Search results

This ECEPD project implemented a professional development (PD) protocol within a large public school system. The PD was designed to provide support for both teachers and their instructional partners in implementation of two curricula designed to foster children's language, literacy, math competencies, and overall cognitive development. The specifics of the PD are outlined including its development, coaching strategies, training approaches, and coursework components.

Results of the evaluation of the project are also highlighted and discussed. Analyses indicated that teachers showed significant growth in relation to the implementation of the curriculums and the PD efforts of both the district and the intervention, with less-experienced teachers showing the highest levels of growth. In addition, results indicated a significant difference between the intervention and the control group teachers in their developmentally appropriate beliefs and practices, with intervention teachers indicating higher levels of developmentally appropriate beliefs and practices. The challenges to field work in a large and ever-changing school system are discussed, and recommendations for further PD are made.

The purpose of this paper is to demonstrate how the semantic rules in conjunction with ontology can be applied for inferring new facts to dispatch news into corresponding departments.

Under a specific task domain, the proposed design comprises finding a glossary from electronic resources, gathering organization functions as controlled vocabularies, and linking relationships between the glossary and controlled vocabularies. Web ontology language is employed to represent this knowledge as ontology, and semantic web rule language is utilized to infer implicit facts among instances.

Document dispatching is highly domain dependent. Human perspectives being adopted as predefined knowledge in understanding document meanings are important. Knowledge‐intensive approaches such as ontology can model and represent expertise as reusable components. Ontology and rules together extend inference capabilities in semantic relationships between instances.

Empirical lessons reveal that ontology with semantic rules can be utilized to model human subjective judgement as knowledge bases. An example, including ontology and rules, based on news dispatching is provided.

An organization can classify and deliver documents to corresponding departments based on known facts by following the described procedure.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Institutional repositories (IR) are usually used to archive and manage digital collections including research results, educational material, etc. Learning management systems (LMS) form a popular basis for e-learning and blended learning. This paper aims to study how to integrate IR and LMS to support accessibility of disabled students and students with learning difficulties (dyslexic students) in higher education. Customised ontologies focusing on disabled students can be used to facilitate indexing, and access of items in the repository.

The authors propose a simple methodological approach to establish an integrating system for supporting accessibility. First, the authors review research works related to adaptive learning environments (ALEs) and blended learning, and discuss issues of the interoperability of IR and LMS. Then, based on the review, the authors discuss the use of an integrated ALE for supporting disabled students in the domain of higher technological education. The integrated system is based on IR, LMS and assistive and adaptive technology. The open source software platform DSpace is used to build up the repository applications Use of the web ontology language (OWL) ontologies is also proposed for indexing and accessing the various, heterogeneous items stored in the repository. Various open source LMS (e.g. openeclass) could be used to build up the integrated system. Finally, the authors describe experimentation with a prototype implemented to provide the mentioned capabilities.

The technology is mature enough for building up integrated systems, combining capabilities of IR and LMS, for supporting disabled students. The use of ontologies focused on disabled students could facilitate the use of such integrated systems. Customisation and operation of a platform, for the selection and use of portions of OWL ontologies, could be based on the open source software Protégé. Such a platform forms a basis to create an appropriate ontology suitable for specific domains, e.g. the domain of technological education. Finally, the authors argue that the combined use of the OWL platform and the DSpace repository with open source LMS platforms could support domain experts for creating customised ontologies and facilitating searching.

A new perception of the term integrated system for supporting disabled students in the higher education context is presented. This perception tries to combine the IR technology that supports the self-archiving approach of information, open LMS technology and the user-centred approach to support students and manage the “life of information”.

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject matter in the areas of science and mathematics education. Professional development projects are productive avenues for exploring this phenomenon. We share stories of experience from professional develop projects of teachers who were situated in different places on the professional knowledge landscape: one elementary school teacher, one teacher educator, and one mathematics educator. From these various vantage points, the relationship between mathematics and science content knowledge and teacher knowledge holds different complexities and complications. Issues related to balancing teacher knowledge with content knowledge in professional development emerge. Based on the stories of experience and the analysis of the narratives, deliberation of curriculum is seen to be a valuable concept when engaging in professional development with teachers. Further, Pragmatic Intellectual Space is proposed for productive approaches to professional development.

Purpose – To provide an overview of the development of an integrated classroom curriculum linking literacy, literature, science, and digital technologies designed to develop online literacies with struggling readers from disadvantaged communities.Design/methodology/approach – The chapter opens with a consideration of the theoretical perspectives underpinning the study presented in the chapter. Following this, the methodological and contextual frameworks underpinning the study design are described. Finally, findings from the study are discussed.Findings – The chapter discusses key findings and lessons learned related to the design of an integrated curriculum linking literacy, the content areas, and technology; the development of high levels of online reading comprehension skills with struggling readers; and the crucial role of peer-to-peer collaboration to develop the affective, cognitive, and social aspects of learning online.Research limitations/implications – Findings from the small-scale study indicate the potential of the Internet and other digital technologies to actively engage, motivate, and challenge struggling readers to develop high levels of literacy skills in challenging inquiry-based activities.Practical implications – The chapter provides teachers with practical examples of classroom pedagogies to develop the skills, strategies, and dispositions necessary to successfully exploit the potential of the Internet and other digital technologies as sites for deep learning.Originality/value of chapter – Teachers are struggling to successfully integrate digital technologies into the classroom curriculum. The chapter provides an insight into the development of an integrated curriculum and the learning environments necessary to develop online skills and strategies in authentic classroom environments.

In this chapter, I trace instances of meaning-making through fragments of two interviews. Using restorying and the construction of parallel stories to interpret resonances across the participants' stories and my own stories of experience, I draw strong personal connections with elements of each semi-structured interview. In a revisitation of the narrative threads of identity, community, and change, the image of Black women as literacy educators who co-construct meaning in and out of the classroom is rendered.

Ontology and Linked Data (LD) are the two prominent web technologies that have emerged in the recent past. Both of them are at the center of Semantic Web and its applications. Researchers and developers from both academia and business are actively working in these areas. The increasing interest in these technologies promoted the growth of LD sets and ontologies on the web. The purpose of this paper is to investigate the possible relationships between them. The effort is to investigate the possible roles that ontologies may play in further empowering the LD. In a similar fashion, the author also studies the possible roles that LD may play to empower ontologies.

The work is mainly carried out by exploring the ontology- and LD-based real-world systems, and by reviewing the existing literature.

The current work reveals, in general, that both the technologies are interdependent and have lots to offer to each other for their faster growth and meaningful development. Specifically, anything that we can do with LD, we can do more by adding an ontology to it.

The author envisions that the current work, in the one hand, will help in boosting the successful implementation and the delivery of semantic applications; on the other hand, it will also become a food for the future researchers in further investigating the relationships between the ontologies and LD.

So far, as per the author’s knowledge, there are very little works that have attempted in exploring the relationships between the ontologies and LD. In this work, the author illustrates the real-world systems that are based on ontology and LD, discusses the issues and challenges and finally illustrates their interdependency discussing some of the ongoing research works.

Hereward College is the UK National Residential College for students with physical and sensory disabilities. It offers a full range of further education courses combined with study support and 24‐hour care and medical support. It provides 120 residential places for disabled students and 300 day places for disabled or able‐bodied students. A range of teaching strategies is employed including open learning through the Supported Self Study Centre, which has all day tutor support.