scholarly journals Cultivating a global collaborative classroom experience: An international exploration of homelessness

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Catherine Tompkins ◽  
Emily Ihara ◽  
Richena Purnell-Sayle ◽  
Rick Reo ◽  
Stephanie Hazel
Keyword(s):  
Social Action ◽  
Course Design ◽  
Communication Technologies ◽  
Global Strategy ◽  
Lessons Learned ◽  
New Delhi ◽  
Online Groups ◽  
Social Work Research ◽  
Instructional Assessment ◽  
Intensive Work

The main collaborative student project compares and contrasts different aspects of homelessness both in Fairfax and in New Delhi, using Photovoice as the research methodology.  Forty-four Mason students enrolled in SOCW 472 RS, Integrative Methods in Social Action and Social Change, and forty Jamia students enrolled in MSW-SII-09 Social Work Research, collaborate together in a primarily asynchronous environment with the opportunity of participating in three synchronous sessions.  The Mason/Jamia team created small online groups of two Mason students and two Jamia students in order to facilitate these personal interactions and provided the PB Works and Blackboard platforms as communication tools. As part of the process, students were able to incorporate their favorite communication technologies including Facebook and WhatsApp. In addition to reaching the student outcomes and course objectives, the course design of this GCC involved intensive work and partnership between the Office of Global Strategy, IT Learning Support Services, Instructional Assessment and the classroom faculty. Lessons learned and best practices will be presented.

scholarly journals Communication and Networking Technologies for UAVs: A Survey

2020 ◽  
Author(s):  
Chathuranga M. Wijerathna Basnayaka ◽  
Dushantha Nalin K. Jayakody
Keyword(s):  
Research Work ◽  
Communication Technologies ◽  
Lessons Learned ◽  
Optimization Techniques ◽  
Network Architectures ◽  
Vehicle Communication ◽  
Work Related ◽  
Aerial Vehicle ◽  
Networking Technologies ◽  
Communication Methods

With the advancement in drone technology, in just a few years, drones will be assisting humans in every domain. But there are many challenges to be tackled, communication being the chief one. This paper aims at providing insights into the latest UAV (Unmanned Aerial Vehicle) communication technologies through investigation of suitable task modules, antennas, resource handling platforms, and network architectures. Additionally, we explore techniques such as machine learning and path planning to enhance existing drone communication methods. Encryption and optimization techniques for ensuring long−lasting and secure communications, as well as for power management, are discussed. Moreover, applications of UAV networks for different contextual uses ranging from navigation to surveillance, URLLC (Ultra-reliable and low−latency communications), edge computing and work related to artificial intelligence are examined. In particular, the intricate interplay between UAV, advanced cellular communication, and internet of things constitutes one of the focal points of this paper. The survey encompasses lessons learned, insights, challenges, open issues, and future directions in UAV communications. Our literature review reveals the need for more research work on drone−to−drone and drone−to−device communications.

Potentials of Selected Information and Communication Technologies in Adult Education Programmes in Nigeria

2015 ◽  
pp. 34-56 ◽  
Author(s):  
Melvins Enwuvesi Hanachor ◽  
Rex Aduvo Needom
Keyword(s):  
Adult Education ◽  
Staff Development ◽  
Information And Communication Technologies ◽  
Course Design ◽  
Communication Technologies ◽  
Information And Communication ◽  
E Learning ◽  
Computer Based ◽  
The Subject ◽  
Development Course

This chapter evaluated the potentials of selected information and communication technologies in adult education programmes in Nigeria. Infrastructure and funding are among the important issues, but scepticism about the pedagogic value of information and communication technologies and staff development are probably the most challenging. Institutions are grappling with bringing use and funding of e-learning and other computer-based instructional strategies into the mainstream of their organizations, and are beginning to contemplate restructuring to take account of information and communication technologies, in terms of staffing, staff development, course design and student support. Even though studies have captured the imperatives of information and communication technologies in Nigeria's educational system, little is still known about the subject matter in relation to adult education systems in the country. Consequently, this chapter explores and provides the much-needed insight on the subject and the issues that the process raises in the context of adult education in Nigeria.

Information and Communication Technologies

2008 ◽  
pp. 1047-1065
Author(s):  
Glenn Finger ◽  
Maret McGlasson ◽  
Paul Finger
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Course Design ◽  
Communication Technologies ◽  
Learner Centered ◽  
Learning Stories ◽  
Information And Communication ◽  
Portfolio Approach

Teaching and learning in the 21st century should be markedly different from earlier times through the design of new teaching and learning environments. Through the presentation of three models of technology-rich learning environments (teacherdirected, learner-centered and mediated), this chapter provides a case study of the design and delivery of a course called Learning with Information and Communication Technologies (ICTs) guided by a mediated learner approach, using new approaches to using ICTs and assessment for learning as key course design drivers. That course aims to prepare future teachers who demonstrate strong theoretical and practical understanding of designing and creating effective ICT teaching and learning experiences, and are confident and proficient users of ICTs. We provide an analysis of the implementation of that course through the presentation of the learning stories and reflections of students. Specific discussion is provided about the conceptualization and implementation of an e-portfolio approach to promote deep learning.

A Reconstruction of Rural Teachers' Technology Integration Experiences

2016 ◽  
pp. 834-860
Author(s):  
Laura Helena Porras-Hernández ◽  
Bertha Salinas-Amescua
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Communication Technologies ◽  
Phenomenological Research ◽  
Lessons Learned ◽  
Research Approach ◽  
Rural Teachers ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Rural Teacher

Teachers who integrate information and communication technologies (ICT) to their practice in rural areas face important challenges that differ from those where contextual conditions are most favorable. The purpose of this chapter is to describe how and why a phenomenological research approach applied to the reconstruction of rural teachers' experiences in incorporating ICT's to their practice can be helpful for both, for research purposes as well as for inspiring the avenues that rural teacher education in the digital age should follow. Based on the narratives of eight teachers working in poor rural schools of Mexico, this chapter describes how, as part of a construction of their own rural pedagogies, these teachers integrate ICT to their practice in response to three levels of contextual demands. Lessons learned and recommendations for research of this kind are provided.

A Proposition for Developing Trust and Relational Synergy in International e-Collaborative Groups

2011 ◽  
pp. 227-241
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Virtual Teams ◽  
Online Communication ◽  
Communication Technologies ◽  
Online Collaboration ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Contributing Factors ◽  
Relational Development ◽  
Online Groups ◽  
Collaborative Groups

Trust and relational development represents a critical challenge in online collaboration groups. Often the problem is attributed to several factors including physical distances, time differences, cultures, and other contributing factors. The challenge in virtual teams centers on creating a successful cohort that functions as a team and develops a sense of trust and cohesion in the process of accomplishing respective group goals. However, the lack of trust in online groups hinders relational development. The author contends that while online collaboration can be clouded by problems with trust and relational synergy as a whole, the problem is exacerbated in international online or e-Collaborative groups. The development of trust is essential to relational synergy and warmth that fosters successful task and social goal accomplishment. After reviewing related and extant research in online communication, the author offers some practical suggestions for facilitating and sustaining trust and relational synergy in international online collaboration with information communication technologies (ICTs).

Effective Approach to Teaching Stress and Deformation Analysis in Mechanical Engineering Design

2018 ◽  
Author(s):  
Zbigniew M. Bzymek
Keyword(s):  
Mechanical Engineering ◽  
Course Design ◽  
Lessons Learned ◽  
Basic Knowledge ◽  
Strength Of Materials ◽  
Dynamic Stresses ◽  
Mechanics Of Materials ◽  
Machine Elements ◽  
Engineering Mechanics ◽  
Theoretical Mechanics

The undergraduate course, Design of Machine Elements has been offered by the University of Connecticut’s Mechanical Engineering Department for many years. It has been one of the most difficult courses for students to follow and understand, and also for the faculty to teach. A strong basic knowledge of mathematics, theoretical mechanics and the mechanics of materials is required for students to take this mandatory course and to fully follow its contents. To understand entirely the concepts of Design of Machine Elements, students should be acquainted with the history of the strength of materials. Being aware of the importance of such a course the ME faculty has worked to establish outstanding structural engineering teaching and research methods, and to create a departmental nucleus of intensive development of engineering mechanics research and development. The efforts described in this paper have facilitated the teaching and learning of the mechanics of materials and consequently the Design of Machine Elements as well. To accomplish these in both teaching and practical problem solving the instructor must use the unconventional approaches and students must put a great deal of effort into learning the material. It is important for students to have a general knowledge of mathematics and theoretical mechanics, but as this is a foundation of the course, the instructor should review and clarify the specific assumptions of engineering mechanics and strength of materials. One of the pedagogical challenges to be overcome, which is faced by both instructors and students, has always been to connecting the basic theorems and application procedures of engineering mechanics to their practical use in designing machine elements and in calculating static and dynamic stresses and deformations. The concept of avoiding stress concentrations by properly designing the shapes of machine frames and parts should also be emphasized. Transforming plane stresses and deformations into three-dimensional representations and calculations should also be considered. Since machine elements are usually in motion, a dynamic approach to stress and deflection analysis is important as well. After introducing the analysis of dynamic stresses and deformations, the instructor should cover the concept of fatigue, which is the next crucial step. The instructors’ approaches and the unconventional methods they use to familiarize students with such complicated concepts are discussed in this paper. An analysis of representations of stresses and deformations and fatigue analyses of different machine elements are also considered. This paper connects to some approaches previously presented in earlier papers as well as in courses, books and discussions by outstanding engineering mechanics theoreticians, including UConn faculty, especially Dr. Roman Solecki. The paper concludes by recommending effective teaching approaches to complicated machine design concepts and summarizing the lessons learned. This paper is a companion piece to the IMECE 2015 50776 [1].

Relating Kenosis to Soteriology: Implications for Christian Ministry amongst Homeless People

2013 ◽  
Vol 35 (1) ◽  
pp. 70-90
Author(s):  
David R. Purves
Keyword(s):  
Social Action ◽  
Homeless People ◽  
Relational Self ◽  
Congregational Life ◽  
Social Work Research ◽  
Biblical Scholarship ◽  
Ethical Content ◽  
Church Work ◽  
Voluntary Organisations ◽  
Historical Sketch

Abstract Christian ministry amongst homeless people is often characterised by division between the ministry itself as social action by independent voluntary organisations, and congregational life. This is arguably the result of sociological forces, but is also compounded by the prevalence in mainline churches of ethically lacking popular versions of penal substitution that privatise spirituality. We argue that in addition to strengthening the ethical content of such teaching, it is important to offer alternative theological tools that challenge Christian self-understanding. Kenosis is just such a tool. In a brief historical sketch of biblical and theological approaches, we suggest that it is the ethical, narrative understanding of kenosis, rather than preoccupation with philosophically-orientated Christological debates about the locus of the apparent ‘emptying’ of divine attributes, that is central to understanding kenosis. What we label the necessary ethically kenotic dimension to salvation is then explored, an area in which we are influenced by current biblical scholarship on ‘justification’ in Paul by participationist-inclined scholars, particularly the work of Michael Gorman based on the Philippian hymn and his emphasis on justification by co-crucifixion. Kenosis as a ‘selfishness emptying’ that leads to co-resurrection is an integral and ongoing part of the soteriological process of theosis. Relating kenosis to soteriology in this way has implications for church work amongst homeless people, and we suggest that when also taking into account current social work research, churches receive an imperative to offer ministry that is community orientated, relational, self-giving and absorptive.

scholarly journals Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
Robyn Thomas Pitts
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Course Design ◽  
Student Learning Outcomes ◽  
Lessons Learned ◽  
Learning Needs ◽  
Theory Theory ◽  
Introductory Course ◽  
Theory To Practice ◽  
Integrated Course Design

Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.

scholarly journals Using project-based learning to teach project-based learning: lessons learned ,

2021 ◽  
Vol 32 ◽  
Author(s):  
João Alberto Arantes do Amaral
Keyword(s):  
Graduate Students ◽  
Course Design ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Project Design ◽  
Design Elements ◽  
Group Activities ◽  
Faculty Of Education ◽  
The University

Abstract This article reports the lessons learned using a project-based learning (PBL) approach for teaching the project-based learning methodology itself. This study was conducted with 33 graduate students from the Faculty of Education of the University of São Paulo, Brazil. This paper explains the course goals, design, and curriculum. Data were collected by means of focus group activities, electronic surveys, and students’ project websites, and analyzed to determine recurrent themes. The main findings were the following: (1) The course design, which followed the seven essential project design elements proposed by Larmer, Mergendoller, and Boss (2015), was very effective; (2) Centering learning around a meaningful project – the creation of a book about PBL experience – motivated students to do their best. However, the hard work came at a price: students reported experiencing fatigue and stress; and (3) The learning dynamics provided students with the experience of combining theory and practice, interviewing subjects, reflecting about the learning process, and sharing knowledge.

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