Rise of the machines: tools may monitor eye movement and facial expressions Computer-based teaching applications that monitor and respond to students’ performance are set to allow for increasingly personalised learning experiences, but users must have a say on how much information they are willing to share.
Abstract
Canadian students have academic and non-academic obligations, and their ability to balance them may impact university experience. Involvement in academic and non-academic activities, and the perception of balancing them was compared between students with and without disabilities. Results revealed that both groups of students participated in employment, social activities, and family obligations. Furthermore, perceived ability to balance academic and non-academic activities was associated with higher academic self-efficacy and resourcefulness in all students. Relative to non-disabled peers, students with disabilities spent fewer hours participating in non-academic activities, had fewer course hours, but studied as many hours. Students with disabilities who had difficulties balancing their multiple roles were less adapted to university. The time to access accommodations for learning may act as a barrier to adaptation. Creating university policies around accommodations for learning would benefit students with disabilities, and the incorporation of resourcefulness and time-management into university curriculum would benefit all students.
Résumé Les étudiants canadiens ont tous des obligations scolaires et parascolaires, et leur capacité à les équilibrer entre elles peut avoir des répercussions sur leur expérience universitaire. La participation à des activités scolaires et parascolaires, et la perception d’arriver à les équilibrer entre elles a été comparée entre étudiants avec handicap et étudiants sans handicap. Les résultats ont démontré que les étudiants avaient tous des obligations professionnelles, sociales et familiales, peu importe s’ils étaient affligés d’un handicap ou non. En outre, la perception de pouvoir équilibrer entre elles les activités scolaires et parascolaires a été associée à une meilleure efficacité scolaire autodidacte et à un meilleur esprit d’initiative chez tous les étudiants. Comparativement à leurs camarades sans handicap, les étudiants avec handicap consacraient moins d’heures à des activités parascolaires, disposaient de moins d’heures de cours, mais étudiaient autant d’heures. Les étudiants avec handicap qui avaient de la difficulté à équilibrer leurs multiples rôles étaient moins adaptés à la vie universitaire. Comme le temps nécessaire pour accéder aux installations d’apprentissage peut constituer une barrière à l’adaptation, l’élaboration de politiques universitaires autour des installations d’apprentissage serait bénéfique pour les étudiants avec handicap. De même, l’intégration de l’esprit d’initiative et de la gestion du temps dans le programme d’études universitaires profiterait à tous les étudiants.
Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011).
Background/Context: This exploratory feasibility study assesses a mindfulness program in a fifth-grade classroom. The research discussed herein was built on a previous study targeted at a specific population of children within the classroom and assessed the benefits of teach-ing mindfulness meditation to 7- and 8-year-old children who met criteria for generalized anxiety disorder.
Purpose/Focus of Study: The primary aim of this exploratory study was to investigate the feasibility of a mindfulness training workbook written for young children. The mindfulness workbook uses a fictional character in a storybook format. The goal was to help children understand and access their own mindfulness within the classroom setting without instruc-tion by teachers and without using meditation techniques.
National statistics indicate that more than 6.4 million children and youth with disabilities between 3 and 21 years-of-age received special education services during the 20132014 academic school year (U.S. Department of Education, 2015). In addition, 95% of these students received special education services in public schools, with 61% or more of them said to be highly included80% or more of their school dayin general education classroom settings (U.S. Department of Education, 2015). On one hand, these estimates may be quite positive given the high number of students educated in inclusive settings. On the other, they can be disconcerting because inclusion greatly relies on educators who are ill-prepared to meet the needs of all students, and would prefer not to do inclusion (p. 307).
For over a century, the central goals of Canada’s Aboriginal policy were to eliminate Aboriginal governments; ignore Aboriginal rights; terminate the Treaties; and, through a process of assimilation, cause Aboriginal peoples to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada. The establishment and operation of residential schools were a central element of this pol- icy, which can best be described as “cultural genocide.”
Physical genocide is the mass killing of the members of a targeted group, and biological genocide is the destruction of the group’s reproductive capacity. Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the
targeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual lead- ers are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.
Can a new institutional leader succeed after making damaging remarks that are informally shared?
Ontario firms and organizations are being challenged to increase productivity through innovation in order to compete on the fiercely competitive world stage and improve the quality of life of Ontarians. Yet, Ontario suffers from innovation gaps
that place its productivity and prosperity goals at risk.
According to researchers, better-educated parents generally provide their children with a more favourable learning nvironment, increasing the likelihood that they’ll pursue higher education. These parents also have higher educational aspirations for their children, reinforcing this dynamic. On the other hand,“first-generation” youth – those whose par- ents haven’t attended a
postsecondary education institution – are “less likely to plan for higher education, to be convinced of its benefits or to have above-average high school grades,” according to a report from the defunct Canadian Millennium Scholarship Foundation.
The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the
environment is equal and equitable; and (8) the quality of the learning experience. The fi ndings of this study indicate that the value of e-learning requires further research before higher education leaders andteacher-practitioners are willing to incorporate them in teaching practices and policy documents.
For a growing number of student, the post-secondary experience invovles a mixed backpack of university courses, college programs, intrships, an online class or two, and even perhaps a few YouTube tutorials. But whatever the mix,it's bound to be unique for each student.
As Gallagher (2016a, p. xv) points out, universities, as well as offering an education, also deliver degree
certificates to those students who successfully complete their studies. Along with this credential, a student
receives a transcript that indicates the grade achieved (usually in the form of a grade point average)
together with details of the courses taken and the individual grades for these courses.
This state of affairs does not serve most undergraduate students well: the graduating student’s credential
and the associated transcript indicate the extent of the student’s knowledge of content, but neither directly
conveys any information to employers about the level of the student’s skills. As a result, employers, in
respect of most undergraduate degrees, must infer the level of skills from information about content
knowledge.
The Ontario Undergraduate Student Alliance (OUSA) recognizes the importance of attracting more international students to study in Ontario, as articulated by the Ontario government in its Open Ontario Plan. In a competitive global environment, international students enable the province to train and retain highly skilled individuals, provide access to a greater pool of talent, diversity and ideas, and contribute to the economy. This paper provides an overview of six areas of significant importance to undergraduate domestic and international studen are in need of greater attention by institutions and the provincial government.
If you’re interested in using technology tools to enhance your teaching, it’s easy to get overwhelmed by the mountain of information out there. To make matters worse, much of it is either highly technical or simply not very practical for the college classroom.
Teaching with Technology: Tools and Strategies to Improve Student Learning approaches teaching technologies from your perspective — discussing what works, what doesn’t, and how to implement the best ideas in the best ways.
Background:
In this paper we call for studying school leadership and its relationship to instruction and learning through approaches that highlight the role of configurations of multiple organizational supports. A configuration-focused approach to studying leadership and other essential supports provides a valuable addition to existing tools in school organizational analysis and is particularly useful in examining equifinality and causal asymmetry. Equifinality is the idea that more than one pathway can result in a desired outcome whereas causal asymmetry suggests that the set of conditions that lead to the presence of an outcome need not be the same as the conditions that lead to its absence.
Madeline Levine has been a practicing psychologist for twenty-five years, but it was only recently that she began to observe a new breed of unhappy teenager.
When a bright, personable fifteen-year-old girl, from a loving and financially comfortable family, came into her office with the word empty carved into her left forearm, Levine was startled. This girl and her message seemed to embody a disturbing pattern Levine had been observing. Her teenage patients were bright, socially skilled, and loved by their affluent parents. But behind a veneer of achievement and charm, many of these teens suffered severe emotional problems. What was going on?
Gemmell grew up on a berry farm in Stirling, Ont., watching his father fx or create whatever equipment he needed with whatever materials he had. It was a childhood that stoked his own passion for industrial design. (He once built an insulated dog house for the family pet, complete with a Plexiglas room with a view.) But when his portfolio of “backyard inventions” wasn’t enough to earn him a spot in the industrial design program at Carleton University, Gemmell ended up on a 13-year trek through life and higher learning. He earned a bachelor’s degree in visual arts and psychology at Brock University, worked for a year as a web designer in Toronto, but “wasn’t really feeling it,” so he spent a year in Whistler, B.C. snowboarding, and teaching snowboarding, until he ran out of money.
Attention now turns to the upcoming report of the fundamental science review panel chaired by David Naylor.
The Trudeau government tabled its second budget on March 22, promising to address economic challenges facing the country and cultivate a nimble workforce through investment in education and skills development. Among its many elements, the budget expands the Canada Student Loans and Grants program and earmarks $90 million over two years for Indigenous students. However, the budget included no new funding for the three major research granting councils – the Natural Sciences and Engineering Research Council, the Social Sciences and Humanities Research Council and the Canadian Institutes for Health Research – dismaying many in the research community.
Centennial College to Scap Saudi Training Program - video clip included.
Massive Open Online Courses (MOOCs) are online courses that cater to a huge population. MOOCs have been around for quite some time; however, they have begun to gain importance only in recent years. With technologyinfused classroom instructions on the rise, techno-savvy students with little patience for hour-long (or even longer) lectures and the necessity to earn has led to the popularity of online courses among the student population. The obvious benefits of taking up online courses include, among others, self-paced learning, and learning while earning, and learning from absolutely anywhere. An upcoming form of online learning is the massive open online courses (MOOCs). This paper discusses the concept of MOOCs, their history, and their need in the present scenario. This paper also focuses on the benefits and the possible challenges that MOOCs face.