activities.

A Collaborative Approach to Helping Teacher Education Faculty Model Technology Integration in Their Courses: An Informal Case.

Science.gov (United States)

Zachariades, Iacovos; Roberts, Sherron Killingsworth

1995-01-01

Describes an innovative and collaborative approach to helping teacher educators better prepare preservice teachers to utilize technology for effective instruction. A mentoring program that paired graduate students in instructional technology with interested faculty members is discussed, and attitudes of the mentors and the faculty members are…

Enhancing the competitiveness of skilled construction workers through collaborative education and training

Science.gov (United States)

Dardiri, Ahmad; Sutrisno, Kuncoro, Tri; Ichwanto, Muhamad Aris; Suparji

2017-09-01

Professionalism of construction workers is one of the keys to the success of infrastructure development projects. The professionalism of the workforce is demonstrated through the possession of expertise competence certificate (SKA) and/or certificates of skills (SKT) issued formally through competency tests by the National Construction Cervices Development Agency (LPJKN). The magnitude of the national skilled manpower needs has not been able to meet the availability of professional workforce. Strategies to develop the quality of resources require sufficient information on the characteristics of the resources themselves, facilities, constraints, stakeholder support, regulations, and socioeconomic as well as cultural conditions. The problems faced by Indonesia in improving the competitiveness of skilled construction workers are (1) how the level of professionalism of skill workers in construction field, (2) what the constrains on improving the quality of skilled construction workers,and(3) how the appropriate model of education and training skillfull construction work. The study was designed with quantitative and qualitative approaches. Quantitative methods were used to describe the profile of sklill constructions worker. Qualitative methods were used toidentify constraintsin improving the qualityof skilled labor, as well as formulate a viable collaborative education and training model for improving the quality of skill labor. Data were collected by documentation, observation, and interview. The result of the study indicate theat (1) the professionalism knowledge of skilled constructions worker are in still low condition, (2) the constrain faced in developing the quality of skilled construction labor cover economic and structural constrains, and (3) collaborative eduction and training model can improve the quality ods skilld labor contructions.

Interprofessional Collaborative Practice: How Could Dentistry Participate?

Science.gov (United States)

Cole, James R; Dodge, William W; Findley, John S; Horn, Bruce D; Kalkwarf, Kenneth L; Martin, Max M; Valachovic, Richard W; Winder, Ronald L; Young, Stephen K

2018-05-01

There is a remarkable phenomenon occurring among health professionals: the development of ongoing, routine collaboration, both in educating the next generation of providers and in delivering care. These new approaches, commonly referred to as interprofessional education and interprofessional collaborative practice, have been introduced into academic health settings and delivery systems throughout the U.S. and the rest of the world; however, the full integration of dentistry in health care teams remains unrealized. In academic settings, dentistry has found ways to collaborate with the other health professions, but most practicing dentists still find themselves on the margins of new models of care delivery. This article provides a perspective on the history and context of the evolution of collaborative approaches to health care and proposes ways in which dentistry can participate more fully in the future.

Photo-medical valley. 'Photo medical research center'

International Nuclear Information System (INIS)

Kawanishi, Shunichi; Daido, Hiroyuki; Tajima, Toshiki

2008-01-01

To develop a much more compact cancer diagnosis and therapeutic instrument using high intensity laser technology, Japan Atomic Energy Agency (JAEA) has successfully proposed this novel effort to the Ministry of Education, Culture, Sports, Science and Technology (MEXT) program as the creation of a 'photo-medical industrial valley' base in 2007 fiscal year. In this report, a new laser techniques to drive controlled ion beams is described. It is very important approach to realize a laser-driven ion accelerator. (author)

Collaborative Design

Science.gov (United States)

Broderick, Debora

2014-01-01

This practitioner research study investigates the power of multimodal texts within a real-world context and argues that a participatory culture focused on literary arts offers marginalized high school students opportunities for collaborative design and authoring. Additionally, this article invites educators to rethink the at-risk label. This…

Collaborative Educational Systems in the Virtual Environment

Directory of Open Access Journals (Sweden)

Cristian CIUREA

2012-01-01

Full Text Available The work leads to an original approach to the construction of collaborative systems metrics. The approach is based both on research already conducted by the author, on the experimental results obtained, and the foundation taken from the specific literature. The collaborative systems in knowledge-based economy are formalized and their characteristics are identified. The virtual campus structure is described and a comparison with the classical university is achieved. The architecture of virtual is designed and the categories of agents in virtual campus are analyzed.

Real-time Science and Educational Collaboration Online from the Indian Ocean

Science.gov (United States)

Wilson, R. H.; Sager, W. W.

2007-12-01

During Summer of 2007, scientists and students (via the web) jointly participated in research during the Ninety East Ridge Expedition (cruise KNOX06RR) . Staff organizers from Joint Oceanographic Institutions" JOI Learning and the Integrated Ocean Drilling Program planned and implemented an interactive website to allow students to directly participate with scientists during the site survey aboard the R/V Roger Revelle. Dr. Will Sager and middle school teacher Rory Wilson collaborated daily during the scientific expedition with science team, ship crew and students. From the outset, students were involved and helped to guide the program; this included coming up with the website name and initial design work. Communication with students included the website, individual and group emails and video conferences with student groups. Seven secondary schools from the USA, Europe, India and Thailand participated actively in the project from June to August. Students viewed daily updates on the website, sent in answers for weekly science challenge questions, and interacted with scientists and crew. Student participants learned about navigation, geophysics and petrology, as well as ship operations and technology. Students and educators tracked the expedition's progress in a multi-media environment. Website statistics were recorded; participation began well and increased during the expedition as more people became engaged with the website. All of the crew and scientists wrote self-profiles to help students learn about the range of ocean careers; several of the scientists and graduate students on board wrote or co- authored website articles for students. During this presentation, we will explore and review the major features of the outreach program using the Sea90e website to demonstrate how this real-time interaction engages students in science learning. We will discuss the benefits of collaboration for science and education in our "classroom at sea."

Collaboration with a local organization on the subjects of energy/radiation field in high school science education

International Nuclear Information System (INIS)

Suzuki, Takahiro; Mori, Chizuo

2005-01-01

We, high school teachers, collaborated with a local organization, Chubu Atomic Power Conference (partly in co-operation with The Radiation Education Forum), in the education on the subjects of energy and radiation fields. In addition to the subjects concerned with radiations, cloud chamber and personal radiation-monitor, we developed a few new subjects, which are not directly connected themselves with radiations, for the purpose to widen the fields and to bring the high acceptability of the subjects in high school side. (author)

Building Learning Communities for Research Collaboration and Cross-Cultural Enrichment in Science Education

Science.gov (United States)

Sparrow, E. B.

2003-12-01

The GLOBE program has provided opportunities for environmental science research and education collaborations among scientists, teachers and K-12 students, and for cross-cultural enrichment nationally and abroad. In Alaska, GLOBE has also provided funding leverage in some cases, and a base for several other science education programs that share a common goal of increasing student interest, understanding, process skills and achievement in science, through involvement in ongoing research investigations. These programs that use GLOBE methodologies (standardized scientific measurements and learning activities developed by scientists and educators) are: Global Change Education Using Western Science and Native Knowledge also known as "Observing Locally, Connecting Globally" (OLCG); Alaska Earth System Science Education Alliance: Improving Understanding of Climate Variability and Its Relevance to Rural Alaska; Schoolyard Long Term Ecological Research; Alaska Rural Research Partnership; Alaska Partnership for Teacher Enhancement; Alaska Lake Ice and Snow Observatory Network; Alaska Boreal Forest Council Education Outreach; Calypso Farm and Ecology Center; Environmental Education Outreach; and also GLOBE Arctic POPs (persistent organic pollutants) a program that involves countries in the circumpolar North. The University of Alaska GLOBE Partnership has collaborated with the BLM Campbell Creek Science Center Globe Partnership in facilitating GLOBE Training Workshops and providing teacher support. GLOBE's extensive website including data entry, archive, analysis and visualization capabilities; GLOBE Teacher Guide, videos and other materials provided; excellent GLOBE science research and education staff, training support office, GLOBE help desk, alignment of GLOBE curriculum with national science education standards and GLOBE certification of teachers trained on even just one GLOBE investigation, have made it easier to implement GLOBE in the classroom. Using GLOBE, whole

Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

Science.gov (United States)

De Leng, Bas; Gijlers, Hannie

2015-05-01

To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Opinions and perceptions of students (n = 70) and tutors (n = 4) who used collaborative diagramming in tutorial groups were collected with a questionnaire and focus group discussions. A framework derived from the analysis of discourse in computer-supported collaborative leaning was used to construct the questionnaire. Video observations were used during the focus group discussions. Both students and tutors felt that collaborative diagramming positively affected discussion and knowledge construction. Students particularly appreciated that diagrams helped them to structure knowledge, to develop an overview of topics, and stimulated them to find relationships between topics. Tutors emphasized that diagramming increased interaction and enhanced the focus and detail of the discussion. Favourable conditions were the following: working with a shared whiteboard, using a diagram format that facilitated distribution, and applying half filled-in diagrams for non-content expert tutors and\\or for heterogeneous groups with low achieving students. The empirical findings in this study support the findings of earlier more descriptive studies that diagramming in a collaborative setting is valuable for learning complex knowledge in medicine.

NEW SCIENCE OF LEARNING: COGNITION, COMPUTERS AND COLLABORATION IN EDUCATION

Directory of Open Access Journals (Sweden)

Reviewed by Onur DONMEZ

2011-01-01

Full Text Available Information and Communication Technologies (ICTs have pervaded and changed much of our lives both on individual and societal scales. PCs, notebooks, tablets, cell phones, RSS feeds, emails, podcasts, tweets, social networks are all technologies we are familiar with and we are intensively using them in our daily lives. It is safe to say that our lives are becoming more and more digitized day by day.We have already invented bunch of terms to refer effects of these technologies on our lives. Digital nomads, grasshopper minds, millennium learners, digital natives, information age, knowledge building, knowledge society, network society are all terms invented to refer societal changes motivated by ICTs. New opportunities provided by ICTs are also shaping skill and quality demands of the next age. Individuals have to match these qualities if they want to earn their rightful places in tomorrow‘s world. Education is of course the sole light to guide them in their transformation to tomorrow‘s individual. One question arises however: ―are today‘s educational paradigms and practices ready to confront such a challenge?‖ There is a coherent and strong opinion among educators that the answer is ―NO‖. ―Today‘s students think and process information fundamentally differently from their predecessors‖(Prensky, 2001. And education has to keep pace with these students and their needs. But how? Khine & Saleh managed to gather distinguished colleagues around this question within their book titled ―New Science of Learning: Cognition, Computers and Collaboration‖. The book is composed of 29 chapters within three major topics which are: cognition, computers and collaboration.

E-collaborating for Environmentally Sustainable Health Curricula

DEFF Research Database (Denmark)

Musaeus, Peter; Wellbery, Caroline; Walpole, Sarah Catherine

2018-01-01

. Finally, the chapter discusses e-collaboration for education development through an illustrative case. The case concerns an UK-Greek University e-collaboration aimed at combating obesity and promoting climate literacy. Research implications E-collaboration is central at all levels of the ESH curriculum...... such that people feel that their participation and interests are valued, as well as providing resources and input to resource stressed academics and institutions. E-collaboration is not an end in itself, but a means of enabling a global network collaborative to address an issue that suits this type...

Improving Virtual Collaborative Learning through Canonical Action Research

Science.gov (United States)

Weber, Peter; Lehr, Christian; Gersch, Martin

2014-01-01

Virtual collaboration continues to gain in significance and is attracting attention also as virtual collaborative learning (VCL) in education. This paper addresses aspects of VCL that we identified as critical in a series of courses named "Net Economy": (1) technical infrastructure, (2) motivation and collaboration, and (3) assessment…

Can We Praxize Second Language Teacher Education? An Invitation to Join a Collective, Collaborative Challenge*

Directory of Open Access Journals (Sweden)

Judy Sharkey

2009-05-01

Full Text Available The purpose of this essay is to begin a conversation on how we might make praxis, or ''praxizing,'' i.e., fostering and sustaining an ongoing dialogical relationship between theory and practice, an integral part of second language teacher education. This project is firmly located in critical sociocultural theories of, and approaches to, language learning and teaching, and requires active, participatory and collaborative inquiries by teacher educators and teacher learners across the multiple levels and stages of teacher learning from entry level courses to teaching practica and beyond. Examples of praxis/praxizing are included as well as some of the challenges to doing this work.

Collaborative work and social networks: assessment of university students from Alicante about collaborative work through social networks

Directory of Open Access Journals (Sweden)

Laura Ramos Marcillas

2017-01-01

Full Text Available The information and communication technologies (ICT has revolutionized education, promoting the development of collaborative work through the use of Web 2.0 tools. In this vein, social networking services gain a special importance. However, the establishment of a collaborative methodology in the university through the use of ICT tools cannot be effective without a good predisposition of students. So, the present investigation aims to know students’ perceptions about collaborative work and social networks. Specifically, the learners are studying Pre-School Education degree at Alicante's University. The goals are focused on knowing students’ attitudes about collaborative work and social networks, knowing their level of experience about these tools, and also analyzing their interest in introducing these tools in the academic world. The instrument for data gathering is a questionnaire. It concludes that the students show a positive attitude towards team work and they are interested in learning to handle some social media.

A collaborative narrative inquiry: Two teacher educators learning about narrative inquiry

Directory of Open Access Journals (Sweden)

Barkhuizen, Gary

2009-12-01

Full Text Available With its capacity to unharness the power of narrative to promote meaning-making of lived experience, narrative inquiry is developing as a credible approach to research in several areas in the field of language teaching (Johnson, 2006. This article tells the story of two narrative researchers working in language teacher education who engaged in a collaborative narrative inquiry as both participants and inquirers, in order to learn more about narrative inquiry. The ‘bounded’ nature of their inquiry design provided a feasible way for them to explore their focus of research (i.e. their learning about narrative inquiry, and led them, through an iterative and reflexive process of analysing their narrative data, to formulate what they believe are essential ingredients of principled narrative inquiry work. Four narrative inquiry variables became the scaffolding which enabled them to answer their research questions, and are offered here as a heuristic for teaching practitioners, whether they be teachers, teacher educators or researchers, to guide them in narrative inquiries into their own work.

Ice Stories: An Educational Collaboration between the Exploratorium and IPY Scientists.

Science.gov (United States)

Mary, M. K.

2007-12-01

The Exploratorium, a renowned interactive science museum in San Francisco, has launched a major NSF-funded public education project to highlight research in the Arctic and Antarctic during the International Polar Year. "Ice Stories" will partner museum media and web producers with polar scientists working in the field to bring their research to the Internet and museum audiences via live Webcasts, video clips, blogs, podcasts, and other media platforms. To prepare scientists for their role as field correspondents, the Exploratoirum will train a cohort of 20- 30 young investigators in media collection, production and narrative story telling during an intensive one-week workshop in San Francisco. The museum will curate the polar field reports, and other IPY news and education events, into a continuously updated Web portal on the Exploratorium's award-winning Website and highlight the ongoing research in museum programming, floor demonstrations, and exhibits. These unique collaborations between formal and informal science can serve as a model for other partnerships during major scientific endeavors beyond the International Polar Year.

Educational impact of an assessment of medical students' collaboration in health care teams.

Science.gov (United States)

Olupeliyawa, Asela; Balasooriya, Chinthaka; Hughes, Chris; O'Sullivan, Anthony

2014-02-01

This paper explores how structured feedback and other features of workplace-based assessment (WBA) impact on medical students' learning in the context of an evaluation of a workplace-based performance assessment: the teamwork mini-clinical evaluation exercise (T-MEX). The T-MEX enables observation-based measurement of and feedback on the behaviours required to collaborate effectively as a junior doctor within the health care team. The instrument is based on the mini-clinical evaluation exercise (mini-CEX) format and focuses on clinical encounters such as consultations with medical and allied health professionals, discharge plan preparation, handovers and team meetings. The assessment was implemented during a 6-week period in 2010 with 25 medical students during their final clinical rotation. Content analysis was conducted on the written feedback provided by 23 assessors and the written reflections and action plans proposed by the 25 student participants (in 88 T-MEX forms). Semi-structured interviews with seven assessors and three focus groups with 14 student participants were conducted and the educational impact was explored through thematic analysis. The study enabled the identification of features of WBA that promote the development of collaborative competencies. The focus of the assessment on clinical encounters and behaviours important for collaboration provided opportunities for students to engage with the health care team and highlighted the role of teamwork in these encounters. The focus on specific behaviours and a stage-appropriate response scale helped students identify learning goals and facilitated the provision of focused feedback. Incorporating these features within an established format helped students and supervisors to engage with the instrument. Extending the format to include structured reflection enabled students to self-evaluate and develop plans for improvement. The findings illuminate the mechanisms by which WBA facilitates learning. The

Closing the Feedback Loop: A Productive Interplay between Practice-Based Research and School Development through Cross-Professional Collaboration in Secondary Education

Science.gov (United States)

Schenke, Wouter; van Driel, Jan H.; Geijsel, Femke P.; Volman, Monique L. L.

2017-01-01

A recurrent discussion in the field of education is how to build linkages between educational research and school practice. Cross-professional collaboration between researchers and school practitioners can contribute to the interplay between practice-based research and school development. The aim of our study is to obtain a better understanding of…

Collaborative Strategic Planning: Myth or Reality?

Science.gov (United States)

Mbugua, Flora; Rarieya, Jane F. A.

2014-01-01

The concept and practice of strategic planning, while entrenched in educational institutions in the West, is just catching on in Kenya. While literature emphasizes the importance of collaborative strategic planning, it does not indicate the challenges presented by collaboratively engaging in strategic planning. This article reports on findings of…

Teaching and cultural education in the knowledge society. Evolutive analysis of a strategy of collaborative learning in Higher Education

Directory of Open Access Journals (Sweden)

Manuela FABBRI

2011-12-01

Full Text Available 0 0 1 214 1180 Instituto Universitario de Ciencias de la Educación 9 2 1392 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} This paper discuss in a pedagogical level an experience on the use of Forum as a telematic device. The part of e-learning comprised, together with contents and different kind of exercises, a forum. It was prepared for udergraduated students (third year in Social and Cultural Education (Faculty of Education, University of Bologna. From a brief analysis of the context for the Forum on collaborative learning, authors present a description of the quantitative data from experience, some reflections about the research for techno-social goals, and extract some conclusions from positive elements and limits when using TICs in Higher Education system. From assessment and analysis of the educational process and experience of social formation that develops in the Forum, the authors present an instructional design proposal from the critical and reflective paradigm, after evaluating various comments on the results, related with the strengths and limitations of the instrument in the university context. The conclusions guide the work in the subject of educational technology to not only a reflection of the disciplinary nature focused on the use of ICT, but also an approach to collaborative learning strategies and throughout lifelong learning

Teaching, Learning, and Collaborating in the Cloud: Applications of Cloud Computing for Educators in Post-Secondary Institutions

Science.gov (United States)

Aaron, Lynn S.; Roche, Catherine M.

2012-01-01

"Cloud computing" refers to the use of computing resources on the Internet instead of on individual personal computers. The field is expanding and has significant potential value for educators. This is discussed with a focus on four main functions: file storage, file synchronization, document creation, and collaboration--each of which has…

A Chronic Disease Management Student-Faculty Collaborative Practice: Educating Students on Innovation in Health Care Delivery.

Science.gov (United States)

Remus, Kristin E; Honigberg, Michael; Tummalapalli, Sri Lekha; Cohen, Laura P; Fazio, Sara; Weinstein, Amy R

2016-07-01

In the current transformative health care landscape, it is imperative that clinician educators inspire future clinicians to practice primary care in a dynamic environment. A focus on patient-centered, goal-oriented care for patients with chronic conditions is critical. In 2009, Harvard Medical School founded the Crimson Care Collaborative, a student-faculty collaborative practice (SFCP) network. With the aim of expanding clinical and educational opportunities for medical students and improving patient control of chronic disease (i.e., hypertension, obesity, and diabetes) in an innovative learning environment, in 2012, the authors developed a novel SFCP at their hospital-based academic primary care practice. In this SFCP, students learn to explore patient priorities, provide focused counseling and education, and assist patients with self-management goals during clinical visits. From 2012 to 2014, 250 student volunteers participated in the SFCP as clinicians, innovators, educators, and leaders, with between 80 and 95 medical students engaging each semester. Between January 2012 and March 2014, there were 476 urgent care or chronic disease management visits. Patients with chronic diseases were seen at least twice on average, and by 2014, chronic disease management visits accounted for approximately 74% of visits. Work is under way to create assessment tools to evaluate the practice's educa tional impact and student understanding of the current health care system, develop interdisciplinary care teams, expand efforts in registry management and broaden the patient recruitment scope, further emphasize patient engage ment and retention, and evaluate chronic disease management and patient satisfaction effectiveness.

A landscape scale valley confinement algorithm: Delineating unconfined valley bottoms for geomorphic, aquatic, and riparian applications

Science.gov (United States)

David E. Nagel; John M. Buffington; Sharon L. Parkes; Seth Wenger; Jaime R. Goode

2014-01-01

Valley confinement is an important landscape characteristic linked to aquatic habitat, riparian diversity, and geomorphic processes. This report describes a GIS program called the Valley Confinement Algorithm (VCA), which identifies unconfined valleys in montane landscapes. The algorithm uses nationally available digital elevation models (DEMs) at 10-30 m resolution to...

Interprofessional Collaborative Practice to Improve Patient Outcomes: A Pilot Study

Directory of Open Access Journals (Sweden)

Jennifer Styron

2014-06-01

Full Text Available This project focused on a pilot project implemented during the 2013-2014 academic year. The overall purpose was to facilitate interprofessional collaborative practice innovations through the development of leadership, core competencies, and the use of technology, especially among nurses. Nursing, medicine, and physician assistant students were educated on the IOM competencies for interprofessional teams and the core competencies identified by the Interprofessional Education Collaborative Expert Panel [1] to develop knowledge, skills, and attitudes needed to practice in the collaborative practice environments. The project addressed four goals: Develop faculty expertise and leadership in interprofessional collaborative practice to provide a current, high quality education to nursing, physician assistant, and medical students; Implement a culturally responsive and respectful collaborative interprofessional practice curriculum to prepare nurses, physician assistants, and medical students to deliver high quality, efficient, team-based care in a dynamically evolving environment; Focus interprofessional collaborative practice education on models and practices that lead to improvement in patient outcomes; and Evaluate the program and disseminate best practices. Findings from this pilot include strategies to engage different health professions' students and faculty, partnering with community agencies, building an effective interprofessional team to guide the project, and seeking funding for extension and expansion of the offerings.

Community Response to Concentrating Solar Power in the San Luis Valley: October 9, 2008 - March 31, 2010

Energy Technology Data Exchange (ETDEWEB)

Farhar, B. C.; Hunter, L. M.; Kirkland, T. M.; Tierney, K. J.

2010-06-01

This report is about the social acceptance of utility-scale concentrating solar power (CSP) plants in the San Luis Valley, approximately 200 miles southwest of Denver, Colorado. The research focused on social factors that may facilitate and impede the adoption and implementation of CSP. During the winter of 2008-2009, interviews were conducted with a purposive sample of 25 CSP-related stakeholders inside and outside the Valley. Interviews focused on the perceived advantages and disadvantages of siting a hypothetical 100-MW CSP facility in the Valley, the level of community support and opposition to CSP development, and related issues, such as transmission. State policy recommendations based on the findings include developing education programs for Valley residents, integrating Valley decision makers into an energy-water-land group, providing training for Valley decision makers, offering workforce training, evaluating models of taxation, and forming landholder energy associations. In addition, the SLV could become a laboratory for new approaches to CSP facility and transmission siting decision-making. The author recommends that outside stakeholders address community concerns and engage Valley residents in CSP decisions. Engaging the residents in CSP and transmission decisions, the author says, should take parallel significance with the investment in solar technology.

Using e-collaboration to improve management education: three scenarios.

Directory of Open Access Journals (Sweden)

Lee Schlenker

2005-01-01

Full Text Available This paper explores the potential impact of collaborative technologies in improving managementeducation. The first goal is to expose students to tools and practices that not only assist themwith their current studies, but also serve to reinforce individual and team competencies that canfacilitate their entry into the workforce. In their positions as future managers they will beexpected to not only be familiar with common business practices but also to understand theimplications of information technology for business; in this case with emphasis on tools andtechniques that can help businesses flourish in the networked economy. With an ever-increasingrecognition that e-learning tools are important for (re-training employees, these three scenariosoffer examples of how business schools might expand the boundaries of e-collaboration to helptheir students. These experiments have been conducted in management programs. In the first twoscenarios, students use collaborative platforms in some of their daily work. The third experimentis based on a student-centred design of a learning portal. Our experience reinforces a certainnumber of hypotheses influencing the impact of collaborative technologies in managementeducation. To begin with, information systems are often flawed mirrors of the managerial systemthat they are designed to represent. Secondly, the potential value of collaborative technologies isstrongly influenced by organizational contexts, both in and between the university and thebusiness community. Thirdly, the effectiveness of collaborative technologies depends to a largedegree upon the depth and coherence of learning objectives fixed for learning and work places.Finally, improving the effectiveness of collaborative technologies requires aligning the design oflearning environments with the corporate cultures and visions we are trying to reproduce.

A collaborative effort of medical and educational facilities for radiation safety training of nurses

International Nuclear Information System (INIS)

Matsuda, Naoki; Yoshida, Masahiro; Takao, Hideaki

2005-01-01

The proper understanding of radiation safety by nursing staffs in hospitals are essential not only for radiation protection of themselves against occupational radiation exposure but for quality nursing for patients who receive medical radiation exposure. The education program on radiation in nursing schools in Japan is, however, rather limited, and is insufficient for nurses to acquire basic knowledge of radiation safety and protection. Therefore, the radiation safety training of working nurses is quite important. A hospital-based training needs assignment of radiation technologists and radiologists as instructors, which may result in temporary shortage of these staffs for patients' services. Additionally, the equipments and facilities for radiation training in a hospital might not be satisfactory. In order to provide an effective education regarding radiation for working nurses, the radiation safety training course has been conducted for nurse of the university hospital by the collaboration of medical and educational staffs in Nagasaki University. This course was given for 6 hours in Radioisotope Research Center, a research and education facility for radiation workers using radioisotopes. The curriculum of this course included basics of radiation, effects of radiation on human health, procedures in clinical settings for radiation protection and practical training by using survey meters, which were mainly based on the radiation safety training for beginners according to the Japanese law concerning radiation safety with a modification to focus on medical radiation exposure. This course has been given to approximately 25 nurses in a time, and held 13 times in May 2000 through October 2003 for 317 nurse overall. The pre-instruction questionnaire revealed that 60% of nurses felt fears about radiation diagnosis or therapy, which reduced to less than 15% in the post-instruction surveillance. The course also motivated nurses to give an answer to patients' questions about

Enhancing Collaboration through Assessment & Reflection

NARCIS (Netherlands)

Phielix, C.

2012-01-01

There is a growing interest among educational settings, especially in higher education, in letting people learn and work together in small groups. This is known as collaborative learning (CL). However, working in a group can be very frustrating, especially when a fellow group member is failing

Small martian valleys: Pristine and degraded morphology

International Nuclear Information System (INIS)

Baker, V.R.; Partridge, J.B.

1986-01-01

The equatorial heavily cratered uplands of Mars are dissected by two classes of small valleys that are intimately associated in compound networks. Pristine valleys with steep valley walls preferentially occupy downstream portions of compound basins. Degraded valleys with eroded walls are laterally more extensive and have higher drainage densities than pristine valleys. Morphometric and crater-counting studies indicate that relatively dense drainage networks were emplaced on Mars during the heavy bombardment about 4.0 b.y. ago. Over a period of approximately 10 8 years, these networks were degraded and subsequently invaded by headwardly extending pristine valleys. The pristine valleys locally reactivated the compound networks, probably through sapping processes dependent upon high water tables. Fluvial activity in the heavily cratered uplands generally ceased approximately 3.8--3.9 b.y. ago, coincident with the rapid decline in cratering rates. The relict compound valleys on Mars are morphometrically distinct from most terrestrial drainage systems. The differences might be caused by a Martian valley formation episode characterized by hyperaridity, by inadequate time for network growth, by very permeable rock types, or by a combination of factors

Potential effects of geothermal energy conversion on Imperial Valley ecosystems. [Seven workshop presentations

Energy Technology Data Exchange (ETDEWEB)

Shinn, J.H. (ed.)

1976-12-17

This workshop on potential effcts of geothermal energy conversion on the ecology of Imperial Valley brought together personnel of Lawrence Livermore Laboratory and many collaborators under the sponsorship of the ERDA Imperial Valley Environmental Project (IVEP). The LLL Integrated Assessment Team identified the electric power potential and its associated effluents, discharges, subsidence, water requirements, land use, and noise. The Working Groups addressed the ecological problems. Water resource management problems include forces on water use, irrigation methods and water use for crops, water production, and water allocation. Agricultural problems are the contamination of edible crops and the reclamation of soil. A strategy is discussed for predevelopment baseline data and for identification of source term tracers. Wildlife resources might be threatened by habitat destruction, powerline impacts, noise and disturbance effects, gas emissions, and secondary impacts such as population pressure. Aquatic ecosystems in both the Salton Sea and fresh waters have potential hazards of salinity and trace metal effects, as well as existing stresses; baseline and bioassay studies are discussed. Problems from air pollution resulting from geothermal resource development might occur, particularly to vegetation and pollinator insects. Conversion of injury data to predicted economic damage isneeded. Finally, Imperial Valley desert ecosystems might be threatened by destruction of habitat and the possible effects on community structure such as those resulting from brine spills.

Editorial: Collaborative Knowledge Management and E-Learning

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Helen S. Du

2011-06-01

Full Text Available Finding effective ways to collaborate, and to create and share knowledge among people who are connected via disperse networks is one of the most challenging tasks. Many of our traditional learning models and educational systems are not yet ready for new forms of collaboration and knowledge management due to recent technology advancement. To achieve effective education and training, we need to pay attention not only to the technology itself, but also to technology infrastructures, pedagogies, social, and management aspects. This special issue of the KM&EL international journal focuses on recent directions for the alignment of collaborative knowledge management and e-learning, and their rising impact on research and pedagogical practice.

Diverse stakeholders create collaborative, multilevel basin governance for groundwater sustainability

Directory of Open Access Journals (Sweden)

Esther Conrad

2018-01-01

Full Text Available The Sustainable Groundwater Management Act (SGMA is introducing significant changes in the way groundwater is governed for agricultural use. It requires the formation of groundwater sustainability agencies (GSAs to manage groundwater basins for sustainability with the engagement of all users. That presents opportunities for collaboration, as well as challenges, particularly in basins with large numbers of agricultural water users who have longstanding private pumping rights. The GSA formation process has resulted in the creation of multiple GSAs in many such basins, particularly in the Central Valley. In case studies of three basins, we examine agricultural stakeholders' concerns about SGMA, and how these are being addressed in collaborative approaches to groundwater basin governance. We find that many water districts and private pumpers share a strong interest in maintaining local autonomy, but they have distinct concerns and different options for forming and participating in GSAs. Multilevel collaborative governance structures may help meet SGMA's requirements for broad stakeholder engagement, our studies suggest, while also addressing concerns about autonomy and including agricultural water users in decision-making.

A proposal of collaborative education for biochemistry and cell biology teaching

Directory of Open Access Journals (Sweden)

A. A. Souza-Júnior

2015-08-01

Full Text Available INTRODUCTION: Currently students grow up in a world of digital tools that allow you to connect instantly with the world. At the same time, teachers face several challenges to increase student interest and learning efficiency. One such challenge is the pedagogical commitment of the density of biochemistry and cell biology contents, producing a conflict scenario, between meeting content and maintain the class quality. OBJECTIVES: From this perspective, this study aimed to evaluate the learning biochemistry and cell biology contents in high school classes of IFRN, using collaborative and digital tools in the Moodle. MATERIAL AND METHODS: The contents were offered using various tools such as video lectures, forums, questionnaires, portfolios, glossaries and electronic books. Then these tools were evaluated using an electronic form.  In addition to the tools, we evaluated the platform interaction, the performance of activities and the content gamification. RESULTS: The quantitative results revealed directly proportional relationship of the interaction of Moodle with the performance of activities. The content gamification was also assessed positively, with 61% of students considered good, very good or excellent. The best evaluated tools were video lectures, with 31% preference, and questionnaires, with 24%; followed by electronic book, with 10%, and portfolio, with 5.5%. The other tools totaled 30% of the preference. Qualitative results revealed an educational gain of content, because the student lived the experience of teaching and learning collaboratively. In addition, these tools decreased conflicts between content and schedule. CONCLUSION: Thus, the use of information and communication technology (ICT in a collaborative learning provides relevant results, bringing the reality of the world connected to the classroom. In addition, it assists in defining the content and creative development of a strategy for the construction of the concepts applied

Geologic summary of the Owens Valley drilling project, Owens and Rose Valleys, Inyo County, California

International Nuclear Information System (INIS)

Schaer, D.W.

1981-07-01

The Owens Valley Drilling Project consists of eight drill holes located in southwest Inyo County, California, having an aggregate depth of 19,205 feet (5853 m). Project holes penetrated the Coso Formation of upper Pliocene or early Pleistocene age and the Owens Lake sand and lakebed units of the same age. The project objective was to improve the reliability of uranium-potential-resource estimates assigned to the Coso Formation in the Owens Valley region. Uranium-potential-resource estimates for this area in $100 per pound U 3 O 8 forward-cost-category material have been estimatd to be 16,954 tons (15,384 metric tons). This estimate is based partly on project drilling results. Within the Owens Valley project area, the Coso Formation was encountered only in the Rose Valley region, and for this reason Rose Valley is considered to be the only portion of the project area favorable for economically sized uranium deposits. The sequence of sediments contained in the Owens Valley basin is considered to be largely equivalent but lithologically dissimilar to the Coso Formation of Haiwee Ridge and Rose Valley. The most important factor in the concentration of significant amounts of uranium in the rock units investigated appears to be the availability of reducing agents. Significant amounts of reductants (pyrite) were found in the Coso Formation. No organic debris was noted. Many small, disconnected uranium occurrences, 100 to 500 ppM U 3 O 8 , were encountered in several of the holes

Collaborative Virtual Organizations in Knowledge-based Economy

OpenAIRE

Ion IVAN; Cristian CIUREA; Mihai DOINEA

2012-01-01

The paper establishes the content of the virtual organizations concept, insisting on their collaborative nature. Types of virtual organizations architectures are developed and there are analyzed their characteristics compared to classical organizations existing in the pre-informational economy. There are presented virtual organizations for education, production and banking, focusing on their collaborative side. Metrics are built to evaluate the performance of collaborative virtual organizations.

Collaborative Virtual Organizations in Knowledge-based Economy

Directory of Open Access Journals (Sweden)

Ion IVAN

2012-01-01

Full Text Available The paper establishes the content of the virtual organizations concept, insisting on their collaborative nature. Types of virtual organizations architectures are developed and there are analyzed their characteristics compared to classical organizations existing in the pre-informational economy. There are presented virtual organizations for education, production and banking, focusing on their collaborative side. Metrics are built to evaluate the performance of collaborative virtual organizations.

SLT Beliefs about Collaborative Practice: Implications for Education and Learning

Science.gov (United States)

Jago, Suzanne; Radford, Julie

2017-01-01

Effective collaborative practice is expected of newly qualified speech and language therapists (SLTs) in order to achieve the best outcomes for clients. Research into collaborative practice has identified a number of barriers to and facilitators of collaborative practice, but there has been limited research into how well prepared newly qualified…

Debating the use of work-based learning and interprofessional education in promoting collaborative practice in primary care: a discussion paper.

Science.gov (United States)

Cameron, Shona; Rutherford, Ishbel; Mountain, Kristina

2012-01-01

The context of primary care in the UK is changing rapidly, underpinned by continuing policy drivers to ensure person-centred safe and effective practice. Undergraduate and postgraduate programmes for healthcare practitioners are increasingly using interprofessional education (IPE) as one route to engender greater understanding of others' roles and contributions to health care, with the suggestion that IPE leads to better integration and teamwork, and thus stronger collaborative practice. Access to education and professional development for those working in primary care is difficult, and individuals need the focus of learning to be clearly relevant to their practice. To review and debate the evidence on the role of work-based learning and IPE in enhancing collaborative practice in primary care. Literature search and critique of key papers relevant to primary care practice. The three themes emerged of IPE, workbased learning (WBL) and collaborative practice. There is a growing body of literature to support the positive outcomes of IPE and the utilisation of WBL in developing practice. A range of practitioners in a variety of work settings have used WBL approaches in the implementation of innovations and the development of communities of practice. However, little evidence exists to support these approaches in primary care. The application of WBL across primary care teams can support a positive and collaborative learning culture, resulting in changes to professional practice.

Mapping the Collaborative Research Process

Science.gov (United States)

Kochanek, Julie Reed; Scholz, Carrie; Garcia, Alicia N.

2015-01-01

Despite significant federal investments in the production of high-quality education research, the direct use of that research in policy and practice is not evident. Some education researchers are increasingly employing collaborative research models that use structures and processes to integrate practitioners into the research process in an effort…

A CLOUD-BASED PLATFORM SUPPORTING GEOSPATIAL COLLABORATION FOR GIS EDUCATION

Directory of Open Access Journals (Sweden)

X. Cheng

2015-05-01

Full Text Available GIS-related education needs support of geo-data and geospatial software. Although there are large amount of geographic information resources distributed on the web, the discovery, process and integration of these resources are still unsolved. Researchers and teachers always searched geo-data by common search engines but results were not satisfied. They also spent much money and energy on purchase and maintenance of various kinds of geospatial software. Aimed at these problems, a cloud-based geospatial collaboration platform called GeoSquare was designed and implemented. The platform serves as a geoportal encouraging geospatial data, information, and knowledge sharing through highly interactive and expressive graphic interfaces. Researchers and teachers can solve their problems effectively in this one-stop solution. Functions, specific design and implementation details are presented in this paper. Site of GeoSquare is: http://geosquare.tianditu.com/

a Cloud-Based Platform Supporting Geospatial Collaboration for GIS Education

Science.gov (United States)

Cheng, X.; Gui, Z.; Hu, K.; Gao, S.; Shen, P.; Wu, H.

2015-05-01

GIS-related education needs support of geo-data and geospatial software. Although there are large amount of geographic information resources distributed on the web, the discovery, process and integration of these resources are still unsolved. Researchers and teachers always searched geo-data by common search engines but results were not satisfied. They also spent much money and energy on purchase and maintenance of various kinds of geospatial software. Aimed at these problems, a cloud-based geospatial collaboration platform called GeoSquare was designed and implemented. The platform serves as a geoportal encouraging geospatial data, information, and knowledge sharing through highly interactive and expressive graphic interfaces. Researchers and teachers can solve their problems effectively in this one-stop solution. Functions, specific design and implementation details are presented in this paper. Site of GeoSquare is: http://geosquare.tianditu.com/

Valley dependent transport in graphene L junction

Science.gov (United States)

Chan, K. S.

2018-05-01

We studied the valley dependent transport in graphene L junctions connecting an armchair lead and a zigzag lead. The junction can be used in valleytronic devices and circuits. Electrons injected from the armchair lead into the junction is not valley polarized, but they can become valley polarized in the zigzag lead. There are Fermi energies, where the current in the zigzag lead is highly valley polarized and the junction is an efficient generator of valley polarized current. The features of the valley polarized current depend sensitively on the widths of the two leads, as well as the number of dimers in the armchair lead, because this number has a sensitive effect on the band structure of the armchair lead. When an external potential is applied to the junction, the energy range with high valley polarization is enlarged enhancing its function as a generator of highly valley polarized current. The scaling behavior found in other graphene devices is also found in L junctions, which means that the results presented here can be extended to junctions with larger dimensions after appropriate scaling of the energy.

Role of Scientific Societies in International Collaboration

Science.gov (United States)

Fucugauchi, J. U.

2007-12-01

Geophysical research increasingly requires global multidisciplinary approaches. Understanding how deeply interrelated are Earth components and processes, population growth, increased needs of mineral and energy resources, global impact of human activities, and view of our planet as an interconnected system emphasizes the need of international cooperation. International research collaboration has an immense potential and is needed for further development of Earth science research and education. The Union Session is planned to provide a forum for analysis and discussion of the status of research and education of geosciences in developing countries, international collaboration programs and new initiatives for promoting and strengthening scientific cooperation. A theme of particular relevance in the analyses and discussions is the role of scientific societies in international collaboration. Societies organize meetings, publish journals and books and promote cooperation through academic exchange activities. They may further assist communities in developing countries in providing and facilitating access to scientific literature, attendance to international meetings, short and long-term stays and student and young researcher mobility. What else can be done? This is a complex subject and scientific societies may not be seen independently from the many factors involved in research and education. Developing countries present additional challenges resulting from limited economic resources and social and political problems, while urgently requiring improved educational and research programs. Needed are in-depth analyses of infrastructure and human resources, and identification of major problems and needs. What are the major limitations and needs in research and postgraduate education in developing countries? What and how should international collaboration do? What are the roles of individuals, academic institutions, funding agencies, scientific societies? Here we attempt to

Playing with curricular milestones in the educational sandbox: Q-sort results from an internal medicine educational collaborative.

Science.gov (United States)

Meade, Lauren B; Caverzagie, Kelly J; Swing, Susan R; Jones, Ron R; O'Malley, Cheryl W; Yamazaki, Kenji; Zaas, Aimee K

2013-08-01

In competency-based medical education, the focus of assessment is on learner demonstration of predefined outcomes or competencies. One strategy being used in internal medicine (IM) is applying curricular milestones to assessment and reporting milestones to competence determination. The authors report a practical method for identifying sets of curricular milestones for assessment of a landmark, or a point where a resident can be entrusted with increased responsibility. Thirteen IM residency programs joined in an educational collaborative to apply curricular milestones to training. The authors developed a game using Q-sort methodology to identify high-priority milestones for the landmark "Ready for indirect supervision in essential ambulatory care" (EsAMB). During May to December 2010, the programs'ambulatory faculty participated in the Q-sort game to prioritize 22 milestones for EsAMB. The authors analyzed the data to identify the top 8 milestones. In total, 149 faculty units (1-4 faculty each) participated. There was strong agreement on the top eight milestones; six had more than 92% agreement across programs, and five had 75% agreement across all faculty units. During the Q-sort game, faculty engaged in dynamic discussion about milestones and expressed interest in applying the game to other milestones and educational settings. The Q-sort game enabled diverse programs to prioritize curricular milestones with interprogram and interparticipant consistency. A Q-sort exercise is an engaging and playful way to address milestones in medical education and may provide a practical first step toward using milestones in the real-world educational setting.

Convenience Matters: A Qualitative Study on the Impact of Use of Social Media and Collaboration Technologies on Learning Experience and Performance in Higher Education

Science.gov (United States)

Jang, Yeona

2015-01-01

Social media and collaboration technologies are viewed as valuable tools for creating a new reality of collaborative learning, particularly in higher education facing millennials growing up with various technologies in their daily lives. Using the example of an undergraduate course taught on-campus, this study examines how millennial students in…

COLLABORATIVE LEARNING IN TEACHING A SECOND LANGUAGE THROUGH THE INTERNET

Directory of Open Access Journals (Sweden)

Ilknur ISTIFCI

2011-10-01

Full Text Available We can call the education offered by using the Internet environment as “teaching through the Internet”. Such a teaching contributes to interaction, which is not sufficient in traditional classrooms most of the time. It gives the geographically separated students the opportunity of exchanging ideas and information, collaborative learning, discovering alternatives in learning and developing their own learning styles. In addition, this type of teaching allows learners to see subjects from different perspectives. Groups having special interests can share their own experiences even if they are too far from each other. When we look at the aims of this type of learning that is mostly used in higher education, it is seen that learners are encouraged to learn through distance education. Teaching through distance education can also be done on campus environments. Learners can participate in the courses and discussions whenever and wherever they want except from the pre-scheduled meetings. The Internet-based interactive environments offer the interaction which supports the learners in learning. Being independent of time and place, learners can work with each other, and interact and collaborate with their tutors and classmates. Collaboration brings solidarity with it. The aim of learning through collaboration is to obtain information and use this information to solve a problem. In general, collaborative learning creates a positive social environment and facilitates comprehension. Collaborative learning is based on the idea that learners working in groups towards a common goal can learn better than the students who can work on their own. The aim is to make learners to want each other’s success, to motivate each other, and to teach each other in order to achieve the learning objectives. Collaborative learning requires solidarity and reciprocal loyalty. Solidarity and reciprocal loyalty implies the active participation and contribution of each group

California Colleges and Universities Collaborate to Support Student Mental Health

Science.gov (United States)

Woodbridge, Michelle W.; Goldweber, Asha; Yu, Jennifer; Golan, Shari; Stein, Bradley D.

2014-01-01

One key objective of California's Prevention and Early Intervention (PEI) Student Mental Health (SMH) initiative funded under Proposition 63 is to establish a formal process for ongoing collaboration between higher education systems and county mental health, as well as to increase collaboration among higher education campuses to improve student…

An Interprofessional Approach to Business Planning: A Model of Collaboration

Science.gov (United States)

Ross, Cory; Alexander, Kathleen; Gritsyuk, Renata; Morrin, Arleen; Tan, Jackie

2011-01-01

George Brown College is among the leaders in the interprofessional health-care education movement in Canada. Interprofessional Education (IPE) and Collaborative Practice occur "when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes." According to the…

Mobile Collaborative Informal Learning Design: Study of collaborative effectiveness using Activity Theory

Directory of Open Access Journals (Sweden)

Hasnain Zafar Baloch

2012-07-01

Full Text Available Smart Mobile Devices (SMD are there for many years but using them as learning tools started to emerge as new research area. The trend to merge collaborative learning methodology by using mobile devices in informal context is important for implementation of Learner Centric Learning (LCL. Survey and numerous studies show that more than 95% of students in colleges are users of these smart mobile devices in developed world. Developing counties are also catching up and we can see this percentage is almost same in university level in these countries. Students are using SMDs for learning in some form. Higher education Institutions also try to embark their E-learning to Mobile learning (ML. The aim of this paper is to do propose operational framework for designing Mobile Collaborative Informal learning activities using SMDs. Show results of experimental and case study done to study the Mobile Collaborative Informal learning using Activity Theory (AT. Core Components of framework are Mobile Learning Activities/Objects, Wireless/Mobile Smart devices, Collaborative knowledge and Collaborative learning. The research mention here is its infancy stage.

A Collaborative Education Network for Advancing Climate Literacy using Data Visualization Technology

Science.gov (United States)

McDougall, C.; Russell, E. L.; Murray, M.; Bendel, W. B.

2013-12-01

One of the more difficult issues in engaging broad audiences with scientific research is to present it in a way that is intuitive, captivating and up-to-date. Over the past ten years, the National Oceanic and Atmospheric Administration (NOAA) has made significant progress in this area through Science On a Sphere(R) (SOS). SOS is a room-sized, global display system that uses computers and video projectors to display Earth systems data onto a six-foot diameter sphere, analogous to a giant animated globe. This well-crafted data visualization system serves as a way to integrate and display global change phenomena; including polar ice melt, projected sea level rise, ocean acidification and global climate models. Beyond a display for individual data sets, SOS provides a holistic global perspective that highlights the interconnectedness of Earth systems, nations and communities. SOS is now a featured exhibit at more than 100 science centers, museums, universities, aquariums and other institutions around the world reaching more than 33 million visitors every year. To facilitate the development of how this data visualization technology and these visualizations could be used with public audiences, we recognized the need for the exchange of information among the users. To accomplish this, we established the SOS Users Collaborative Network. This network consists of the institutions that have an SOS system or partners who are creating content and educational programming for SOS. When we began the Network in 2005, many museums had limited capacity to both incorporate real-time, authentic scientific data about the Earth system and interpret global change visualizations. They needed not only the visualization platform and the scientific content, but also assistance with methods of approach. We needed feedback from these users on how to craft understandable visualizations and how to further develop the SOS platform to support learning. Through this Network and the collaboration

Collaborative Care in Schools: Enhancing Integration and Impact in Youth Mental Health

Science.gov (United States)

Lyon, Aaron R.; Whitaker, Kelly; French, William P.; Richardson, Laura P.; Wasse, Jessica Knaster; McCauley, Elizabeth

2016-01-01

Collaborative Care is an innovative approach to integrated mental health service delivery that focuses on reducing access barriers, improving service quality, and lowering healthcare expenditures. A large body of evidence supports the effectiveness of Collaborative Care models with adults and, increasingly, for youth. Although existing studies examining these models for youth have focused exclusively on primary care, the education sector is also an appropriate analog for the accessibility that primary care offers to adults. Collaborative Care aligns closely with the practical realities of the education sector and may represent a strategy to achieve some of the objectives of increasingly popular multi-tiered systems of supports frameworks. Unfortunately, no resources exist to guide the application of Collaborative Care models in schools. Based on the existing evidence for Collaborative Care models, the current paper (1) provides a rationale for the adaptation of Collaborative Care models to improve mental health service accessibility and effectiveness in the education sector; (2) presents a preliminary Collaborative Care model for use in schools; and (3) describes avenues for research surrounding school-based Collaborative Care, including the currently funded Accessible, Collaborative Care for Effective School-based Services (ACCESS) project. PMID:28392832

Strategic Evolution of Chilean Wine Firms: Vertical Integration and Upgrading in Chile’s Colchagua Valley

OpenAIRE

Robert N. Gwynne

2012-01-01

This paper argues that the favourable export trajectories for Chilean wine to global markets in general and the UK market in particular are partly due to the nature of the insertion of wine producing firms into global value chains. Much of the data in this paper comes from a two-year British Academy research project (2005-07) which examined the impacts of globalization on export-oriented wine firms in Chile’s Colchagua Valley and the record of collaboration between these firms and key purchas...

On enhancing on-line collaboration using fuzzy logic modeling

Directory of Open Access Journals (Sweden)

Leontios J. Hadjileontiadis

2004-04-01

Full Text Available Web-based collaboration calls for professional skills and competences to the benefit of the quality of the collaboration and its output. Within this framework, educational virtual environments may provide a means for training upon these skills and in particular the collaborative ones. On the basis of the existing technological means such training may be enhanced even more. Designing considerations towards this direction include the close follow-up of the collaborative activity and provision of support grounded upon a pedagogical background. To this vein, a fuzzy logic-based expert system, namely Collaboration/Reflection-Fuzzy Inference System (C/R-FIS, is presented in this paper. By means of interconnected FISs, the C/R-FIS expert system automatically evaluates the collaborative activity of two peers, during their asynchronous, written, web-based collaboration. This information is used for the provision of adaptive support to peers during their collaboration, towards equilibrium of their collaborative activity. In particular, this enhanced formative feedback aims at diminishing the possible dissonance between the individual collaborative skills by challenging self-adjustment procedures. The proposed model extents the evaluation system of a web-based collaborative tool namely Lin2k, which has served as a test-bed for the C/R-FIS experimental use. Results from its experimental use have proved the potentiality of the proposed model to significantly contribute to the enhancement of the collaborative activity and its transferability to other collaborative learning contexts, such as medicine, environmental engineering, law, and music education.

Institutional Collaboration on MOOCs in Education

DEFF Research Database (Denmark)

Nortvig, Anne-Mette; Christiansen, René Boyer

2017-01-01

and innovation in the common learning designs, and that—in order to succeed—such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential...

A Coterminous Collaborative Learning Model: Interconnectivity of Leadership and Learning

Directory of Open Access Journals (Sweden)

Ilana Margolin

2012-05-01

Full Text Available This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.

The Collaboration Management and Employee Views of Work and Skills in Services for Children and Families in Finnish Municipalities: The Collaboration Management and Employee Views of Work and Skills

Directory of Open Access Journals (Sweden)

Outi Kanste

2016-03-01

Full Text Available The study explored how collaboration management is connected with employee views of work and skills in the health care, social welfare, and education sectors that provide services for children and families in municipalities. Collaboration management in children and family services involves increasing awareness of services, organizing agreed collaboration practices, overcoming barriers to collaboration, managing difficult relationships with coworkers, and contributing purposively to the functionality of collaboration. Data were gathered using a postal survey. The sample consisted of 457 employees working in the health care, social welfare, and educational settings in Finnish municipalities. Overall, the results suggested that collaboration management is related to employees’ positive views of work and versatile skills. Good awareness of services, well agreed-upon collaboration practices, and wellfunctioning collaboration were associated with employees’ influence over their own work, social support being received from managers, a perception of leadership justice, employee collaboration skills, and employee retention. On the other hand, barriers to collaboration seemed to reduce employees’ influence over their own work, social support, perceptions of leadership justice, collaboration skills, and employee retention. The findings indicate the need for effective collaboration management in multidisciplinary environments between the health care, social welfare, and education sectors that provide services for children and families to achieve employees’ positive views of work and versatile skills.

pep-up: a review of the umgeni valley pro.ject evaluation process

African Journals Online (AJOL)

The evaluation process at the Umgeni Valle~ Project is.described. Its evolution, background and ... mental Education circles in Southern Africa. The ... t? the percei~ed need for evaluation of the Umgen1 Valley ProJect. ... This group, insisting that they were facilitating .... Phase : An integrated summary of all fielc and working ...

ACC International Academic Collaborative receives special award

OpenAIRE

Felker, Susan B.

2006-01-01

The Atlantic Coast Conference's new International Academic Collaborative (ACC/IAC) has been singled out by the New York-based Institute of International Education (IIE) for a special award for innovation in international education.

Archaeology of the Afro-Ecuadorians in La Concepción, Ancestral Territory of the Chota-Mira Valley (Carchi-Ecuador)

OpenAIRE

Balanzategui , Daniela Catalina

2017-01-01

Historical Archaeology of the African Diaspora in the Americas urges for interdisciplinary, collaborative, and intercultural approaches to shed light on how the material culture reflects conditions of enslavement and racialization, but also process of resistance and historical reparation. This investigation is organized in five articles connected around the topic of the cultural construction of the African Diaspora identities in the Afro-Ecuadorian Ancestral Territory of the Chota-Mira Valley...

Collaborative learning practices : teacher and student perceived obstacles to effective student collaboration

NARCIS (Netherlands)

Le Nhu Ngoc Ha, H.; Janssen, J.J.H.M.; Wubbels, Theo

2018-01-01

While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter

Students Collaborating to Undertake Tracking Efforts for Sturgeon(SCUTES)

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — Students Collaborating to Undertake Tracking Efforts for Sturgeon (SCUTES) is a collaboration between NOAA Fisheries, sturgeon researchers, and teachers/educators in...

Microscopic Identification of Prokaryotes in Modern and Ancient Halite, Saline Valley and Death Valley, California

Science.gov (United States)

Schubert, Brian A.; Lowenstein, Tim K.; Timofeeff, Michael N.

2009-06-01

Primary fluid inclusions in halite crystallized in Saline Valley, California, in 1980, 2004-2005, and 2007, contain rod- and coccoid-shaped microparticles the same size and morphology as archaea and bacteria living in modern brines. Primary fluid inclusions from a well-dated (0-100,000 years), 90 m long salt core from Badwater Basin, Death Valley, California, also contain microparticles, here interpreted as halophilic and halotolerant prokaryotes. Prokaryotes are distinguished from crystals on the basis of morphology, optical properties (birefringence), and uniformity of size. Electron micrographs of microparticles from filtered modern brine (Saline Valley), dissolved modern halite crystals (Saline Valley), and dissolved ancient halite crystals (Death Valley) support in situ microscopic observations that prokaryotes are present in fluid inclusions in ancient halite. In the Death Valley salt core, prokaryotes in fluid inclusions occur almost exclusively in halite precipitated in perennial saline lakes 10,000 to 35,000 years ago. This suggests that trapping and preservation of prokaryotes in fluid inclusions is influenced by the surface environment in which the halite originally precipitated. In all cases, prokaryotes in fluid inclusions in halite from the Death Valley salt core are miniaturized (<1 μm diameter cocci, <2.5 μm long, very rare rod shapes), which supports interpretations that the prokaryotes are indigenous to the halite and starvation survival may be the normal response of some prokaryotes to entrapment in fluid inclusions for millennia. These results reinforce the view that fluid inclusions in halite and possibly other evaporites are important repositories of microbial life and should be carefully examined in the search for ancient microorganisms on Earth, Mars, and elsewhere in the Solar System.

Education and public engagement in observatory operations

Science.gov (United States)

Gabor, Pavel; Mayo, Louis; Zaritsky, Dennis

2016-07-01

Education and public engagement (EPE) is an essential part of astronomy's mission. New technologies, remote observing and robotic facilities are opening new possibilities for EPE. A number of projects (e.g., Telescopes In Education, MicroObservatory, Goldstone Apple Valley Radio Telescope and UNC's Skynet) have developed new infrastructure, a number of observatories (e.g., University of Arizona's "full-engagement initiative" towards its astronomy majors, Vatican Observatory's collaboration with high-schools) have dedicated their resources to practical instruction and EPE. Some of the facilities are purpose built, others are legacy telescopes upgraded for remote or automated observing. Networking among institutions is most beneficial for EPE, and its implementation ranges from informal agreements between colleagues to advanced software packages with web interfaces. The deliverables range from reduced data to time and hands-on instruction while operating a telescope. EPE represents a set of tasks and challenges which is distinct from research applications of the new astronomical facilities and operation modes. In this paper we examine the experience with several EPE projects, and some lessons and challenges for observatory operation.

Topological Valley Transport in Two-dimensional Honeycomb Photonic Crystals.

Science.gov (United States)

Yang, Yuting; Jiang, Hua; Hang, Zhi Hong

2018-01-25

Two-dimensional photonic crystals, in analogy to AB/BA stacking bilayer graphene in electronic system, are studied. Inequivalent valleys in the momentum space for photons can be manipulated by simply engineering diameters of cylinders in a honeycomb lattice. The inequivalent valleys in photonic crystal are selectively excited by a designed optical chiral source and bulk valley polarizations are visualized. Unidirectional valley interface states are proved to exist on a domain wall connecting two photonic crystals with different valley Chern numbers. With the similar optical vortex index, interface states can couple with bulk valley polarizations and thus valley filter and valley coupler can be designed. Our simple dielectric PC scheme can help to exploit the valley degree of freedom for future optical devices.

Mechanical control over valley magnetotransport in strained graphene

Energy Technology Data Exchange (ETDEWEB)

Ma, Ning, E-mail: maning@stu.xjtu.edu.cn [Department of Physics, MOE Key Laboratory of Advanced Transducers and Intelligent Control System, Taiyuan University of Technology, Taiyuan 030024 (China); Department of Applied Physics, MOE Key Laboratory for Nonequilibrium Synthesis and Modulation of Condensed Matter, Xi' an Jiaotong University, Xi' an 710049 (China); Zhang, Shengli, E-mail: zhangsl@mail.xjtu.edu.cn [Department of Applied Physics, MOE Key Laboratory for Nonequilibrium Synthesis and Modulation of Condensed Matter, Xi' an Jiaotong University, Xi' an 710049 (China); Liu, Daqing, E-mail: liudq@cczu.edu.cn [School of Mathematics and Physics, Changzhou University, Changzhou 213164 (China)

2016-05-06

Recent experiments report that the graphene exhibits Landau levels (LLs) that form in the presence of a uniform strain pseudomagnetic field with magnitudes up to hundreds of tesla. We further reveal that the strain removes the valley degeneracy in LLs, and leads to a significant valley polarization with inversion symmetry broken. This accordingly gives rise to the well separated valley Hall plateaus and Shubnikov–de Haas oscillations. These effects are absent in strainless graphene, and can be used to generate and detect valley polarization by mechanical means, forming the basis for the new paradigm “valleytronics” applications. - Highlights: • We explore the mechanical strain effects on the valley magnetotransport in graphene. • We analytically derive the dc collisional and Hall conductivities under strain. • The strain removes the valley degeneracy in Landau levels. • The strain causes a significant valley polarization with inversion symmetry broken. • The strain leads to the well separated valley Hall and Shubnikov–de Haas effects.

An Interdisciplinary Collaboration between Computer Engineering and Mathematics/Bilingual Education to Develop a Curriculum for Underrepresented Middle School Students

Science.gov (United States)

Celedón-Pattichis, Sylvia; LópezLeiva, Carlos Alfonso; Pattichis, Marios S.; Llamocca, Daniel

2013-01-01

There is a strong need in the United States to increase the number of students from underrepresented groups who pursue careers in Science, Technology, Engineering, and Mathematics. Drawing from sociocultural theory, we present approaches to establishing collaborations between computer engineering and mathematics/bilingual education faculty to…

Developing the level of adoption survey to inform collaborative discussion regarding educational innovation

Directory of Open Access Journals (Sweden)

Doug Orr

2010-05-01

Full Text Available Learning organizations rely on collaborative information and understanding to support and sustain professional growth and development. A collaborative self-assessment instrument can provide clear articulation and characterization of the level of adoption of innovation such as the use of instructional technologies. Adapted from the “Level of Use” (LoU and “Stages of Concern” indices, the Level of Adoption (LoA survey was developed to assess changes in understanding of and competence with emerging and innovative educational technologies. The LoA survey, while reflecting the criteria and framework of the original LoU from which it was derived, utilizes a specifically structured on-line, self-reporting scale of “level of adoption” to promote collaborative self-reflection and discussion. Growth in knowledge of, and confidence with, specific emergent technologies is clearly indicated by the results of this pilot study, thus supporting the use of collaborative reflection and assessment to foster personal and systemic professional development. Résumé : Les organisations apprenantes s’appuient sur des informations et une compréhension issues de la collaboration afin de soutenir et d’entretenir la croissance et le perfectionnement professionnels. Un instrument d’auto-évaluation collaboratif permet d’articuler et de caractériser de manière explicite le niveau d’adoption des innovations, comme l’utilisation de technologies éducatives, par exemple. Adapté à partir des indices de « niveau d’utilisation » (ou « LoU » pour Level of Use et de « niveaux de préoccupation », l’instrument d’enquête sur le niveau d’adoption (ou « LoA » pour Level of Adoption a été conçu afin d’évaluer les changements qui surviennent dans la compréhension des technologies éducatives émergentes et innovatrices ainsi que dans les compétences relatives à ces technologies. L’instrument d’enquête LoA, bien qu’il refl

Interprofessional education and collaborative practice: Psychometric analysis of the Readiness for Interprofessional Learning Scale in undergraduate Serbian healthcare student context.

Science.gov (United States)

Milutinović, Dragana; Lovrić, Robert; Simin, Dragana

2018-06-01

There is an implicit expectation for medical sciences students to work together effectively as members of health-care team, and interprofessional education is therefore widely accepted. Students' attitudes, which are affected by various factors, have been recognized as the most important predictors of successful implementation of interprofessional education with the aim of developing collaborative practice. The Readiness for Interprofessional Learning Scale has often been used in studies to measure these perspectives. To describe the psychometric properties of the Serbian cross-culturally adapted version of the original Readiness for Interprofessional Learning Scale, to assess the attitudes of undergraduate health science students towards interprofessional education and to evaluate whether a professional group and student characteristics have influence on attitudes towards collaborative practice and shared learning. A descriptive/analytical and comparative cross-sectional study. Faculty of Medicine in Serbia. Nursing and medical students after completed first clinical rotations (n = 257). The Readiness for Interprofessional Learning Scale for assessing attitudes among students towards interprofessional learning, Professional Identity Questionnaire for Nursing Students for assessing professional identity in nursing students, Professional Nursing Image Survey for assessing attitudes of medical students towards the nursing profession, as well as a socio-demographic questionnaire were the instruments used in this research study. The data were analysed using descriptive and inferential statistics. Exploratory factor analysis on 19 items revealed two-factors accounting for 51.1% of the total variance with the internal reliability α = 0.90. The mean total score of the Readiness for Interprofessional Learning Scale was 73.5 (SD = 11.5) indicating that students are ready for interprofessional learning. Nursing students, female students; students in their first

Are Mergers a Win-Win Strategic Model? A Content Analysis of Inter-Institutional Collaboration between Higher Education Institutions

Science.gov (United States)

Ripoll-Soler, Carlos; de-Miguel-Molina, María

2014-01-01

The main goal of this paper, based on a content analysis of the literature about models of inter-institutional collaboration between higher education institutions, is to establish the characteristics that set them apart, contextualize each of these models in terms of the features of the setting in which they are implemented, and ascertain their…

The Harvard Medical School Academic Innovations Collaborative: transforming primary care practice and education.

Science.gov (United States)

Bitton, Asaf; Ellner, Andrew; Pabo, Erika; Stout, Somava; Sugarman, Jonathan R; Sevin, Cory; Goodell, Kristen; Bassett, Jill S; Phillips, Russell S

2014-09-01

Academic medical centers (AMCs) need new approaches to delivering higher-quality care at lower costs, and engaging trainees in the work of high-functioning primary care practices. In 2012, the Harvard Medical School Center for Primary Care, in partnership with with local AMCs, established an Academic Innovations Collaborative (AIC) with the goal of transforming primary care education and practice. This novel two-year learning collaborative consisted of hospital- and community-based primary care teaching practices, committed to building highly functional teams, managing populations, and engaging patients. The AIC built on models developed by Qualis Health and the Institute for Healthcare Improvement, optimized for the local AMC context. Foundational elements included leadership engagement and development, application of rapid-cycle process improvement, and the creation of teams to care for defined patient populations. Nineteen practices across six AMCs participated, with nearly 260,000 patients and 450 resident learners. The collaborative offered three 1.5-day learning sessions each year featuring shared learning, practice coaches, and improvement measures, along with monthly data reporting, webinars, and site visits. Validated self-reports by transformation teams showed that practices made substantial improvement across all areas of change. Important factors for success included leadership development, practice-level resources, and engaging patients and trainees. The AIC model shows promise as a path for AMCs to catalyze health system transformation through primary care improvement. In addition to further evaluating the impact of practice transformation, expansion will require support from AMCs and payers, and the application of similar approaches on a broader scale.

Stimulating Collaboration and Discussion in Online Learning Environments.

Science.gov (United States)

Clark, Jim

2001-01-01

Discussion of the advantages of online learning environments (OLEs) for distance education focuses on the importance of collaboration and discussion to make the students feel more central to the learning process. Presents methods to stimulate collaboration and discussion in OLEs. (Author/LRW)

Collaboration between colleagues in teaching professional development programs

Directory of Open Access Journals (Sweden)

Patrícia Meyer

2018-05-01

Full Text Available Although collaboration is valued in the discourses of teachers, managers and institutions, as well as recognized as essential for innovation in universities, the culture of individualism is the one that permeates university professors’ performance. This study aims to analyze teaching professional development programs undertaken at four universities (one international and three national, from the perspective of promoting peer collaboration. The analysis occurred through the collection of publications or websites that described them. The teaching professional development programs analyzed have peer collaboration as a premise and encourage the socialization of experiences in courses, forums and other continuing education events. However, it is observed the need for strategy diversification, such as mentorship, incentive to online activities and development of collective projects, so that collaboration can really be a pillar in the pedagogical continuing education, lifelong learning, as well as in the reconfiguration and innovation of university professors’ practices.

SAGES Foregut Surgery Masters Program: a surgeon's social media resource for collaboration, education, and professional development.

Science.gov (United States)

Jackson, Hope T; Young, Monica T; Rodriguez, H Alejandro; Wright, Andrew S

2018-06-01

Facebook is a popular online social networking platform increasingly used for professional collaboration. Literature regarding use of Facebook for surgeon professional development and education is limited. The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has established a Facebook group dedicated to discussion of surgery of the esophagus, stomach, and small intestine-the "SAGES Foregut Surgery Masters Program." The aim of this study is to examine how this forum is used for professional development, education, and quality improvement. Member and post statistics were obtained from https://grytics.com , a Facebook group analytics service. All posts added to the Foregut forum since its creation in April 2015 through December 2016 were reviewed and categorized for content and topic. Posts were reviewed for potential identifiable protected health information. As of December 2016, there were 649 total members in the group. There have been a total of 411 posts and 4116 comments with a median of 10.1 comments/post (range 0-72). Posts were categorized as operative technique (64%), patient management (52%), continuing education (10%), networking (10%), or other (6%). Video and/or photos were included in 53% of posts with 4% of posts depicting radiologic studies and 13% with intraoperative photos or videos. An additional 40 posts included links to other pages, such as YouTube, journal articles, or the SAGES website. One post (0.2%) contained identifiable protected health information and was deleted once recognized by the moderators of the group. Social media is a unique, real-time platform where surgeons can learn, discuss, and collaborate towards the goal of optimal treatment of surgical disease. Active online surgical communities such as the SAGES Foregut Surgery Masters Program have the potential to enhance communication between surgeons and are a potential innovative adjunct to traditional methods of continuing surgical education. Surgical societies

Tennessee Valley Authority National Fertilizer and Environmental Research Center

International Nuclear Information System (INIS)

Gautney, J.

1991-01-01

The National Fertilizer and Environmental Research Center (NFERC) is a unique part of the Tennessee Valley Authority (TVA), a government agency created by an Act of Congress in 1933. The Center, located in Muscle Shoals, Alabama, is a national laboratory for research, development, education and commercialization for fertilizers and related agricultural chemicals including their economic and environmentally safe use, renewable fuel and chemical technologies, alternatives for solving environmental/waste problems, and technologies which support national defense- NFERC projects in the pesticide waste minimization/treatment/disposal areas include ''Model Site Demonstrations and Site Assessments,'' ''Development of Waste Treatment and Site Remediation Technologies for Fertilizer/Agrichemical Dealers,'' ''Development of a Dealer Information/Education Program,'' and ''Constructed Wetlands.''

Collaborative learning and competence development in school health nursing

DEFF Research Database (Denmark)

Nordentoft, Helle Merete; Wistoft, Karen

2012-01-01

and the development of their competences in school health nursing. Practical implications The paper outlines how and why collaboration among school nurses should be introduced in a more systematic way in school health nursing. Originality/value The paper investigates the connection between informal educational....... Design/methodology/approach The article is based on data from a three-year health educational development project at primary schools in Denmark. These data are a) Observations from 12 reflective workshops with school nurses b) Two questionnaire surveys c) 5 focus group interviews with 5 of the 6......Purpose The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses’ collaborative learning and competence development...

Collaborative pharmacy practice: an update

Directory of Open Access Journals (Sweden)

Law AV

2013-06-01

Full Text Available Anandi V Law, Eric K Gupta, Micah Hata, Karl M Hess, Roger S Klotz, Quang A Le, Emmanuelle Schwartzman, Bik-Wai Bilvick Tai Department of Pharmacy Practice and Administration, College of Pharmacy, Western University of Health Sciences, Pomona, CA, USA Abstract: Collaborative practice among health professionals is slowly coming of age, given the global focus on efficiency and effectiveness of care to achieve positive patient outcomes and to reduce the economic burden of fragmented care. Collaborative pharmacy practice (CPP is accordingly evolving within different models including: disease management, medication therapy management, patient centered medical home, and accountable care organizations. Pharmacist roles in these models relate to drug therapy management and include therapy introduction, adjustment, or discontinuation, patient counseling and education, and identification, resolution, and prevention of problems leading to drug interactions and adverse reactions. Most forms of CPP occur with physicians in various settings. Collaborative practice agreements exist in many states in the US and are mentioned in the International Pharmaceutical Federation policy statement. Impetus for CPP comes from health system and economic concerns, as well as from a regulatory push. There are positive examples in community, ambulatory care, and inpatient settings that have well documented protocols, indicators of care, and measurement and reporting of clinical, economic, and patient reported outcomes; however, implementation of the practice is still not widespread. Conceptual and implementation challenges include health professional training, attitudes, confidence and comfort levels, power and communication issues, logistic barriers of time, workload, proximity, resistance to establish and adopt regulations, and importantly, payment models. Some of the attitudinal and perceptual challenges can be mitigated by incorporation of interprofessional concepts and

Globally Collaborative Experiential Learning

Directory of Open Access Journals (Sweden)

Takeshi UTSUMI

2005-07-01

Full Text Available ABSTRACT The Global University System (GUS [Utsumi, et al, 2003] is a worldwide initiative to create advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries for global peace. GUS aims to create a worldwide consortium of universities to provide the underdeveloped world with access to 21st Century education via broadband Internet technologies. The aim is to achieve “education and healthcare for all,” anywhere, anytime and at any pace. The GUS works in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology. Globally Collaborative Environmental Peace Gaming (GCEPG project [Utsumi, 2003] with a globally distributed computer simulation system, focusing on the issue of environment and sustainable development in developing countries, is to train would-be decision-makers in crisis management, conflict resolution, and negotiation techniques basing on “facts and figures.” The GUS will supply game players from around the world.

Beehive: A Software Application for Synchronous Collaborative Learning

Science.gov (United States)

Turani, Aiman; Calvo, Rafael A.

2006-01-01

Purpose: The purpose of this paper is to describe Beehive, a new web application framework for designing and supporting synchronous collaborative learning. Design/methodology/approach: Our web engineering approach integrates educational design expertise into a technology for building tools for collaborative learning activities. Beehive simplifies…

Integration of Activities in the natural environment as contents of education trhough collaborative action-research

Directory of Open Access Journals (Sweden)

Roberto Guillén Correas

2013-01-01

Full Text Available The different values †given to Activities in the Natural Environment have become a mandated content block within the area of Physical Education. This research is based on the urging of its practical development of a school in the city of Zaragoza. So far, the analysis of these practices in this school, refers to some specific experiences focused on the volunteer activities done during the «snow week», which means less participant students. Collaborative action-research is the methodology used for this purpose, therefore team-work is demanded to overcome the limitations presented by this block of contents: teacher training as well as both facilities and materials must be provided. Thus, we found two groups of conclusions: firstly, the factors necessary to establish a dynamic collaborative work among teachers of this school. Secondly, the aspects required to design and strengthen the proposed contents of environmental Activities in the school, adapting them to its own physical contextual characteristics

The geochemistry of groundwater resources in the Jordan Valley: The impact of the Rift Valley brines

Science.gov (United States)

Farber, E.; Vengosh, A.; Gavrieli, I.; Marie, Amarisa; Bullen, T.D.; Mayer, B.; Polak, A.; Shavit, U.

2007-01-01

The chemical composition of groundwater in the Jordan Valley, along the section between the Sea of Galilee and the Dead Sea, is investigated in order to evaluate the origin of the groundwater resources and, in particular, to elucidate the role of deep brines on the chemical composition of the regional groundwater resources in the Jordan Valley. Samples were collected from shallow groundwater in research boreholes on two sites in the northern and southern parts of the Jordan Valley, adjacent to the Jordan River. Data is also compiled from previous published studies. Geochemical data (e.g., Br/Cl, Na/Cl and SO4/Cl ratios) and B, O, Sr and S isotopic compositions are used to define groundwater groups, to map their distribution in the Jordan valley, and to evaluate their origin. The combined geochemical tools enabled the delineation of three major sources of solutes that differentially affect the quality of groundwater in the Jordan Valley: (1) flow and mixing with hypersaline brines with high Br/Cl (>2 ?? 10-3) and low Na/Cl (shallow saline groundwaters influenced by brine mixing exhibit a north-south variation in their Br/Cl and Na/Cl ratios. This chemical trend was observed also in hypersaline brines in the Jordan valley, which suggests a local mixing process between the water bodies. ?? 2007 Elsevier Ltd. All rights reserved.

While Collaboration Is Increasing in the Profession the LIS Dissertation Remains a Solo-Authored Monograph. A Review of: Sugimoto, C. R. (2011. Collaboration in information and library science doctoral education. Library & Information Science Research, 33, 3-11. doi:10.1016/j.lisr.2010.05.003

Directory of Open Access Journals (Sweden)

Diana K. Wakimoto

2011-09-01

Full Text Available Objective – To investigate collaboration in LIS doctoral education, in particular the extent and perception of collaboration between advisors and advisees, and the dissertation as a collaborative product. Design – Quantitative and qualitative analysis of questionnaire data. Qualitative analysis of interviews. Bibliometric analysis of curricula vitae (CVs and dissertation citations.Setting – American Library Association (ALA-accredited, doctorate-granting schools in the United States and Canada. Subjects – A total of 374 full-time, tenured faculty members with the rank of associate or full professor (advisor group and 294 assistant professors (advisee group comprised the pool of faculty members (n=668 who were sent the questionnaire. Of these, 30 individuals participated in follow-up telephone interviews, which were equally split between the two groups. There were 97 faculty members from the original pool of 668 faculty members were included in the bibliometric analyses. Methods – The author developed two questionnaires, one for the advisors (associate and full professors and one for the advisees (assistant professors, and sent the surveys to faculty members at ALA-accredited schools in the United States and Canada. The questionnaires gathered information about the extent of collaboration and perceptions of collaboration in LIS doctoral education. The author also collected contact information from those interested in participating in a follow-up interview. The author selected the first 30 individuals who responded as the interview participants. The interview participants were split equally between advisors and advisees. A separate subpopulation of 97 faculty members was chosen for the bibliometric analysis phase of the study. These faculty members were chosen with the following criteria: graduation from an ALA-accredited school; full-text of dissertation available online; and a current, full CV available online. CVs were searched to

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education

Directory of Open Access Journals (Sweden)

Maramba Inocencio

2006-08-01

Full Text Available Abstract Background We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' – an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning. Discussion Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in

Socially Challenged Collaborative Learning of Secondary School Students in Singapore

Science.gov (United States)

Pang, Christopher; Lau, Jesslyn; Seah, Chong Poh; Cheong, Linda; Low, Audrey

2018-01-01

Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning…

Curriculum Differentiation for Handwriting and Occupational Therapy/Teacher Partnership: Collaboration or Conflict?

Science.gov (United States)

Patton, Sandra; Hutton, Eve; MacCobb, Siobhan

2015-01-01

Collaborative practice between health and education professionals is considered central to the implementation of inclusion policies and best practice to support children with special educational needs (SEN). However, in Ireland, barriers to collaborative practice between occupational therapists and teachers include limited contact in practice…

A University/Community Collaborative Model on Empowerment in Elementary Education.

Science.gov (United States)

Goeke, John C.; And Others

1995-01-01

Collaboration is growing among schools and community services for youth, their families, and now, university graduate programs. Proposes a structural model for collaboration which implements the concept of empowerment and designs sustainable working relationships over time. (DR)

Transforming public health education in India through networking and collaborations: opportunities and challenges.

Science.gov (United States)

Sharma, Anjali; Zodpey, Sanjay P

2013-01-01

A competent and motivated health workforce is indispensable to achieve the best health outcomes possible through given available resources and circumstances. However, apart from the shortages and unequal distribution, the workforce has fallen short of responding to the public health challenges of 21 st century also because of primarily the traditional training of health professionals. Although, health professionals have made enormous contributions to health and development over the past century, the 20 th century educational strategies are unfit to tackle 21 st century challenges. One of the key recommendations of the Lancet Commission on Education of Health Professionals is to improve health through reforms of professional education by establishing networks and partnerships which takes advantage of information and communication linkages. The primary goal of this manuscript is to highlight the potential of networks and partnerships in advancing the agenda of educational reforms to revitalize public health education in India. It outlines the current status and expanding scope of public health education in India, existing networks of public health professionals and public health education institutions in the country, and opportunities, advantages and challenges for such networks. Although, we have networks of individuals and institutions in the country, there potential to bring about change has still not being utilized fully and effectively. Immediate collaborative efforts could be directed towards designing and adaptation of competency driven curriculum frameworks suitable of addressing public health challenges of 21 st century, shifting the current focus of curriculum to multidisciplinary public health outlook, developing accreditation mechanisms for both the programs and institutions, engaging in creating job opportunities and designing career pathways for public health professionals in public and private sector. These efforts could certainly be facilitated

27 CFR 9.27 - Lime Kiln Valley.

Science.gov (United States)

2010-04-01

... 27 Alcohol, Tobacco Products and Firearms 1 2010-04-01 2010-04-01 false Lime Kiln Valley. 9.27... OF THE TREASURY LIQUORS AMERICAN VITICULTURAL AREAS Approved American Viticultural Areas § 9.27 Lime Kiln Valley. (a) Name. The name of the viticultural area described in this section is “Lime Kiln Valley...

Defining collaborative elements in an effective and efficient collaboration in a construction project

DEFF Research Database (Denmark)

Bohnstedt, Kristian Ditlev; Wandahl, Søren

2018-01-01

Professional organizations, companies, educational and research institutions of the construction industry and the government have been driving initiatives and participated in the debate on the future of the construction industry. The state has participated in the construction industry development...... through experimental construction projects and debates and, on this basis, demanded and released guidelines for public and publicly funded construction projects. In the quest of defining collaborative elements, previous efforts have been reviewed, thus, identifying most successful initiatives and the used...... collaborative elements. These elements will be included in a study where they will go through a verification process. The themes derived from a contraction of the identified aspects in collaboration through the past two decades in the Danish construction industry were examined to conclude on which of the themes...

Web-based Collaborative learning in secondary education: Teachers’ reflection

Directory of Open Access Journals (Sweden)

Hsi-Chi Hsiao

2010-06-01

Full Text Available This article is based on the researchers’ reflections after twice participating in a Web-based Collaborative Learning Program Contest. The contests were held by Asia-Pacific Economic Cooperation (APEC Cyber Academy (ACA. In collaborative learning, teachers are expected to provide participants with scaffolding assistance. The ACA is designed to provide student-centered activities for enhancing skills in information and communication technologies. Students are expected to find data, prepare presentations, and report their topics in English to communicate with other teams from other countries. During these processes, the researcher tried to apply theoretical models such as computerized instruction and topic based learning. The results of this study show the various benefits of Web-based Collaborative Learning for students and teachers. This study also includes several recommendations for primary and secondary schools.

Sustaining an International Partnership: An Evolving Collaboration

Science.gov (United States)

Pierson, Melinda R.; Myck-Wayne, Janice; Stang, Kristin K.; Basinska, Anna

2015-01-01

Universities across the United States have an increasing interest in international education. Increasing global awareness through educational collaborations will promote greater cross-cultural understanding and build effective relationships with diverse communities. This paper documents one university's effort to build an effective international…

An Integrative and Collaborative Approach to Creating a Diverse and Computationally Competent Geoscience Workforce

Science.gov (United States)

Moore, S. L.; Kar, A.; Gomez, R.

2015-12-01

A partnership between Fort Valley State University (FVSU), the Jackson School of Geosciences at The University of Texas (UT) at Austin, and the Texas Advanced Computing Center (TACC) is engaging computational geoscience faculty and researchers with academically talented underrepresented minority (URM) students, training them to solve grand challenges . These next generation computational geoscientists are being trained to solve some of the world's most challenging geoscience grand challenges requiring data intensive large scale modeling and simulation on high performance computers . UT Austin's geoscience outreach program GeoFORCE, recently awarded the Presidential Award in Excellence in Science, Mathematics and Engineering Mentoring, contributes to the collaborative best practices in engaging researchers with URM students. Collaborative efforts over the past decade are providing data demonstrating that integrative pipeline programs with mentoring and paid internship opportunities, multi-year scholarships, computational training, and communication skills development are having an impact on URMs developing middle skills for geoscience careers. Since 1997, the Cooperative Developmental Energy Program at FVSU and its collaborating universities have graduated 87 engineers, 33 geoscientists, and eight health physicists. Recruited as early as high school, students enroll for three years at FVSU majoring in mathematics, chemistry or biology, and then transfer to UT Austin or other partner institutions to complete a second STEM degree, including geosciences. A partnership with the Integrative Computational Education and Research Traineeship (ICERT), a National Science Foundation (NSF) Research Experience for Undergraduates (REU) Site at TACC provides students with a 10-week summer research experience at UT Austin. Mentored by TACC researchers, students with no previous background in computational science learn to use some of the world's most powerful high performance

WICHE: Six Decades of Collaboration in the West

Science.gov (United States)

Western Interstate Commission for Higher Education, 2015

2015-01-01

The Western Interstate Commission for Higher Education (WICHE) and its 16 members work collaboratively to expand educational access and excellence for all citizens of the West. By promoting innovation, cooperation, resource sharing, and sound public policy among its members and their institutions, WICHE strengthens higher education's contributions…

A valley-filtering switch based on strained graphene.

Science.gov (United States)

Zhai, Feng; Ma, Yanling; Zhang, Ying-Tao

2011-09-28

We investigate valley-dependent transport through a graphene sheet modulated by both the substrate strain and the fringe field of two parallel ferromagnetic metal (FM) stripes. When the magnetizations of the two FM stripes are switched from the parallel to the antiparallel alignment, the total conductance, valley polarization and valley conductance excess change greatly over a wide range of Fermi energy, which results from the dependence of the valley-related transmission suppression on the polarity configuration of inhomogeneous magnetic fields. Thus the proposed structure exhibits the significant features of a valley-filtering switch and a magnetoresistance device.

A valley-filtering switch based on strained graphene

International Nuclear Information System (INIS)

Zhai Feng; Ma Yanling; Zhang Yingtao

2011-01-01

We investigate valley-dependent transport through a graphene sheet modulated by both the substrate strain and the fringe field of two parallel ferromagnetic metal (FM) stripes. When the magnetizations of the two FM stripes are switched from the parallel to the antiparallel alignment, the total conductance, valley polarization and valley conductance excess change greatly over a wide range of Fermi energy, which results from the dependence of the valley-related transmission suppression on the polarity configuration of inhomogeneous magnetic fields. Thus the proposed structure exhibits the significant features of a valley-filtering switch and a magnetoresistance device. (paper)

Electrical valley filtering in transition metal dichalcogenides

Science.gov (United States)

Hsieh, Tzu-Chi; Chou, Mei-Yin; Wu, Yu-Shu

2018-03-01

This work investigates the feasibility of electrical valley filtering for holes in transition metal dichalcogenides. We look specifically into the scheme that utilizes a potential barrier to produce valley-dependent tunneling rates, and perform the study with both a k .p -based analytic method and a recursive Green's function-based numerical method. The study yields the transmission coefficient as a function of incident energy and transverse wave vector, for holes going through lateral quantum barriers oriented in either armchair or zigzag directions, in both homogeneous and heterogeneous systems. The main findings are the following: (1) The tunneling current valley polarization increases with increasing barrier width or height; (2) both the valley-orbit interaction and band structure warping contribute to valley-dependent tunneling, with the former contribution being manifest in structures with asymmetric potential barriers, and the latter being orientation dependent and reaching maximum for transmission in the armchair direction; and (3) for transmission ˜0.1 , a tunneling current valley polarization of the order of 10 % can be achieved.

Water resources of Parowan Valley, Iron County, Utah

Science.gov (United States)

Marston, Thomas M.

2017-08-29

Parowan Valley, in Iron County, Utah, covers about 160 square miles west of the Red Cliffs and includes the towns of Parowan, Paragonah, and Summit. The valley is a structural depression formed by northwest-trending faults and is, essentially, a closed surface-water basin although a small part of the valley at the southwestern end drains into the adjacent Cedar Valley. Groundwater occurs in and has been developed mainly from the unconsolidated basin-fill aquifer. Long-term downward trends in groundwater levels have been documented by the U.S. Geological Survey (USGS) since the mid-1950s. The water resources of Parowan Valley were assessed during 2012 to 2014 with an emphasis on refining the understanding of the groundwater and surface-water systems and updating the groundwater budget.Surface-water discharge of five perennial mountain streams that enter Parowan Valley was measured from 2013 to 2014. The total annual surface-water discharge of the five streams during 2013 to 2014 was about 18,000 acre-feet (acre-ft) compared to the average annual streamflow of about 22,000 acre-ft from USGS streamgages operated on the three largest of these streams from the 1940s to the 1980s. The largest stream, Parowan Creek, contributes more than 50 percent of the annual surface-water discharge to the valley, with smaller amounts contributed by Red, Summit, Little, and Cottonwood Creeks.Average annual recharge to the Parowan Valley groundwater system was estimated to be about 25,000 acre-ft from 1994 to 2013. Nearly all recharge occurs as direct infiltration of snowmelt and rainfall on the Markagunt Plateau east of the valley. Smaller amounts of recharge occur as infiltration of streamflow and unconsumed irrigation water near the east side of the valley on alluvial fans associated with mountain streams at the foot of the Red Cliffs. Subsurface flow from the mountain block to the east of the valley is a significant source of groundwater recharge to the basin-fill aquifer

EPA Region 1 - Valley Depth in Meters

Science.gov (United States)

Raster of the Depth in meters of EPA-delimited Valleys in Region 1.Valleys (areas that are lower than their neighbors) were extracted from a Digital Elevation Model (USGS, 30m) by finding the local average elevation, subtracting the actual elevation from the average, and selecting areas where the actual elevation was below the average. The landscape was sampled at seven scales (circles of 1, 2, 4, 7, 11, 16, and 22 km radius) to take into account the diversity of valley shapes and sizes. Areas selected in at least four scales were designated as valleys.

Fostering argumentation-based computer-supported collaborative learning in higher education