Design Of Learning Programs Research Articles

Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong

ABSTRACT Purpose Guided by situated learning theory, this study explores the influence of a professional development program on the evolving perceptions of middle leaders as entrepreneurial leaders. It investigates which elements of situated learning design foster the growth of middle leaders’ entrepreneurial behavior. Design Using a narrative case inquiry approach, 20 participants from five primary and seven secondary schools in Hong Kong. These participants engaged in a situated middle leader development programme designed to enhance teacher entrepreneurialism in authentic, job-related contexts. Findings This study uncovers the incremental learning growth of middle leaders across three phases: initial struggle with authority constraints; reflection on the role of entrepreneurial middle leaders; and eventual advocacy of innovative opportunities to colleagues. It underscores the importance of authenticity and guided reflection in the situated learning program design, which fosters a social environment stimulating reflective dialogue and enables middle leaders to reflect on their leadership behavior. Originality This study broadens the application of situated learning theory by demonstrating how the interplay of contextual, social, and individual-level environments can enhance the professional development of middle leaders, particularly in fostering entrepreneurial behaviours.

Generative AI and training employees with special needs

PurposeThe viewpoint paper aims to highlight the assistive role that Generative artificial intelligence (Gen AI) can play in the design of learning and development programs for employees with special needs. The article discusses the challenges, benefits and reasons why Gen AI should be used to manage diversity, equity and inclusion by creating personalized and customized training and development programs.Design/methodology/approachThe viewpoint paper is based on reviewing articles and videos on the application of Gen AI in learning and development.FindingsGen AI offers immense opportunities to design personalized learning solutions for employees with special needs due to disability that can be physical or cognitive. The AI-based solutions support special learners by customizing assistive technology-based solutions and content based on the level of disability and need of the learner. This paper also highlights the importance of synergy between the training department, government and technology solution providers.Originality/valueThe viewpoint paper fills in an important gap by discussing the role that Gen AI can play by facilitating the learning and development of employees with unique skills.

Research on Machine Learning Program Generation Algorithm Based on AORBCO

Abstract The design and development of machine learning programs require selecting appropriate data and algorithms, and coding and debugging based on specific task requirements and the programming experience of developers. However, the current knowledge structure in the field of machine learning is relatively complex, lacking systematic organization, and developers often face the problem of lack of experience when choosing algorithms and designing programs, resulting in a long development cycle and easy errors in machine learning programs. In response to the above issues, this article proposes and designs a machine learning program generation algorithm based on the AORBCO model. The program generation ability includes two sub abilities: algorithm decision-making ability and code generation ability. AD-EKG has been designed for algorithmic decision-making ability, allowing Ego to select appropriate machine learning algorithms based on datasets in massive data. This algorithm combines the characteristics of the AORBCO model's domain knowledge base, knowledge graph based recommendation algorithm, and collaborative filtering algorithm. By calculating the descriptive and structural information between the dataset and algorithm, the interaction probability between the dataset and algorithm is obtained, allowing Ego to make algorithmic decisions interaction probability based. Results of the experiment have shown that the AD-EKG algorithm can fully utilize structural and descriptive information to improve the accuracy of Ego algorithm decision-making. CodeT5-EKG has been designed for code generation capability, allowing Ego to automatically generate machine learning program code. This algorithm combines the CodeT5 generative model with the domain knowledge base of the AORBCO model, by adding auxiliary information extracted using DPR technology to the code generation task, and performing diversified fusion operations to improve code generation quality. The CodeT5-EKG algorithm combines the creativity and efficiency of generative models and DPR technology, and is an algorithm that can improve the quality of generated code while also having the advantages of generative models. The experiments have proved that the code generated by this algorithm has better quality compared to other generative models with the same number of parameters.

Brain Control Patterns and their Relationship to the Level of Achievement Motivation of Students with Learning Disabilities in Jordan

The current study aimed to identify brain control patterns and their relationship to the level of achievement motivation of students with learning disabilities in Jordan. The study sample consisted of )221(students with learning disabilities in Na'aor district, over the various government schools offering programs for students with learning disabilities in the 2020/2021 school year. the researchers used two tools, one measuring the brain control patterns of students with learning disabilities and the other measuring their level of achievement motivation. The results of the study indicated that the common pattern of brain dominance to students with learning disabilities was that of right brain control and the level of achievement motivation was low. A direct correlation between brain control patterns and the achievement motivation level, a lack of statistically significant differences in brain control patterns attributable to the heterosexual variable. The study offers a series of recommendations, the most important of which include the development of a training program for teachers regarding the design of learning and educational programs to stimulate the work of the right side of the brain for all stages and various subjects, the establishment of educational programs to develop the motivation of achievement among students with learning difficulties at all levels.

Using Learning Analytics to Understand K–12 Learner Behavior in Online Video-Based Learning

This research investigated the potential of learning analytics (LA) as a tool for identifying and evaluating student behaviours associated with active learning within an online learning environment. The study focused on the application of LA for evaluating student engagement in video-based learning – an area of inquiry highlighted in literature as needing further investigation. Results determined that the LA method could identify active learning behaviours, and that LA can play a valuable role in providing information on learner activity in autonomous learning environments. However, LA did not provide a complete picture of learner behaviour and viewing strategies, highlighting the importance of a multi-method approach to research on online learner behaviours. It is anticipated the accessible approach outlined in this study will provide educators with a viable means of using LA techniques to better understand how learners interact with course content and learning objects, greatly assisting the design of online learning programmes.

From High Discipline Referrals to High-Engagement Classrooms: A Design-Based Approach to Creating a Campus-Wide Culture of Positive Learning Support for At-Risk Student Populations through Transforming Educators’ Instructional Teaming Practices

Instructional leaders in many school districts throughout the United States are increasingly confronted with spiraling numbers of discipline referrals from teachers who are unable to manage the off-task behaviors and discipline infractions of the growing percentages of diverse, academically at-risk students populating their classrooms. Many of these at-risk students, who come from families that are economically disadvantaged and have culturally rich and linguistically diverse backgrounds, have become stigmatized and minoritized by an education system whose curricula are often woefully inadequate in being able to meet the unique social and academic support needs of these diverse learners. This article profiles how one high school principal and his instructional turnaround leadership task force colleagues working in a high diversity urban school district utilized multi-leveled data analysis investigative thinking and innovative professional learning program design strategies derived from the education improvement science literature to implement a comprehensive intervention program for ninth through twelfth grade teams of core content teachers and their instructional supervisors. The specific goals of the intervention program were to: 1) change educators’ entrenched pedagogical thinking and instructional planning mindsets regarding the motivation levels and learning capabilities of the high discipline referral students who regularly engage in off-task disruptive behaviors in their classrooms; and 2) transform teachers’ instructional data teaming practices to better serve the academic learning support needs of the campus’s minoritized students. The design-based approach to instructional improvement employed in the high school case study leveraged the use of multiple cycles of new knowledge and skills acquisition, critical self-reflection, and immersive professional learning to assist educators in exploring how to engage together in authentic data teaming and data analysis–informed differentiated instructional planning to craft high-engagement classroom learning environments and interactive instructional units to effectively address the academic development and support needs of the campus’s diverse, at-risk learners.

Penerapan Pembelajaran STEAM Dalam Mengembangkan Kreativitas Anak Usia Dini

Science, Technology, Engineering, Art and Mathematics (STEAM) learning is considered as learning that can improve children's creative thinking. STEAM can be defined as a learning program design aimed at developing the ability to think critically, analytically, creatively and as a whole in studying a learning topic by children. This study aims to develop children's creativity by applying STEAM learning. This study uses Quantitative Research Experiment Design One Group Pre-test Post-test in which the pre-test is carried out at the beginning then continued with treatment 3 times and then ends with the final step, namely the post-test which has its own activities. The application of STEAM Learning is proven to be able to develop children's creativity with the results of SPSS significant value (2-tailed) 0.000 <0.05 with statistically tested data the result is t count> t picture, then Ho "rejected" and Ha "accepted". The hypothesis in this study means that there is a significant difference between the creativity of children aged 5-6 years before / after STEAM learning is applied to class B children totaling 21 children at UMP Model Lab Kindergarten, South Pontianak.

Curriculum Modification to Improve Counting Fraction Ability on Slow Learner Children

Not every student gets a learning system that suits their abilities. Therefore, teachers need to know the stages of modifying the curriculum so that it is according to the abilities of students. This study aims to find the stages of modifying the Merdeka Curriculum at the elementary school level in the form of a learning program design in mathematics into fractional material that is adapted to the needs of students with learning disabilities. The research was conducted using the Research and Development research method, the development model carried out in this study used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects in this study were one fifth-grade teacher and one slow learner who was in fifth grade at SDN 195 Isola, Bandung City. The results of the research found that after the modification of the curriculum, the subject's math score increased from 29 to 100. In addition, the subject dared to answer questions when asked to repeat the elements of fractions, another impression that the subject did not feel distinguished in giving teaching material.

The effectiveness of community-based interprofessional education for undergraduate medical and health promotion students

BackgroundCommunity-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students.MethodsA one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program.ResultsA total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men.ConclusionThe implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.

Personalized Learning Scheme of Tourism Management Professional Curriculum System in Colleges and Universities under Intelligent Recommendation System Based on OBE Education Model

Abstract In recent years, with the continuous development of the tourism industry, changing the education model has become a fundamental problem that must be solved to cultivate the quality of professional talents, and the OBE education model has become the trend of higher education development. In this paper, the program design of tourism management mode based on OBE education is carried out in two aspects of personality characteristics cognition and personality learning resources, then constructs the learner characteristics model from several aspects of style similarity, behavioral similarity, learner influence relationship, and proposes the personality recommendation method based on deep learning after the selected experimental objects are experimental class and control class respectively, and through the analysis of the cognitive level of the students, learning style, interaction behavior characteristics were analyzed to verify the validity of the learning characteristic model and program design constructed in this paper. After the experiment, the average post-test score of the experimental group was 84.91, which is higher than the average post-test score of the C1 group, which is 83.63, indicating that the OBE education model based on the deep learning recommendation can improve the student’s learning performance.

Forging the path in the third space

This concise paper explores the role of learning designers as third-space professionals in higher education, exploring both their self-perception and the perceptions held by other professionals in the sector. Learning designers play a crucial role in learning support, program design, web-based learning, and industry partnerships, being also able to challenge traditional practices and enhance student experiences and outcomes. However, a comprehensive understanding of their roles remains complex and necessitates further exploration. The challenges faced by learning designers include ambiguous role definitions and the delicate balance of meeting diverse stakeholder expectations. Through an autoethnographic approach, members from an ASCILITE Community Mentoring Program group offer insights into the multifaceted contributions of learning designers. Recognizing, working collaboratively with, and appreciating the diverse expertise of learning designers are key factors for universities to effectively address recent societal changes and meet the evolving needs of their students.

The Role of Information and Communication Technologies (ICT) in Early Childhood Education. Integrating Educational Software into Activity

The importance of using ICT in education has been highlighted and emphasized in the international literature. The main impact of this is at the level of curriculum design and development. The study is based on the integration of information and communication technologies into current training methods, the essence of which is to rethink the way learning takes place and the roles of the two main educational actors: the teacher and the learner. In this new context, this study aims to provide a theoretical and structural perspective on ICT, as well as the role and weight of different components of the curriculum system in the design of learning programmes based on the integration of ICT in training and assessment activities. It is well known that for pre-school children, the element of novelty that emerges in all activities carried out in the instructional-educational process plays a very important role. The more this element is present, the better their attention and memory are stimulated, enabling them to concentrate better on the tasks at hand. It is now a fact that all children are attracted to computer games and all activities involving their use. In order to maximize the time spent in front of the computer for the benefit of children, and because we have educational software suitable for preschoolers, we have formulated the objectives and hypotheses of this work, based on the premise that the attention of children who use this educational package will have a progress of memory in both quantitative and qualitative analysis.

A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM

AbstractA lack of evidence bridging the chasm between professional learning practices and commonly used, publicly available resources such as YouTube videos, remains a long‐term challenge in both research and practice. The study introduced a YouTube video club for female early childhood teachers in Hong Kong (N = 29) to view, analyse and discuss STEM teaching videos. The participants wrote reflections and discussed with peers to exchange views on teaching content and strategies. All participants completed pre‐ and post‐intervention surveys reporting their teaching beliefs, and five participants from the experimental group were invited for individual interviews. The questionnaire survey data were analysed using statistical analysis, while the interview data were analysed through inductive thematic analysis. The study, which was pre‐post quasi‐experimental, showed that the video club enhanced teachers' beliefs and attitudes towards professional practices in early childhood education. Qualitative analysis of teacher interviews revealed benefits and constraints of using YouTube videos for professional learning. The study transformed video clubs into a web‐mediated mode using YouTube, Google Classroom and Zoom. The results have implications for the design and implementation of video clubs in teacher learning programmes. Practitioner notesWhat is already known about this topic As the largest and most popular video‐sharing service, YouTube hosts a wide range of freely accessible video types that can be used for professional education in various disciplines. There are worldwide efforts to improve early childhood teachers' ability to teach STEM. Video recordings of classroom observations have been used in the context of video clubs since the 1990s to support teacher learning. What this paper adds We introduced the design of a YouTube video club focusing on STEM teaching, in which the participants were asked to view and analyse video excerpts, write reflection as guided by the facilitator and discuss with peers in groups to exchange views on the teaching content and strategies demonstrated in the video excerpts. We extended prior research on video clubs by transforming video clubs into a fully web‐mediated mode using the technologies of YouTube, Google Classroom and Zoom. This design‐based study evaluated the design of YouTube video club in terms of affording and constraining teachers' professional learning in STEM education. Implications for practice and/or policy Results of this study can inform the design of teacher learning programmes using YouTube videos. YouTube videos can be used in web‐mediated video clubs to enhance teachers' professional beliefs, as well as the pedagogical content knowledge in specific learning domains (eg, STEM). More enhancements should be made to optimize the design of YouTube video club.

Investment in Teacher-Education Versus Teacher-Educational Research for Effective Teacher-Professional Learning

Purpose: This systematic research paper provides a comprehensive review of studies and literature on three terms i.e., teacher education, teacher professional learning and teacher education research more specifically in the context of the Tanzania education system. One of the most important aspects identified in teacher education in recent years is teacher educational research despite being yet overlooked. Teacher educational research creates a better juncture through which a gap between teacher education and teacher professional learning is bridged and the two present well with one another.
 Methodology: The analysis used 45 articles related to the three aspects, published in ten years between 2012 and 2022. The findings indicate that through teacher education, teacher professional learning is up-to-date and kept on track by equipping and updating teachers with contemporary knowledge and teaching practices.
 Findings: In Tanzania, teacher professional learning is mostly done in form of workshops and seminars that few teachers from various educational institutions are allowed to attend. In addition, the integration of teacher education research content in teacher education is considered one of the approaches to facilitate teachers’ (both pre-service and in-service) capacity to draw on a wide knowledge base through teacher professional learning.
 Unique Contribution to Theory, Policy And Practice: Generally, the main focus of teacher education research should be to understand how teachers develop and acquire knowledge, and investigate the diversity of experiences in learning to teach, thus contributing to teacher professional learning program design.

STRATEGI PENGELOLAAN KELAS INKLUSIF DALAM MENINGKATKAN KETERCAPAIAN PROGRAM PEMBELAJARAN INDIVIDUAL PESERTA DIDIK BERKEBUTUHAN KHUSUS

This study aims to describe how the effectiveness of inclusive classroom management in improving individual program achievement of students with special needs at MI Badrussalam Surabaya. This study used descriptive qualitative method. Based on the results of the data obtained in the field through interviews, observation and documentation that the learning carried out at MI Badrussalam Surabaya adapts students with special needs (PDBK), each child has a learning program design tailored to their learning needs. If the management of learning in classrooms where PDBK children respond to their learning needs the results will be more optimal and this requires the cooperation of all parties, starting from the special supervising teacher who handles PDBK with the class teacher who teaches in class every day. Including classroom teacher learning plans adapted to the individual PDBK program.

Training cost analysis during covid-19 pandemic

The Covid-19 pandemic that has changed learning method in training including in the Financial Education and Training Agency (BPPK). The online learning method replaces the classical face-to-face learning method. This study aims to provide empirical evidence of changes in training costs at BPPK from the aspect of size, component structure, and the level of cost savings.The analysis was carried out using a descriptive quantitative method on training costs at BPPK in 2019 (before the Covid-19 pandemic) and 2020 (during the Covid-19 pandemic). The results of the analysis show that there was a significant change in the amount of training costs before the Covid-19 pandemic, from Rp180.58 billion to Rp43.99 billion during the Covid-19 pandemic, or dropped drastically to only 24.36% of the previous cost. On the other hand, there was an increase in the number of training participants from 76,176 people to 403,897 people or experienced a change of more than five times compared to before the Covid-19 pandemic. Thus, if the rough average cost of training per participant is calculated, there is a cost savings of Rp2,370,575 per person to Rp108,912 per person. Furthermore, the analysis of changes in the training cost structure showed a significant increase in the proportion of training costs at the curriculum development stage (Develop) from 0.23% to 3.46% and the learning program design stage (Design) from 0.32% to 0.62 %. On the other hand, the proportion of training costs in the learning needs analysis (Analyze) stage decreased from 0.17% to 0.02%, the training implementation stage (Implement) from 97.99% to 95.36%, and the learning evaluation stage (Evaluate) from 1.29% to 0.54%. The benefit of this research can be used by government training agency in calculating the costs required for online-based learning.

Investigating the Effects of Speaker Variability on Arabic children’s Acquisition of English Vowels

This study investigated whether speaker variability in phonetic training benefits vowel learnability by Arabic learners of English. Perception training using High-Variability stimuli in laboratory studies has been shown to improve both the perception and production of Second Language sounds in adults and children and has become the dominant methodology for investigating issues in Second Language acquisition. Less consideration is given to production training, in which Second Language learners focus on the role of the articulators in producing second language sounds. This study aimed to assess the role of speaker variability by comparing the effect of using High-Variability and Low-Variability stimuli for production training in a classroom setting. Forty-six Arabic children aged 9-12 years were trained on 18 Standard Southern British English vowels in five training sessions over two weeks and were tested before and after training on their vowel production and category discrimination. The results indicate that Low-Variability stimuli may be more beneficial for children, however, High-Variability stimuli may alter some phonetic cues. Furthermore, the results suggest that production training may be used to improve the perception and production of Second Language sounds, but also to inform the design of Second Language pronunciation learning programmes and theories of Second Language acquisition.

Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange

AbstractSeveral studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE studies have measured and unpacked perceived learning gains from VE in this area using data from multiple VEs and mixed-methods approaches. In this study, we explored the impact of VE on perceived IE development among pre-service teachers in two exchanges. Using k-means cluster analysis of reported gains in IE, we identified three groups of students who reported high-medium-low IE gains. Cluster analysis informed our qualitative analysis of students’ reflections on VE. Having analysed data from 486 diary entries at four successive time measurements, we identified three factors critical to students’ perceived IE development: students’ ability to overcome challenges during VE, level of engagement with their partners, and engagement with cultural difference. These findings shed light on what experiences in VE influence participants’ perceptions of their intercultural learning. The study provides recommendations for the design of online collaborative learning programmes, such as VE, that might help address students’ diverse needs.

Tahfiz Al-Qur'an Education System in Robitotul Istiqomah Huristak Islamic Boarding School, Padang Lawas Regency

The success of an institution at the pesantren level cannot be separated from the range of systems applied, both the strategy and the curriculum used. Likewise, the implementation of memorizing the Qur'an requires a method and technique that can facilitate these efforts, so that it can work well. The purpose of this study is to analyze the tahfiz Al-Qur'an education system, find out how the strategies used in tahfiz Al-Qur'an education are, and what are the supporting and inhibiting factors in tahfiz Al-Qur'an education at the Robitotul Istiqomah Islamic Boarding School. The method used in this research is to use a qualitative descriptive approach. The results of this study indicate that the planning of Tahfiz Al-Qur'an at the Robitotul Istiqomah Islamic Boarding School does not use a syllabus or RPP (Learning Program Design) but uses and makes a plan using the Tahfiz Al-Qur'an book. By making the Tahfiz Al-Qur'an book, it was developed from the coordination of Tahfiz Al-Qur'an and Teacher Tahfiz. The methods used in learning are the tahfiz method, the Wahdah method, the Sima'i method, the combined method, and the Jama'i method. And Evaluation of tahfiz Al-Qur'an coaching for students is carried out once a month using an assessment in the form of a rote deposit system.

Crochet: Engaging Secondary School Girls in Art for STEAM’s Sake

Recent STEAM programs have made accomplishments in recruiting K-12 girl students to participate in STEAM activities. Educational researchers have called for studies of how STEM programs engage girls. However, little research has embedded STEM education with girl education such as their emotional needs, identity, and self-expression. This study examined how crochet that was embedded in a STEM summer camp impacted their sense of belonging, creativity, well-being, and STEAM learning. For this qualitative study, surveys were conducted with 37 student participants and Discord was used as part of the data sources. Findings indicated that crocheting enhanced students’ sense of belonging, creativity, well-being, as well as STEM learning. This study contributes to the STEM learning program design for girls in secondary schools with two closely related theories: constructivist learning environment theory and sense of belonging theory. This study added new knowledge to the research of crochet in girl education and STEM program design.