This study aimed to evaluate the status of newly-hired public school teachers in terms of their TPACK Components and Emergency Remote Teaching (ERT) as indicated in their e-learning readiness, perceived effectiveness, attitude, satisfaction, and anxiety. Quantitative research particularly the correlational research design was employed in this study. Thirty-four(34) purposefully selected newly hired public school teachers were the participants of the study. Results showed that among the TPACK components, those that have technology integration were among the areas where (...) teacher-participants need major improvement. Their ERT Readiness scores showed 55.5% of the teacher-participants scored low in e-Learning Readiness, 55.9% scored moderately in perceived effectiveness, 73.5% were neutral in terms of attitude towards ERT, 58.8% moderately satisfied with ERT implementation, and 61.8% showed no anxiety. Findings showed a moderately positive and significant correlation between perceived effectiveness and attitude (r=.56, p<0.01); satisfaction and readiness (r=.35, p<0.05), satisfaction and perceived effectiveness (r=.34, p<0.05), attitude and anxiety (r=.34, p<0.05), but strongly positive and significant correlation between satisfaction and attitude (r=.69, p<0.01). Moreover, in terms of relationship between TPACK Components and ERT Indicators, a positive and significant correlation were also showed between perceived effectiveness and PK (r=.58, p<0.01), CK(r=.50, p<0.01), PCK(r=.48, p<0.01), and TCK(r=.40, p<0.05); and attitude between PK(r=.47, p<0.01) and PCK(r=.39, p<0.05The overall ERT readiness, where 56% of the teacher-participants scored low, is a product of the availability of ICT infrastructures in public schools, EdTech training, and pedagogical approaches in distance learning. It is recommended that the formulation of DepEd policies and programs are geared towards addressing these issues. (shrink)

Background. The COVID-19 pandemic necessitated drastic changes to undergraduate medical training at the University of Botswana (UB). To save the academic year when campus was locked down, the Department of Medical Education conducted a needs assessment to determine the readiness for emergency remote teaching (ERT) of the Faculty of Medicine, UB. Objectives. To report on the findings of needs assessment surveys to assess learner and teaching staff preparedness for fair and just ERT, as defined by philosopher (...) John Rawls. Methods. Needs assessment surveys were conducted using Office 365 Forms distributed via WhatsApp, targeting medical students and teaching staff during the 5 undergraduate years. Data were analysed quantitatively and qualitatively. Results. Ninety-two percent (266/289) of students and 73.5% (62/84) of teaching staff responded. Surveys revealed a high penetration of smartphones among students, but poor internet accessibility and affordability in homes. Some teaching staff also reported internet and device insufficiencies. Only WhatsApp was accessible to students and teaching staff. Conclusions. For equitable access to ERT in the future, the surveys revealed infrastructural improvement needs, including wider, stronger, affordable WiFi coverage within Botswana and enhanced digital infrastructures in educational institutions, with increased support for students. (shrink)

Home-based biology experiments are activities that utilize household materials that have been adapted for the remote learning environment and are aligned to standard learning competencies. Recognizingthe households and kitchens as extensions of laboratories, HBEs can be used to deliver authentic learning experiences for the students at home. Furthermore, there are several attributes of HBEs that should be considered before the implementation of the activity. These attributes are, it is ethical and safe to perform, it produces tangible products, encourages students (...) to reflect, promotes collaboration, materials are easy-to-find and affordable and lastly, home-based biology experiments are modifiable. Also, HBE encourages students to work independently under the supervision of their parents and teachers. Parents and guardians, as collaborators, should ensure students'safety, monitor their child’s progress, provide a safe environment and conducive work area, and should report all cases of accidents and problems to the subject teacher. In conclusion, home-based biology experiments are one of the emerging teaching tools for remote authentic learning in the new normal. Moreover, HBEs could also be used to address the problem of the lack of hands-on activity in remote learning. Further studies should be conducted on the effectiveness of HBEs in different topics in biology. (shrink)

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it (...) seeks out teachers’ perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts. (shrink)

Academic integrity is an essential pillar of any educational system. It is defined as acting in a manner consistent with the values and accepted standards of ethical practices in teaching, learning, and scholarship (Fishman, 2015). Contract cheating, or ghostwriting, is currently one of the most severe violations of academic integrity. It involves students engaging a third party, usually an online essay writing service, to complete their academic works on their behalf (Draper et al., 2021). Some of these services offer (...) pre-written essays, whereas others offer bespoke custom-written essays. According to the academic literature, the advent of the internet and digital technologies underlay this rapid deterioration of academic integrity (Ison, 2020; Lancaster & Clarke, 2014). Different learning environments, such as face-to-face (i.e., a learning environment involving the physical presence of both instructor and students) and online web-based (i.e., teaching mode that takes place partially or entirely over the internet), have been shown to affect academic integrity in different ways (Eshet et al., 2021). While contract cheating is common in both conventional face-to-face (F2F) and online settings, it is more likely to take place in the latter (Lancaster & Clarke, 2014; Slade et al., 2018). There are several possible explanations for why online students engage in contract cheating more often than F2F students. In particular, this includes the problem issue of psychological distance, which adversely affects interpersonal relationships; and the problem issue of moral distancing, because the internet can obscure the line between academically honest and dishonest behavior (Sharma & Maleyeff, 2003). These issues were further exacerbated by the sudden shift from F2F to emergency remote teaching (ERT) in response to the COVID-19 pandemic (Ahsan et al., 2021; Bjelobaba, 2021). Indeed, contract cheating had become a significant COVID-19 side effect for higher education institutions. In contrast to the well-planned F2F or online learning courses, ERTbased courses are not originally designed to be delivered virtually (Fatonia et al., 2020). The chaos brought by the abrupt campus closure and related unexpected transition to ERT provided both the opportunity and the incentive for contract cheating (Hill et al., 2021). Through social media, students have very quickly become fully aware of the possibilities of a wide variety of options to carry out Plagiarism (Bautista et al., 2022). There has been an increase in ways to try to bypass text-matching or text-reuse (i.e., plagiarism) detection systems, for example using micro-spaces, white ink, punctuation, and typos (Abdelhamid et al., 2022). Even though ghostwriters, especially commercial ones, claim their essays are original and therefore cannot be detected using text-matching software, third-party assignments may still contain recycled text (Aitken et al., 2017; Newton & Lang, 2015). Text matching detection software could use these breaches to identify outsourced academic work (Lancaster & Clarke, 2016; Wang & Xu, 2021). This study compared about four thousand term papers written in languages other than Hebrew. (shrink)

In a series of publications spanning over two decades, William Hasker has argued both that (1) human beings have souls and (2) these souls are not directly created by God but instead are produced by (or “emergent from”) a physical process of some sort or other. By contrast, an alternative view of the human person, endorsed by the contemporary Catholic Church, maintains that (1) human beings have souls but that (2*) each human soul is directly created by God rather than (...) produced by any kind of physical process. Hasker argues that given what we know from evolutionary biology, (2*) is a much less plausible position for believers in souls to take than (2) is. If Hasker is right, then there is a serious tension between the Church’s teaching about the human person and evolutionary biology. In this article, I challenge Hasker’s reasoning. I argue that those who hold the Catholic view that each human soul is directly created by God face no more difficulty reconciling their view with evolutionary biology than those who maintain, as Hasker does, that human souls are instead produced by some kind of physical process. (shrink)

Due to the unprecedented COVID-19 incident, basic education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for basic education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. Descriptive-evaluation research was employed since the present study attempts to examines the assessment practices and competences on remote learning assessment of teachers in Graceville National High School. For the study, questionnaires were prepared and (...) data nine (9) senior high school teachers and forty-two (42) junior high school teachers were collected and analyzed. The gathered data from this study were subjected to the descriptive and inferential statistics. The data revealed that the most frequent number of the teacher- respondents in the study was 36 - 40 years old at age, female, Technology Livelihood Education (TLE) major, 6 - 10 years in service in Department of Education, and bachelor's degree holders. More so, the teacher respondents' level of teacher competencies on remote learning assessment was observed high competent. In addition, level of assessment practices in terms of clarity of assessment, time and effort on task, quality of feedback, motivational belief and self-esteem to learners, self-assessment and reflection of learning of the learners, and assessment - content and process in adapting teaching to students needs was mostly practice. However, it was completely practicing the interaction and dialogue about learning progress. The results confirmed that there was a significant difference on the teacher respondents' level of competence on the remote learning assessment when group according to their age, gender, areas of specialization, and training attended. On the other hands, teacher year of teaching and educational attainment revealed it has no significant difference on their level of competence on the remote learning assessment. Looking forward, that age, gender, year of teaching, areas of specialization, educational attainment, and training attended significantly differs to the level of assessment practices of the teachers. It also observed that the teachers experiencing highly challenges encountered on the remote learning assessment. It is recommended to implement the proposed school-based testing reforms and should be monitored and evaluated for the optimum advantage of the school and community. (shrink)

This research study aims to highlight the personal experiences encountered by the participants, compare the differences between both narrations, and lastly identify common phenomena. This study utilized the auto-ethnographical research study. Ellis and Bochner (2000) describe autoethnography as "an autobiographical form of writing that exhibits several levels of awareness, linking the personal to the cultural". Autoethnography may include a wide variety of topics, from personal research experiences to parallel explorations of the researcher's and participants' experiences, as well as the researcher's (...) experience while undertaking a particular piece of research (Ellis & Bochner, 2000; Maso, 2001). It appears that practice teaching enables interns to experience the actual classroom teaching and school paperwork preparation. Aside from the technical aspects of the internship process, it prepares the student-teachers as well in the different course of school activities that will immerse them in the process of management. Generally, the personal experiences of the different interns vary from the school environment, protocols, and learning resources of the school assigned. The different practice- teaching experiences narrated by the interns that will have a common phenomenon will be a strong determinant of a certain situation. (shrink)

Within the Computer Science community, many ethical issues have emerged as significant and critical concerns. Computer ethics is an academic field in its own right and there are unique ethical issues associated with information technology. It encompasses a range of issues and concerns including privacy and agency around personal information, Artificial Intelligence and pervasive technology, the Internet of Things and surveillance applications. As computing technology impacts society at an ever growing pace, there are growing calls for more computer ethics content (...) to be included in Computer Science curricula. In this paper we present the results of a survey that polled faculty from Computer Science and related disciplines about teaching practices for computer ethics at their institutions. The survey was completed by respondents from 61 universities across 23 European countries. Participants were surveyed on whether or not computer ethics is taught to Computer Science students at each institution, the reasons why computer ethics is or is not taught, how computer ethics is taught, the background of staff who teach computer ethics and the scope of computer ethics curricula. This paper presents and discusses the results of the survey. (shrink)

This study aimed to unveil the lived experiences of teachers implementing personalized reading strategy. A qualitative design was utilized in this study to fourteen elementary teachers from Nuling Integrated School, Sultan Kudarat. These teachers were selected via purposive sampling who were subjected to Focus Group Discussion. A semi-structured questionnaire was validated and utilized in this study. The interview responses were audio-taped recorded with the consent from the participants. From the generated results, there were 6 emerging themes that described teachers’ challenges (...) in implementing personalized teaching strategy namely, patience in the development of activities, time constraint, alignment to learners’ needs, types of materials and activities, progress monitoring result, and parent-pupil convergence. Meanwhile, teachers coping mechanisms in handling struggling readers were focused on the provision of varied strategies, knowing students learning needs, utilization of Marungko approach, provision of instructional materials, and use ICT and videos. Furthermore, the insights acquired by teachers were diagnosing learners’ needs and interests, preparation consumes more time, and modification of learning activities. (shrink)

In learning chemistry at the entry level, many learners labor under misconceptions about the subject matter that are so fundamental that they are typically never addressed. A fundamental misconception in chemistry appears to arise from an adding of existing phenomenal concepts to newly-acquired chemical concepts, so that beginning learners think of chemical entities as themselves having the very same ‘macro’ properties that we observe through the senses. Those who teach or practice chemistry never acquire these misconceptions because they were able (...) to naturally pick up the nature of the subject to begin with. But as a result, they remain unaware of the foundational assumptions and understanding that they operate with and that many beginning learners persistently lack. Thus, a systematic picture of the workings of chemical theory as they relate to observable phenomena needs to be elucidated so that the attention of chemical educators is drawn to the fundamental understanding of the subject that they already possess and that beginning learners of chemistry lack, so that beginning learners can be given the opportunity to gain an understanding of how chemical explanations are in general related to observable phenomena. The ‘layered’ way in which chemical and physical entities are related to each other within chemical theory can also be clarified in this way. To afford this picture, the philosophical concepts of supervenience and emergence are explained and applied to chemistry, as philosophers of chemistry have already done. The result provides a model for teaching chemistry that, if consistently applied, has the potential to greatly enhance fundamental understanding of the subject matter. (shrink)

The Pomodoro technique is a timed-based strategy used in fighting procrastination and found to increase academic performance. However, its effect on academic learning in a synchronous remote learning modality has yet to be investigated. The study used a mixed triangulation semiexperimental design using a whole sample (N=46), following all ethical equivalence procedures. The genetics concept mastery of the students was tested using a researcher-made test. ANCOVA results revealed that students taught using Pomodoro yielded significantly better concept mastery in genetics (...) than the lecture method. This study contributes to the evaluation of one science teaching strategy compatible with remote learning modality. (shrink)

As any other kind of language teaching, English for Specific Purposes is first and foremost based on the process of learning, a process which nevertheless addresses the needs of certain communities of learners, namely individuals interested in acquiring some professional skills and performing job related practices. Due to its oriented focus, ESP exhibits some characteristics that differentiate it from ESL (English as a Second Language) or EGP (English for General Purposes). First, it is language in context, this fact requiring (...) real life learning situations, scenarios that tent to replicate the specific working or professional settings the ESP students might be related to or interested in. Instead of focusing on general grammar, vocabulary and language structures, this teaching – learning intercourse stresses the importance of practicing the necessary skills one would mostly employ in their future fields of activity. Since its emergence in the late 1960s, ESP has undergone a constant process of development, defining its scope, improving methodology, shaping its objectives and orientations, and enlarging the number of course books designed to serve its purposes. Yet, ESP teaching practices remain extremely varied depending on practitioners, institutions and countries. Therefore, this conference focuses on today’s diversity of ESP teaching/learning. It also raises the question of the theoratical foundations of ESP practices and, as such, welcomes papers on all aspects and issues of ESP didactics. The main objective of the conference is to bring together researchers and practitioners in the field of ESP over discussions of various themes building upon their classroom experiences and field research tracking day- to- day challenges and obstacles In sum, the encompassing ambition of the conference is to attain solutions that would, hopefully, improve the teaching of ESP by discussing the importance of developing and intorducing training programs for ESP practitioners. (shrink)

Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space. Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg. Method: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using (...) thematic analysis, making use of both a priori codes and emergent codes that arose from the open-ended questions. Results: The findings reveal numerous pedagogic strategies such as differentiation, scaffolding, use of visual cues, group work and collaboration that can include learners with ASD in the classroom space. Conclusion: Teacher collaboration and teacher training are vital in ensuring that learners with ASD are fully included in the classroom space. (shrink)

Pedagogical leadership has become an emerging and essential debate in the field of educational administration and leadership. This was a result of the shift from the hierarchical type in the past to a more inclusive, collaborative, and participative leadership. Previous studies indicate the furtherance of the inquiry into pedagogical leadership since it is a work in progress. Method: For this reason, a systematic literature review mapped the literature relevant to pedagogical leadership. Findings: The review drew the lines between the empirical (...) and theoretical-conceptual contributions, including the methodologies considered in both contributions. Implications for Research and Practice: The results have implications for a more robust theoretical-empirical model or framework of pedagogical leadership applicable to specific levels of education, especially higher education contexts. The study also implies applying pedagogical leadership in the team, at departmental and organizational levels. Results imply promoting the culture of pedagogical leadership. (shrink)

Sri Guru Granth Sahib, the holy scripture of the Sikhs, contains numerous references to the worship of the divine in Nature. The Sikh scripture declares that human beings' purpose is to achieve a blissful state and be in harmony with the Earth and all creation. Millions of Sikhs recite Gurbani daily wherein the divine is remembered using the symbolism from Nature, esp. air, water, sun, moon, trees, animals, and the Earth. The human mind loses communion with Nature and ultimately with (...) God by being self-conceited. It causes misery all around, is a repeated assertion of Sikhism. The contemporary environmental crisis is an outcome of the actions of such a self-conceited human mind. By affirming God's immanence and His presence in the creation, the Sikh religion imparts the spirit of self-righteousness to the entire subject of Nature. Sikhism is a remarkable religious and cultural phenomenon; several important themes emerge within its universe of beliefs. On the ecological front, the theology of Sikhism suggests that humans must live in harmony with Nature. The Sikh Gurus exemplified many of these teachings, and their examples continue to inspire contemporary social, religious, and environmental leaders in their efforts to protect the planet. In this presentation, the prime environmental teachings of Sikhism are shared with the community. (shrink)

As online learning becomes more prevalent, colleges and universities have increasingly turned to remote proctoring services that claim to detect and deter student cheating during exams. However, many students have begun to voice concerns about the discomfort and anxiety these services can cause. This chapter aims to illuminate the existential and phenomenological nuances present in student testimony by reevaluating the proctor's gaze as an objectifying and alienating force. Specifically, I argue that the anxiety students describe is a response to (...) feeling seen. In most cases, remote proctoring involves the surveillance of student behavior by a stranger or artificial intelligence, and the empirical literature suggests that students are often falsely penalized for innocuous or unintentional "disruptions" during their exams. Thus, rather than be "caught up" in the exam process (and invisible to oneself), students are forced to attend to their bodily comportment and engage in a self-reflective awareness of their behavior as a body for-others. In the most extreme cases, the proctor's gaze is not only a distraction for students; it is also alienating such that students no longer feel free to appraise the character of their own actions but must instead see themselves through the eyes of the proctor. (shrink)

The COVID-19 pandemic has had a significant impact on the education sector globally, with over one billion students being held out of school as a result of quarantine measures. In response, education systems had to quickly shift to online learning to ensure that students could continue their education. The sudden shift to online learning has resulted in educators having to adapt to the use of technology in education rapidly. The COVID-19 pandemic has highlighted the importance of digital literacy for educators (...) and the need for ongoing training in digital skills. The pandemic has served as an example of emerging, more creative methods of teaching methods, and technology use in education will continue to evolve. Hybrid learning will be critical to delivering realistic educational experiences, and teachers must adapt to become facilitators instead of teachers. The pandemic experience will affect educators’ attitudes towards integrating information and communication technology (ICT) in education, resulting in a rise in the proportion of people who have a favorable opinion of integrating ICT to education. Ongoing training in digital abilities is necessary to gain a viable education. This paper highlights the need for educators to embrace digital literacy and adapt to emerging technologies to provide a quality education in the post-vaccine world. (shrink)

The so-called Baldwin Effect generally says how learning, as a form of ontogenetic adaptation, can influence the process of phylogenetic adaptation, or evolution. This idea has also been taken into computation in which evolution and learning are used as computational metaphors, including evolving neural networks. This paper presents a technique called evolving self-taught neural networks – neural networks that can teach themselves without external supervision or reward. The self-taught neural network is intrinsically motivated. Moreover, the self-taught neural network is the (...) product of the interplay between evolution and learning. We simulate a multi-agent system in which neural networks are used to control autonomous agents. These agents have to forage for resources and compete for their own survival. Experimental results show that the interaction between evolution and the ability to teach oneself in self-taught neural networks outperform evolution and self-teaching alone. More specifically, the emergence of an intelligent foraging strategy is also demonstrated through that interaction. Indications for future work on evolving neural networks are also presented. (shrink)

Our focus in the article is to introduce a simple methodology of generating teaching-learning sequences using the semantic network techinque, followed by the emergent properties of such a network and their implications for the teaching-learning process (didactics) with marginal notes on epistemological implications. A collaborative portal for teachers, which publishes a network of prerequisites for teaching/learning any concept or an activity is introduced. The article ends with an appeal to the global community to contribute prerequisites of any (...) subject to complete the global roadmap for an altas being built on similar lines as Wikipedia. The portal is launched and waiting for community participation at http://www.gnowledge.org. (shrink)

The article is about a new online resource, a collaborative portal for teachers, which publishes a network of prerequisites for teaching/learning any concept or an activity. A simple and effective method of collaboratively constructing teaching-learning sequences is presented. The special emergent properties of the dependency network and their didactic and epistemic implications are pointed. The article ends with an appeal to the global teaching community to contribute prerequisites of any subject to complete the global roadmap for an (...) altas being built on similar lines as Wikipedia. The portal is launched and waiting for community participation at http://www.gnowledge.org. (shrink)

The usage of scholarly journal articles in the academe is now gaining attention to cope with the ever dynamic and evolving teaching and learning processes. However, the use implies possible potential usage only because what is measured is the number of views and downloads of the articles. This paper explored how the teacher education faculty and students utilized scholarly journal articles in the teaching and learning of professional education courses. The study also determined the challenges in using these (...) primary sources and documented ways of overcoming them. Data were organized and analyzed using a thematic narrative technique of Riesman as the analytical framework. The inquiry was participated by six faculty and six students from the College of Education at a state university in Northern Mindanao in the first semester of the school year 2019-2020. The necessary protocol was followed, and ethical considerations were secured before the conduct of the study. An informed consent form was presented to each participant before they signed it, signifying that they are not forced to participate in the study. The faculty had a focus group discussion, while the students had a face-to-face interview with the researchers. Emerging themes revealed that scholarly journal articles were utilized by exposing learners to varied writings, enriching course content and learning, exposing them to process learning, preparing learners for classroom engagement, guiding learners to produce outputs, and allowing learners to acquire updates. The inquiry reported challenges in terms of the capability of the learners, interest and perception of learners, and the journal itself and its contents. Documented ways of overcoming these challenges include time management, frequency of use, selection criteria, and checking the author's background. (shrink)

This paper presents the joint journeys, from the East to the West, of three emerging educators, who reflect on their lived experiences in an Asian educational context and their shaped identities through a connection between the motherland and the places to which they immigrated. They have grounded their identities in the inequities they experienced in Asian education and described their experiences through a cultural and social lens as Asian teachers studying in Canadian institutions. They story their lived experiences by using (...) a Photo-voice research method to elicit the narratives of their East-to-West transcultural journeys. The major finding is the reconstructed identity of each of the researchers. The data collected through ‘Photo-voice’ sheds light on the influence on teachers’ mindset of the Three Teachings or Religions—Buddhism, Confucianism, and Taoism — across Asia on teachers' mindset, which are seen to cause inequities among the marginalized. The purpose of this research is an attempt by the authors, who have immersed themselves in each other’s journeys, to discuss how they have reformed their educator identities in a Canadian educational context in which equity, diversity, and inclusion are acknowledged. (shrink)

As a generation of ‘digital natives,’ secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This (...) issue has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)’s “Digital Kids Asia Pacific (DKAP)” project, employs Bayesian statistics to explore the relationship between the students’ background and their digital abilities. Results show that economic status and parents’ level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students’ digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students. (shrink)

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest (...) and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging. (shrink)

Although 550 years have passed since the birth of Guru Nanak, his life and teachings still hold great power and meaning for humanity in the 21st century. He was not only the founder of the Sikh religion but was a great poet, an eminent philosopher, a notable humanist, and a leading social reformer. His philosophy for a social revolution and universal brotherhood is relevant more than ever before. He not only propounded a new way of life but a realistic and (...) optimistic worldview. Quintessentially, his most penetrating insight is that the ultimate goal of human life, to be a sachiara (truthful being), can be achieved by following the path of truthful living. He envisaged the emergence of a race of gurmukhs (God-conscious beings). The teachings of Guru Nanak focus on the upliftment of the weaker sections of the society and their empowerment to live a life of dignity. Love of God (who is the epitome of virtues), egalitarianism, altruism, harmony with nature, cultivation of scientific temper, Interdependence, impermanence, inter-faith harmony, multiculturism, lifelong learning, pro-active social justice, and peaceful co-existence are the lodestars of Guru Nanak’s message to humanity. Three cardinal points of his teachings: Kirat Karo (honest living), Naam Japo (devotion to God) and Vand Chhako (sharing with others) have become an integral part of the lives of Sikhs all over the world. The crux of his teachings found expression by the establishment of daramsals (gurdwaras) and the development of langar (community kitchen), pangat (sitting in a row on the same level) and Sangat (holy congregation) traditions among his followers. Thus even in the contemporary world, Guru Nanak's universal teachings are as relevant as ever. (shrink)

This study investigated the experiences of Physical Science teachers who were not specialized in their field. Twelve out-of-field Physical Science teachers, selected via purposive sampling from the Schools Division of Baybay City, participated in the transcendental phenomenological study. For data collection and subsequent thematic analysis using Colaizzi's seven steps, in-depth semi-structured interviews were utilized. Five metaphors describe the study's findings in the form of emergent themes. The first theme is the Chameleon teacher described as an adaptable teacher, analogous to a (...) chameleon that alters its coloration to blend into its surroundings. Developing a resilient mindset is the second aspect, symbolized by the Phoenix Within, which signifies the capacity to triumph over challenges. Thirdly, the Symphony of Knowledge symbolizes teachers' and learners' synergistic partnership and active participation throughout the educational journey. The fourth theme, the Gardener of Knowledge, compares an educator to a conscientious gardener who nurtures their development and that of their students. Crossing Unfamiliar Territory is another theme that examines Physical Science teachers' difficulties when instructing outside their field. As a result, the experiences of these teachers mitigate the issue at hand, thus positively impacting the student's academic development. Sustaining resilience in the face of adversity was inexplicably enhanced through implementing fostering strategies and cultivating a positive mindset. Similar to the adverse encounters, they must confront the obstacles posed by their lack of pedagogical expertise, content knowledge, and struggles. The favorable and unfavorable experiences of physical science teachers who did not specialize in their field provided them professional development opportunities. They underscored the value of maintaining a positive outlook. (shrink)

This paper applies a very traditional position within Natural Law Theory to Cyberspace. I shall first justify a Natural Law approach to Cyberspace by exploring the difficulties raised by the Internet to traditional principles of jurisprudence and the difficulties this presents for a Positive Law Theory account of legislation of Cyberspace. This will focus on issues relating to geography. I shall then explicate the paradigm of Natural Law accounts, the Treatise on Law, by Thomas Aquinas. From this account will emerge (...) the structure of law and the metaphysics of justice. I shall explore those aspects of Cyberspace which cause geography to be problematic for Positive Law Theory and show how these are essential, unavoidable and beneficial. I will then apply Aquinas’s structure of law and metaphysics of justice to these characteristics. From this will emerge an alternative approach to cyberlaw which has no problem with the nature of Cyberspace as it is but treats it as a positive foundation for new legal developments. (shrink)

This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research questions are: (...) What are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and the province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions were analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007). (shrink)

We present three patterns for computer-mediated interaction which we discovered during the design and development of a platform for remote teaching and learning of kanji, the Chinese characters used in written Japanese. Our aim in developing this system was to provide a basis for embodiment in remote interaction, and in particular to support the experience of empathy by both teacher and student. From this study, the essential elements are abstracted and suggested as design patterns for other computer-mediated (...) interaction systems. (shrink)

PREFACE WORD The Tanzimat period, which was the starting point of reform movements in many areas such as social, political, economic, military, etc., in which steps were taken towards Westernization, is considered to be an important milestone in drawing the fate of the Ottoman Empire. In this longest century of the empire, when many things were rushed, education partially received its share of change and reform. However, since the field of education was under the control of religious institutions such as (...) the Şeyhülislâmlık and the Nezâresi Evkâf-ı Hümâyun, the changes and reforms in this field remained limited. Regarding philosophy, which is the subject of our study, we can say in advance that philosophical movements in the West, the ideas of philosophers and philosophical education in the Western sense began to enter our country in the post-Tanzimat period. It is noteworthy that during this period when the Ottoman Empire became acquainted with Western philosophy, philosophy in the West experienced a period of crisis. In the period preceding this acquaintance, philosophy education in our country was carried out in a style loyal to the tradition of Islamic philosophy, and the break in this tradition occurred with the Tanzimat. One of the most widely debated issues from the Tanzimat to the present day has been whether or not a philosophical tradition unique to us can be established. Issues such as whether a philosophy built on our own culture and values can provide us with the opportunity to raise philosophers who are considered philosophers in the Western sense, and the level of competence and proficiency of Turkish in terms of creating a philosophical language on the way to realizing this opportunity, and efforts to establish a deep-rooted tradition continue to stand before us. In this study, from a holistic perspective, the changes in philosophical paradigms in certain periods from Tanzimat to the present day have been tried to be determined chronologically and problematically. The fact that the movements that emerged with Tanzimat were broken in certain periods, such as 1915, 1933 and 1960, and left their place to different movements, and the changes in our country in parallel with the change in the perception of philosophy in the world have been tried to be revealed in this study, and as a result of the study, results that have not been expressed so far have been reached. Again, whether the perception of philosophy has changed in society along with the change in philosophy in higher education is among the topics investigated in this study. For example, the fact that professors such as Mehmet İzzet, Niyazi Berkes and Necati Öner, who studied philosophy, regretfully admitted that it was embarrassing to say "I am studying philosophy", and instead took refuge in evasive answers such as "I am studying at the Faculty of Literature, I am studying at the Faculty of Language and History", clearly shows how the difficulty of doing philosophy in Turkey is at a high level with these prejudices. From the times when philosophy was identified with irreligion and atheism, and philosophers were seen as useless people who only criticized and did not produce solutions, to the present situation, the paths taken and the obstacles overcome make us hopeful for the bright future of philosophy in Turkey. In the Dârülfünun, which was de facto established in 1863 and opened and closed many times, philosophy courses were able to find a wide place in the curriculum after 1900 and especially after 1916. However, the contribution of philosophy courses and departments, which have been a significant part of the academy since 1916 both as a field of research and education, to the establishment and development of the longed-for original philosophical thought is currently the subject of a separate discussion. Indeed, philosophy departments have never escaped the criticism that they teach Western thought, transfer Western intellectual currents, ignore social values, and provide an exclusively Western and unproductive education. Our study, which deals with the processes of change and transition in philosophy education in Turkey and the debates on these processes, consists of three chapters and three appendices. In the first part, the studies in the field of philosophy from Tanzimat to the Republic are discussed theoretically and a general framework is tried to be drawn about the establishment of philosophy in Turkey. The topics covered in this section are mainly philosophy education until the establishment of the first university in 1863 under the name Dârülfünun and its closure and reopening in 1900 under the name Dârülfünun-ı Şâhâne. As is known, after a long period of trial and error, Dârülfünun was reformed under the name "Dârülfünun-ı Osmânî" in 1908 during the Second Constitutional Monarchy. Reforms in the field of education continued unabated, and with the university reforms in 1915 and 1933, philosophy departments also underwent significant change and transformation. Especially German faculty members, who were influential in these reforms, played an active role in the restructuring of the philosophy department. Apart from universities, philosophical activities were also carried out in non-governmental organizations, newspapers and journals. In particular, the philosophers who tried to become an association under the name of the Turkish Philosophical Society are today actively working under the name of the Philosophical Society of Turkey and the Turkish Philosophical Association. In this part of our study, in addition to these issues, the philosophers of the Republican period, which we have identified as four generations, and their philosophical attitudes and behaviors are evaluated together with the aspects reflected and not reflected in their works, and the interaction between the similarities and differences between the general characteristics of the generations and the philosophical atmosphere in the country is tried to be analyzed. The similarities and differences between the generations are analyzed since they are the main factors that determine and govern the course of philosophy in Turkey. The second chapter is devoted to "Philosophical Disciplines in Purgatory in the Republican Era". In this section, the disciplines of history of science, logic, Islamic philosophy and philosophy of religion, which we characterize as disciplines in limbo because their place in philosophy departments has always been controversial, are analyzed. In the third and final chapter, under the title "Philosophical Problems and Movements in the Republican Era", the problem of establishing the practical implications of the philosophical issues discussed in the first two chapters on the theoretical level, the question of whether Turkish can be the language of philosophy, Western philosophical movements in Turkey and their representatives are discussed. This chapter concludes with the main purpose of the study, which is to discuss the problems of philosophy in Turkey, suggestions for solutions and future perspectives. We have tried to enrich our research with three appendices that are considered to be complementary to these three chapters. The first appendix contains interviews with twelve senior professors who retired after teaching philosophy in Turkey for many years. These senior professors were asked questions about the changes in the view of philosophy in Turkey, philosophy education in higher education, their perceptions of philosophy, etc., and an important historical note was made with their answers based on their experiences. In this respect, we believe that these interviews will serve as an important source and reference for future generations and the social sciences community. Although the speeches of these professors contain many important discourses, messages and references, we have chosen one motto phrase to carry in the title. On this occasion, we would like to express our gratitude to our esteemed professors for sharing their vast knowledge and experience in the field of philosophy with us. In the second appendix, the short life stories and works of about a hundred professors in the field of philosophy in the Republican period are included. Although this information is sometimes easily obtained through the internet, biographical books or the works of the professors themselves, sometimes, after a very long and laborious work, original information has been reached, which is expressed for the first time in this study. Sometimes the capture of a very small detail required great efforts. In the third and final appendix, the names and periods of the senior philosophers of the Republican period are listed chronologically. (shrink)

First, we briefly familiarize the reader with the emerging field of “experimental philosophy,” in which philosophers use empirical methods, rather than armchair speculation, to ascertain laypersons’ intuitions about philosophical issues. Second, we discuss how the surveys used by experimental philosophers can serve as valuable pedagogical tools for teaching philosophy—independently of whether one believes surveying laypersons is an illuminating approach to doing philosophy. Giving students surveys that contain questions and thought experiments from philosophical debates gets them to actively engage with (...) the material and paves the way for more fruitful and impassioned classroom discussion. We offer some suggestions for how to use surveys in the classroom and provide an appendix that contains some examples of scenarios teachers could use in their courses. (shrink)

The Internet of Things (IoT) wireless LAN in healthcare has moved away from traditional methods that include hospital visits and continuous monitoring. The Internet of Things allows the use of certain means, including the detection, processing and transmission of physical and biomedical parameters. With powerful algorithms and intelligent systems, it will be available to provide unprecedented levels of critical data for real-time life that are collected and analyzed to guide people in research, management and emergency care. This chapter provides (...) a quick overview of IoT features and how they relate to wireless discovery and technology to deploy the medical applications you need. In the world, the revolution in any industry is to connect your products and devices to the Internet and make them independent and remotely connected, so that anyone can use and view them from anywhere and anytime. The Internet of Things provides us with a home automation system that uses smart devices to overcome this obstacle, allowing us to easily manage our appliances. A smart city is a vision to integrate a variety of information and communication solutions for residents with essential services, such as smart parking on all streets. The main motivation for using the Internet for parking objects is simply collecting data to get free parking. The IoT-based RTSSPS architecture is divided into three parts: a WSN-based smart street parking module, an IoT-based smart street parking module, and an IoT-based smart street parking module. IoT-based cloud with street parking algorithm, rating and future directions. (shrink)

Drama is a relatively unexplored tool in academic science education. This paper addresses in what way the use of drama may allow science students to deepen their understanding of recent developments in the emerging and controversial field of neuro-enhancement, by means of a case study approach. First, we emphasise the congruency between drama and science, notably the dramatic dimension of experimental research. Subsequently, we draw on educational literature to elaborate the potential of using drama as a teaching modality, specifically (...) focusing on the ethical and moral dimensions of future techno-scientific innovations. Our case study consisted of a drama experiment as a module in a philosophy course on human enhancement. Twenty-two students from various science disciplines performed multiple roles, as authors, actors, audience and reviewers. Qualitative data were collected on the educational process and student performance during the course, i.e. observations and video recordings of class discussions, group work and plays, interviews and questionnaires. Our drama experiment proved to be effective in enabling students to explore and relate to a future life world affected by enhancement technologies. It allowed them to deepen their awareness of social and ethical implications of neuro-technologies and of the different viewpoints people may have on this issue in academic, professional or everyday settings. Moreover, drama allowed them to develop a reflexive position of their own in the neuro-enhancement debate by enacting a moral dilemma in front of an audience. Our results confirm the potential of drama as a tool for exploring techno-scientific futures in science education. (shrink)

The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. (...) Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future; increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty’s feelings of powerlessness. (shrink)

Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been conducted to investigate the concept in the Vietnamese higher education context, most of them have focused on exploring teachers’ and students’ perceptions and beliefs around the concept of autonomy (T. V. Nguyen, 2011; Dang, 2012; Humphreys & Wyatt, 2013; T. N. Nguyen, 2014), and on the possibility of promoting it in Vietnamese universities (Trinh, 2005; L. (...) T. C. Nguyen, 2009; Q. X. Le, 2013; Phan, 2015). There appear to be no studies on the demonstration of learner autonomy and the potential factors, including factors relating to assessment practice, that support or inhibit its demonstration in the Vietnamese higher education context. Building on a social constructivist paradigm and sociocultural theories of learning, this qualitative case study aims to investigate the demonstration of learner autonomy in the context of assessment in English as a foreign language (EFL) classes in a university in Vietnam, and the (potential) factors in assessment that facilitate or constrain the demonstration of learner autonomy in that context. The data were collected through participant observation of teachers’ and students’ practices in three EFL classes at the university during a complete semester, one-on-one semi-structured interviews with three teachers and sixteen students, and post-observation interviews with the three teachers and their students. Additional data which characterised the context of the study were gathered and included documents at the researched university relating to higher education policies, assessment policies, English teaching and learning policies, EFL curriculum and syllabus, test samples, and English teaching textbooks. The study found that students generally demonstrated a low level of autonomy in the classroom despite their positive attitude towards the concept and their awareness of its role in English learning. Primary contributing factors included negative washback of current assessment systems on teaching and learning practices, prescribed assessment practices in the class, teachers’ and learners’ limited and divergent understanding about the concept of learner autonomy, and their limited understanding about the role of assessment in learning in general and in learner autonomy promotion and development in particular. The study also found that students who stated that English was relevant to their personal needs were generally more autonomous outside of the classroom than inside it. Findings from this study support the view that learner autonomy reflects the relationship between learners and the learning environment, and is an emergent product of the interaction between learners and contextual factors including their teacher, their peers, the learning task, class rules and values, and university values and regulations. The study’s findings are significant, as they highlight the social dimension of learner autonomy and the importance of facilitating favourable conditions for teachers to provide learner autonomy and for learners to manifest it. The study also highlights the need to reconsider assessment practices to promote learner autonomy. (shrink)

There are basically two ways of teaching philosophy to science stu- dents. One option is to start from philosophy (from Plato and Aristotle up to, say, Popper and Kuhn) and present student audiences with the ideas and conjectures of these “great thinkers,” these “authoritative voices,” concerning scientific inquiry: the top-down approach. Another option is to trawl the archives of science (of present and past) search- ing for philosophical quandaries, moral collisions and paradigm shifts, for intriguing case studies that contain (...) important lessons for science students of today: the bottom-up approach. Various intermediate forms (combinations of both approaches) are possible of course. I myself tend to opt for the bottom-up approach, since it involves dialogue with and proximity to science. It is in the folds and margins of scientific dis- course that some of the most challenging philosophical issues of today emerge. I regard this approach as mutual learning, moreover: probing philosophical issues through trans-disciplinary dialogue and team work. (shrink)

During the early modern age, the teaching of philosophy pivots on the systematic manual which replaces the traditional ‘commentarium’ also in the schools run by the religious orders of the Catholic Church. When confronted with the rise and diffusion of the new philosophy and of the new science, the authors of philosophical manuals basically follow three different directions: beside the defenders of the Aristotelian-Scholastic tradition and the enthusiastic innovators, there emerges a third conspicuous orientation, which tries to take a (...) middle course and draws inspiration from the ‘philosophia eclectica’ understood as a path independent of the various philosophical schools. At the same time, the historic-philosophical perspective starts to be introduced into the systematic manual of philosophy, to the extent that it becomes an autonomous treatment with respect to the manual itself. (shrink)

Abstract: The use of the technology in the way of teaching and learning in the higher educational institutions sustained a significant position during the pandemic emergency in Pakistan and across the world to continue the educational activities. The extant study investigates the pedagogical challenges in which proposed factors used to discover the intention of the users in the form of their ease of the technological use and assessing the social influence of people regarding the innovative digital adoption in (...) the online learning atmosphere. This research inculcates the antecedents like perceived ease of use (PEOU) social influence (SI), satisfaction (S), and intention to use (ITU) to chart out the perception of the wireless based educational activities during the COVID-19 outbreak in the country and it aims to produce an empirical analysis of the easiness and social influence of users to accept the newly adopted technology and calculating the Web based pedagogical challenges via interpreting the users’ intention. For the data analysis 216 questionnaires have been collected from the teacher and students among three public universities in Sindh and the existing review develops a proposed conceptual framework model to meet the objectives of the study. In the way of the interpretation of data SPSS version 24 was brought in use and the testes of the hypotheses were carried out by means of regression and correlations. The research follows the limitation to meet the quantitative research methodology, teachers’ web based easiness and social feedback to deliver the online teaching and the recommendations urge to discover a research by using different factors. (shrink)

The target of Second- Language Acquisition (SLA), emerged in the second half of the 20th century, was to be helpful in foreign- language education/ teaching. It denotes mostly the study of individuals (or sometimes groups) who are learning a language consequent to learning their first language when they are young children. At the same time, it signifies the process of learning a second language. The added language is named a second language, but it might indeed be the third, fourth (...) or more which is going to be acquired. The range of SLA comprises informal Second- Language Learning occurring in natural milieus, formal second- language learning occurring in classroom or the one that contains a combination of them both, that is, settings and conditions. The three main aspects for the study of SLA process are the linguistic, psychological and social aspects. The Monitor Theory/ Model postulated by Krashen in the 1970s is a psychological approach in nature. With its five hypotheses (The Acquisition– Learning Hypothesis, The Monitor Hypothesis, The Natural Order Hypothesis, The Input Hypothesis, and The Affective Filter Hypothesis), it tries to find answers to the problems of SLA, such as what does a second- language learner come to know, how the acquisition process takes place, and why some learners are more successful than others? The Monitor Theory (MT) received extensively many criticisms after its appearance and was rejected. Its teaching implications were also at the centre of criticisms. What place does MT occupy in SLA today? This study aims to try to find an answer. The other questions are: How important is the MT for SLA? What kind of criticisms are expressed against it? How fair is the criticism by McLaughlin (1978, 1987)? The working hypotheses of the present work are: The hypotheses developed by Krashen are not/ will not be rejected. Because science is still lying in the so- called agony phase, and cannot find any answers to all questions in psychology (e.g. how exactly is the processing of language; in particular and of mind in general). Moreover, the problems related to memory etc., the thoughts emanated from the MT can probably not be refuted. They have evolved so far and will be evolved further, perhaps with small differences. This research is completely based on the literature written since the time the theory was developed. In other words, it was carried out using a descriptive method without using a special data collection tool. The sources written on the subject were reviewed and an answer to the research questions was tried to be found. Even though the theory is expressed with different names and different meanings today, it has survived all the criticisms made, and it has been concluded that it still occupies an important place in the discipline of second- language acquisition (SLA) and foreign- language teaching. Again, the inquiries carried out since the 1970s delineate that the implications in favour of language education are not very different from those stated by Krashen (1982), which were the products of his opinions in that period. There are still basic consequences grounded on MT for language teaching today. (shrink)

Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (n = 117) and (...) 12 (n = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time. (shrink)

Psychopathic behavior is characteristically amoral, but to date research studies have largely failed to identify any systematic differences in moral judgment capability between psychopaths and non-psychopaths. In this study, we investigate whether significant differences in moral judgment emerge when taking into account the phenotypic heterogeneity of the disorder through a well-validated distinction between psychopathic subtypes. Three groups of incarcerated participants [low-anxious psychopaths (n 1⁄4 12), high-anxious psychopaths (n 1⁄4 12) and non-psychopaths (n 1⁄4 24)] completed a moral judgment test involving (...) hypothet- ical dilemmas. The moral dilemmas featured personal (i.e. involving direct physical harm) or impersonal (i.e. involving indirect or remote harm) actions. Compared to non-psychopaths, both groups of psychopaths were significantly more likely to endorse the impersonal actions. However, only the low-anxious psychopaths were significantly more likely to endorse the personal harms when commission of the harm would maximize aggregate welfare the utilitarian choice. High-anxious psychopaths and non-psychopaths did not significantly differ in their personal moral judgments. These results provide novel laboratory evidence of abnormal moral judgment in psychopaths, as well as additional support for the importance of considering psychopathic subtypes. (shrink)

*Honorable Mention for the 2024 American Association of Philosophy Teachers (AAPT) Lenssen Prize*: In recent years, ‘philosophy as a way of life’ [PWOL] courses have emerged as an exciting new pedagogical approach. I explain what a PWOL-course is. Next, I argue that the standard method for teaching such courses—what I call the ‘Smorgasbord Model’—presents us with a basic problem: viz., the challenge of how to enable students in the context of the modern university to truly experience what a PWOL (...) even is. I propose a solution to this problem by exploring a PWOL that most teachers and students alike already find themselves immersed in, what I describe as political liberalism applied to the university classroom context. I show how this overlooked fact not only offers us a novel resource for teaching PWOL-courses. It also helps philosophy teachers—in a meta-pedagogical sense—to become more self-reflective about and appreciative of our fundamental ethical commitments when teaching philosophy. (shrink)

The pandemic brought new norms and techniques of pedagogical strategies in formal education. The synchronous/ asynchronous video streaming brought an emphasis on virtual and augmented realities, which are rapidly replacing textbooks as the main medium for learning and teaching. This transformation requires more extensive online and interactive content with simpler user interfaces. The aim of this study is to report on the design, implementation, and testing of a game based on low-cost and user-friendly content for digital cultural heritage. In (...) this project, a game aimed at inclusive and equitable education was developed using 360° images of the targeted architectural heritage geographically distributed in a pilot site. We promote lifelong learning opportunities for all, following the SDG4, aiming for quality education with the easy-to-use online platform and easy access to immersive education through mobile platforms. Towards a post-carbon future without the need for travel, computational design methods such as using 360° videos and images in combination with virtual reality (VR) headsets allow a low-cost approach to remotely experiencing cultural heritage. We propose developing and testing a GIS-based educational game using a low-cost 360° virtual tour of architectural heritage, more specifically, caravanserais of Anatolia. (shrink)

In this essay we collect and put together a number of ideas relevant to the under- standing of the phenomenon of creativity, confining our considerations mostly to the domain of cognitive psychology while we will, on a few occasions, hint at neuropsy- chological underpinnings as well. In this, we will mostly focus on creativity in science, since creativity in other domains of human endeavor have common links with scientific creativity while differing in numerous other specific respects. We begin by briefly (...) introducing a few basic notions relating to cognition, among which the notion of ‘concepts’ is of basic relevance. The myriads of concepts lodged in our mind constitute a ‘conceptual space’ of an enormously complex structure, where con- cepts are correlated by beliefs that are themselves made up of concepts and are as- sociated with emotions. The conceptual space, moreover, is perpetually in a state of dynamic evolution that is once again of a complex nature. A major component of the dynamic evolution is made up of incessant acts of inference, where an inference occurs essentially by means of a succession of correlations among concepts set up with beliefs and heuristics, the latter being beliefs of a special kind, namely, ones relatively free of emotional associations and possessed of a relatively greater degree of justification. Beliefs, along with heuristics, have been described as the ‘mind’s software’, and con- stitute important cognitive components of the self-linked psychological resources of an individual. The self is the psychological engine driving all our mental and physical activity, and is in a state of ceaseless dynamics resulting from one’s most intimate ex- periences of the world accumulating in the course of one’s journey through life. Many of our psychological resources are of a dual character, having both a self-linked and a shared character, the latter being held in common with larger groups of people and imbibed from cultural inputs. We focus on the privately held self-linked beliefs of an individual, since these are presumably of central relevance in making possible inductive inferences – ones in which there arises a fundamental need of adopting a choice or making a decision. Beliefs, decisions, and inferences, all have the common link to the self of an individual and, in this, are fundamentally analogous to free will, where all of these have an aspect of non-determinism inherent in them. Creativity involves a major restructuring of the conceptual space where a sustained inferential process eventually links remote conceptual domains, thereby opening up the possibility of a large number of new correlations between remote concepts by a cascading process. Since the process of inductive inference depends crucially on de- cisions at critical junctures of the inferential chain, it becomes necessary to examine the basic mechanism underlying the making of decisions. In the framework that we attempt to build up for the understanding of scientific creativity, this role of decision making in the inferential process assumes central relevance. With this background in place, we briefly sketch the affect theory of decisions. Affect is an innate system of response to perceptual inputs received either from the exter- nal world or from the internal physiological and psychological environment whereby a positive or negative valence gets associated with a perceptual input. Almost every sit- uation faced by an individual, even one experienced tacitly, i.e., without overt aware-ness, elicits an affective response from him, carrying a positive or negative valence that underlies all sorts of decision making, including ones carried out unconsciously in inferential processes. Referring to the process of inferential exploration of the conceptual space that gener- ates the possibility of correlations being established between remote conceptual do- mains, such exploration is guided and steered at every stage by the affect system, analogous to the way a complex computer program proceeds through junctures where the program ascertains whether specified conditions are met with by way of generating appropriate numerical values – for instance, the program takes different routes, depending on whether some particular numerical value turns out to be positive or negative. The valence generated by the affect system in the process of adoption of a choice plays a similar role which therefore is of crucial relevance in inferential processes, especially in the exploration of the conceptual space where remote domains need to be linked up – the affect system produces a response along a single value dimension, resembling a number with a sign and a magnitude. While the affect system plays a guiding role in the exploration of the conceptual space, the process of exploration itself consists of the establishment of correlations between concepts by means of beliefs and heuristics, the self-linked ones among the latter having a special role in making possible the inferential journey along alternative routes whenever the shared rules of inference become inadequate. A successful access to a remote conceptual domain, necessary for the creative solution of a standing problem or anomaly – one that could not be solved within the limited domain hitherto accessed – requires a phase of relatively slow cumulative search and then, at some stage, a rapid cascading process when a solution is in sight. Representing the conceptual space in the form of a complex network, the overall process can be likened to one of self-organized criticality commonly observed in the dynamical evolution of complex systems. In order that inferential access to remote domains may actually be possible, it is necessary that restrictions on the exploration process – necessary for setting the context in ordinary instances of inductive inference – be relaxed and a relatively free exploration in a larger conceptual terrain be made possible. This is achieved by the mind going into the default mode, where external constraints – ones imposed by shared beliefs and modes of exploration – are made inoperative. While explaining all these various aspects of the creative process, we underline the supremely important role that analogy plays in it. Broadly speaking, analogy is in the nature of a heuristic, establishing correlations between concepts. However, analo- gies are very special in that these are particularly effective in establishing correlations among remote concepts, since analogy works without regard to the contiguity of the concepts in the conceptual space. In establishing links between concepts, analogies have the power to light up entire terrains in the conceptual space when a rapid cas- cading of fresh correlations becomes possible. The creative process occurs within the mind of a single individual or of a few closely collaborating individuals, but is then continued by an entire epistemic community, eventually resulting in a conceptual revolution. Such conceptual revolutions make pos- sible the radical revision of scientific theories whereby the scope of an extant theory is broadened and a new theoretical framework makes its appearance. The emerging theory is characterized by a certain degree of incommensurability when compared with the earlier one – a feature that may appear strange at first sight. But incommen- surability does not mean incompatibility and the apparently contrary features of the relation between the successive theories may be traced to the multi-layered structureof the conceptual space where concepts are correlated not by means of single links but by multiple ones, thereby generating multiple layers of correlation, among which some are retained and some created afresh in a conceptual restructuring. We conclude with the observation that creativity occurs on all scales. Analogous to correlations being set up across domains in the conceptual space and new domains being generated, processes with similar features can occur within the confines of a domain where a new layer of inferential links may be generated, connecting up sub- domains. In this context, insight can be looked upon as an instance of creativity within the confines of a domain of a relatively limited extent. (shrink)

The research study aimed at assessing the various difficulties that speech teachers had in delivering lessons during the distance learning era. The various phenomena and themes that emerged from the survey were determined using a descriptive research design. The survey was conducted to collect information about the various characteristics and behavior of speech teachers. It also explored the factors that influenced their decisions and actions when it came to addressing the pandemic. The repeated themes that emerged, include low motivation, altered (...) activities, unstable internet connection, comprehension, questionable output integrity, delayed submissions, in-person monitoring, and the system of communicating with inactive students in online mode. (shrink)

Perception is a first-person internal sensation induced within the nervous system at the time of arrival of sensory stimuli from objects in the environment. Lack of access to the first-person properties has limited viewing perception as an emergent property and it is currently being studied using third-person observed findings from various levels. One feasible approach to understand its mechanism is to build a hypothesis for the specific conditions and required circuit features of the nodal points where the mechanistic operation of (...) perception take place for one type of sensation in one species and to verify it for the presence of comparable circuit properties for perceiving a different sensation in a different species. The present work explains visual perception in mammalian nervous system from a first-person frame of reference and provides explanations for the homogeneity of perception of visual stimuli above flicker fusion frequency, the perception of objects at locations different from their actual position, the smooth pursuit and saccadic eye movements, the perception of object borders, and perception of pressure phosphenes. Using results from temporal resolution studies and the known details of visual cortical circuitry, explanations are provided for (a) the perception of rapidly changing visual stimuli, (b) how the perception of objects occurs in the correct orientation even though, according to the third-person view, activity from the visual stimulus reaches the cortices in an inverted manner and (c) the functional significance of well-conserved columnar organization of the visual cortex. A comparable circuitry detected in a different nervous system in a remote species-the olfactory circuitry of the fruit fly Drosophila melanogaster-provides an opportunity to explore circuit functions using genetic manipulations, which, along with high-resolution microscopic techniques and lipid membrane interaction studies, will be able to verify the structure-function details of the presented mechanism of perception. (shrink)

We are three emerging educators, from the East to the West, reflecting on our lived experiences in Asian educational contexts and shaping our identities through a connection between the motherlands and the places we immigrated to. Our educator identities have been grounded on the social inequities we experienced in Asian education through the lens of culturally and socially Asian teachers studying in Canadian institutions. We story our lived experiences by using photo-voice research method to elicit our East-to-West transcultural journeys. After (...) elaborating on our stories, we have found that our identities enable us to shed light on the influences of the Three Teachings or Religions: Buddhism, Confucianism, and Taoism across Asia on teachers' mindset which causes inequities to the marginalized. Significantly, drawing on our experiences, we attempt to discuss how we reform the educator identities within us in a Canadian education context where equity, diversity, and inclusion are crucially acknowledged. (shrink)

Due to the emergence of ICT in ELT sector, seasoned English teachers find it resistant to such a shift despite having a positive attitude towards its use. This quasi-experimental study aimed to examine the extent to which seasoned English language teachers developed their ICT skills through a Service-Learning Activity (SLA). Using a one-group pre- and post-test design, this study collected the data through a modified Needs Assessment Survey (NAS) distributed to fourteen purposively selected participants. It was administered to examine what (...) professional ICT development would greatly benefit them. The data were analyzed using descriptive statistics and themes according to the Service-Learning Activity (SLA) topics. A Post Evaluation Survey (PES) was administered, and its result was compared to the initial test. The results showed that the seasoned teachers gained significant learning gains in terms of (1) sharing of knowledge from other teachers; (2) being encouraged to use ICT tools; (3) training opportunities; (4) working with other colleagues; and 5) attending professional workshops which include SLA. However, this study unveiled that the English teachers had no significant difference in perceptions regarding the roles of computers in teaching before and after the intervention. Limitations and recommendations for future studies were discussed. (shrink)

This study aimed to determine the experiences of male and female students on Flexible Learning (FL) during the COVID-19. A qualitative method using a phenomenological approach was used to ascertain the students' experiences, while written questionnaires were utilized to gather the information. The 24 students taking Development Communication and Public Administration were chosen based on set criteria. Both male and female flexible learning participants appreciated its benefits, including convenience and reduced academic stress. They both faced technology-related challenges and suggested improvements. (...) However, differences emerged in their experiences. Males found FL fun, emphasizing family time, while females highlighted skill development and concerns about teaching methods. Females also mentioned practical skill development not emphasized by males. These variations may stem from differing learning preferences and experiences. Variations in male and female experiences in Flexible Learning highlight the need for teachers to tailor instruction, offer mental health support, and incorporate skill development. Improved teacher training and clear guidelines are crucial, as are gender-inclusive program design and regular feedback mechanisms to create equitable and effective educational experiences. (shrink)