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Millar, Ruth, and Wilfred Rieger. "Pastoral Care and Service Learning: A Thai Case Study." Journal of Christian Education os-45, no. 3 (December 2002): 49–60. http://dx.doi.org/10.1177/002196570204500306.
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Hardin-Ramanan, Sarita, Loga Devi Balla Soupramanien, and David DeLapeyre. "Project #NuKapav: a Mauritian service-learning case study." Equality, Diversity and Inclusion: An International Journal 37, no. 2 (March 14, 2018): 167–81. http://dx.doi.org/10.1108/edi-01-2017-0008.
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Purpose Prompted by the enlarging skills gap between the university graduate and the desired employee in Mauritius, the Charles Telfair Institute embarked its students on the #NuKapav project for an authentic work integrated learning (WIL) experience which endeavours to fight for the societal inclusion of Persons with Disabilities. The purpose of this paper is to examine the impact of this service-learning project on the students from professional, civic engagement and social justice perspectives. Design/methodology/approach This research used a focus group methodology, allowing the 23 students who participated on the #NuKapav project to share their experiences. Findings This paper recommends that universities in Mauritius and other regional countries consider incorporating service-learning into their WIL programmes to reinforce graduate employability skills and encourage good citizenship through lasting allegiance to community causes. Research limitations/implications The higher education system in Mauritius operates within a broader context facing constant mutations influenced by socio-economic and political factors. As such, research on service-learning cannot be conducted in isolation but should instead include the perspective of various stakeholders on both the demand and supply side of community learning projects. The main limitation of this research relates to its focus on capturing student participants’ perspective alone. Further research is, therefore, recommended to examine how other stakeholders, including employees, employers and community service project supervisors, value service-learning for a more comprehensive view. Originality/value The main contribution of this paper is the examination of how service-learning can help equip graduates with crucial career skills, while bringing an enduring mind-set shift in the future workforce for sustained commitment to social change and inclusion.
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Hirschauer, Sabine, Regina Karp, Michele Kekeh, and Muge Akpinar-Elci. "Service-learning study-abroad and Europe’s migration crisis – a case study." Intercultural Education 32, no. 2 (February 11, 2021): 121–44. http://dx.doi.org/10.1080/14675986.2020.1859992.
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Mitki, Yoram, and Ram Herstein. "From crisis to success: three case studies in organizational learning." Learning Organization 18, no. 6 (September 20, 2011): 454–67. http://dx.doi.org/10.1108/09696471111171303.
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PurposeRadical changes and increasing competition in the global economy and markets lead enterprises to change their business policy and activities. This process demands the creation of effective organizational learning mechanisms. This paper seeks to illustrate how three service organizations designed and utilized organizational learning mechanisms to introduce a successful, new corporate brand.Design/methodology/approachThe research methodology was based on interviews and hard data collection. These techniques were found most appropriate for learning and understanding in‐depth organizational transformation processes.FindingsTwo main research findings can be noted. The first is that there are various mechanisms of learning organizations that can improve organizational performance and reputation. The second is that any organizational learning mechanism should be based on the on‐going active involvement of internal stakeholders (employees) both as individuals and as teams.Originality/valueThis paper provides a unique understanding of three dimensions of organizational learning (cognitive, structural and procedural) and their impact on designing a new corporate brand strategy. The research, conducted in three different service organizations, gives new significance to the notion of collaboration
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Perkiss, Stephanie, Stephanos Anastasiadis, Leopold Bayerlein, Bonnie Dean, Hannah Jun, Pilar Acosta, Maria Alejandra Gonzalez-Perez, Alec Wersun, and Belinda Gibbons. "Advancing Sustainability Education in Business Studies through Digital Service Learning." American Business Review 23, no. 2 (November 2020): 283–99. http://dx.doi.org/10.37625/abr.23.2.283-299.
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To support the development of a society that is attuned to the challenges presented by sustainable development, it is vital that higher education business students understand the value of sustainability, and act in a way that is consistent with these values. This paper explores a sustainability-focused experiential learning activity through investigating the utility of an emerging form of service learning in the digital space for developing global citizens. The paper presents an international case study of educators who employed digital service learning in various business education contexts. The research reports on the perceptions of higher education students in relation to their awareness, critical thinking and action for sustainability. The paper has practical contributions in identifying an opportunity for implementing sustainability curriculum into higher education for business.
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Fuller, Jen, and Sharlissa Moore. "Pedagogy for the Ethical Dimensions of Energy Transitions from Ethiopia to Appalachia." Case Studies in the Environment 2, no. 1 (2018): 1–7. http://dx.doi.org/10.1525/cse.2018.001214.
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Education on energy ethics is a crucial part of engaging students in learning about energy systems and energy transitions that needs further development. This article describes the use of case studies and active learning tools to achieve learning outcomes related to the ethical and social dimensions of energy. It discusses a daylong workshop held for undergraduate and graduate students at Michigan State University in February 2017 and evaluates pre- and postlearning outcomes. Two case studies are described that highlight ethical trade-offs in energy transitions. An international case study on Ethiopia and the Grand Renaissance Dam illustrates the benefits and drawbacks of cross-border electricity trade related to energy access, economic growth, and the energy-water nexus. A domestic case study on coal miners and coal towns in Appalachia examines the layered influences of place attachment and the challenges of economic diversification post-peak coal extraction.
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Lee, Tina, Elizabeth Buchanan, and Devin Berg. "Issues of Privilege in University Service-Learning." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 14, no. 3 (November 25, 2019): 1–13. http://dx.doi.org/10.24908/ijsle.v14i3.13197.
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Service-learning activities, such as development projects organized under the Engineers Without Borders USA organization, are popular on many university campuses as a mechanism for providing applied, global learning experiences for both engineering and non-engineering students. Existing studies have found that these experiences are meaningful for students and help them to apply what they learn in the classroom to the “real world” while learning valuable teamwork, communication, project management, and other skills. In this paper, we report on our ongoing research about EWB-USA participation and outcomes and, using case studies from our ethnographic research, discuss barriers to EWB-USA project participation among less privileged students. The implications this issue has for institutions interested in using service-learning to meet core learning outcomes as well as the need to diversify service-learning will be considered.
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Stevens, Eric, and Sergios Dimitriadis. "New service development through the lens of organisational learning: evidence from longitudinal case studies." Journal of Business Research 57, no. 10 (October 2004): 1074–84. http://dx.doi.org/10.1016/s0148-2963(03)00003-1.
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Charlesworth, Dacia. "Combining Service Learning with Rhetorical Strategies: Using Women's Post-Suffrage Organizations as Case Studies." Review of Communication 8, no. 2 (April 2008): 146–49. http://dx.doi.org/10.1080/15358590701772267.
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Assefa, Temtim, Monica Garfield, and Million Meshesha. "Barriers of Knowledge Sharing Among Employees: The Case of Commercial Bank of Ethiopia." Journal of Information & Knowledge Management 12, no. 02 (June 2013): 1350014. http://dx.doi.org/10.1142/s0219649213500147.
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Commercial banks are one of the main engines that enhance the economic growth of the country by managing financial transactions. Banks process and use information to run their business. Knowledge is one of the strategic resources that commercial banks use to increase their internal efficiency and to operate competitively. Knowledge-sharing barriers hinder the smooth flow of knowledge among employees which often results in negative consequences such as customer dissatisfaction, low employee learning and poor service quality. This research identified complex individual, organisational and technological factors that affect knowledge sharing and puts forward interventions that can improve the culture of knowledge sharing in an organisation. The research also revealed that although organisations put much emphasis on the development of a technological infrastructure as a means to develop their knowledge management, it is the organisational and individual factors that may prove to be more important in improving organisational knowledge management. This research has a theoretical contribution for the generalisability of existing knowledge sharing theory across different socioeconomic contexts, in particular in Ethiopia.
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Tsegaye, Berhan, Elsabet Shudura, Amanuel Yoseph, and Alemu Tamiso. "Predictors of skilled maternal health services utilizations: A case of rural women in Ethiopia." PLOS ONE 16, no. 2 (February 19, 2021): e0246237. http://dx.doi.org/10.1371/journal.pone.0246237.
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Background Maternal health services are affected by complex factors from one setting to another. Consequently, health planners should prioritize different interventions and design appropriate programs to enhance maternal health services utilization. Results of prior studies are conflicting. Furthermore, only few studies were done from antenatal to postnatal continuum of care in Ethiopia. Objectives This study aimed to assess prevalence and predictors of skilled maternal health services utilization at Dale-Wonsho health and demographic surveillance site of the Hawassa University, South Ethiopia, in 2019. Methods A community based cross sectional study was conducted from January 1–30; 2019. A total of 682 women who gave birth in the last twelve months were selected by using a two stage sampling technique. Data were collected through face to face interview. Data were entered into Epidata version 3.1. Then, they were exported and analyzed by SPSS version 22. Bi-variable logistic regression analysis was done and variables with p-value less than 0.05 were considered as candidate for multivariable logistic regression analysis. Adjusted Odds Ratios (AOR) with 95% CI were computed, and p-value less than 0.01 was computed to determine the level of significance. Result Prevalence of antenatal care, institutional delivery and postnatal care utilizations were 69.1%, 52.1% and 32.7% respectively. Educated women (AOR = 4.72, 95%CI,2.82,7.9), household training (AOR = 8.52,95%CI = 5.5,13.1), middle wealth quantile(AOR = 0.8,95%CI,0.4–0.7), being richest wealth quantile (AOR = 0.16;95%CI = 0.06,0.41) and pregnancy plan (AOR = 3.65,95%CI,1.67–8.0) were factors positively associated with antenatal care utilization. Husband education (AOR = 4.96,95CI,3.08–8.0), and antenatal care (AOR = 5.9; 95%CI,3.87,9.1) were factors associated with institutional delivery. Maternal education (AOR = 2.5,95CI,1.4–4.4), information about postnatal care service utilization (AOR = 3.6,95CI,2.1,6.2) and women autonomy(AOR = 6.1,95CI,3.8,9.7) were positively associated with postnatal care service. Conclusion Prevalence of antenatal care, institutional delivery and postnatal care services were lower than the targeted plan. Policy makers should focus on capacity building of women both economically and academically. So, women should be more autonomous to utilize health services effectively. Moreover, awareness creation among women should be enhanced about maternal health service.
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Colligan, Sumi. "Building a "Multi-Sited Imaginary": Case Studies in Service Learning from the Berkshires and Beyond." Anthropology of Work Review 22, no. 2 (June 2001): 14–18. http://dx.doi.org/10.1525/awr.2001.22.2.14.
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Yee, Rachel W. Y., Peter K. C. Lee, Andy C. L. Yeung, and T. C. E. Cheng. "Employee learning in high-contact service industries." Management Decision 56, no. 4 (April 9, 2018): 793–807. http://dx.doi.org/10.1108/md-04-2017-0342.
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Purpose Employee learning is imperative in the dynamic service environment; yet, much is still unknown about its strategic importance. The purpose of this paper is to extend the understanding of learning by focusing on the strategic importance of learning goal orientation (LGO) in customer-contact employees in service industries characterized with high customer contact. Design/methodology/approach This paper adopts the multi-method approach by conducting two studies in the high-contact service sector. Study 1 is a large-scale, multiple-respondent survey that investigates the associations between LGO and its antecedents and performance outcomes. To supplement study 1, study 2 embraces case studies that identify the managerial supportive practices and outcomes of customer-contact employees’ learning behaviors. Findings The results of study 1 demonstrate that employees’ affective organizational commitment does not yield higher-quality services unless the service employees are learning oriented. The findings of study 1 also indicate that management commitment to service quality has positive effects on both LGO and affective organizational commitment. In study 2, the results reveal the practical methods that managers can employ to effectively promote such activities. Originality/value This research offers novel insights into research on learning by showing the strategic importance of LGO to enhancing high-contact service firms’ performance and the practical means of fostering LGO in customer-contact employees.
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Vaddiraju, Anil Kumar, and S. Manasi. "E-governance: Learning from Karnataka." Indian Journal of Public Administration 65, no. 2 (June 2019): 416–29. http://dx.doi.org/10.1177/0019556119844582.
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The technological changes of the 20th and 21st centuries, the growth of computer technologies, digital technologies and telecommunications have changed the way the state conducts its functions and delivers governance. Whether or not they have improved the welfare function of the state, the way governance is delivered has been altered. In this article, we discuss the application of electronic governance (e-governance) in Karnataka with the help of three case studies. We discuss the cases of land records management in rural and urban areas and initiatives in Bengaluru traffic management. The case studies indicate that e-governance improves service delivery and that there are points to be gleaned from the successful implementation of the same in Karnataka. Finally, we argue that while there is necessity for optimism regarding the application of technology in service-delivery functions, the overall digitisation of economy may be something qualitatively different.
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Arseven, Ilhami. "The Use of Qualitative Case Studies as an Experiential Teaching Method in the Training of Pre-service Teachers." International Journal of Higher Education 7, no. 1 (January 30, 2018): 111. http://dx.doi.org/10.5430/ijhe.v7n1p111.
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This study presents the suitability of case studies, which is a qualitative research method and can be used as a teaching method in the training of pre-service teachers, for experiential learning theory. The basic view of experiential learning theory on learning and the qualitative case study paradigm are consistent with each other within the framework of such principles as subjectivity, environmental interaction, holism, contextuality, constructivism, and access to information (theorizing). The concrete experience mode of the experiential learning cycle corresponds to the data collection stage of qualitative case studies, the reflective observation mode corresponds to the data analysis stage, and the abstract conceptualization mode corresponds to the theorizing stage. Accordingly, this study notes that qualitative case studies can be used as a teaching method in the school experience course for the pre-service training of pre-service teachers. It also explains in detail the steps to be taken when this new method is used in the teaching process, the preparations that should be done prior to the employment of the method, and what should be considered in the application of the method.
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Lomax, Susan, and Sunil Vadera. "Case Studies in Applying Data Mining for Churn Analysis." International Journal of Conceptual Structures and Smart Applications 5, no. 2 (July 2017): 22–33. http://dx.doi.org/10.4018/ijcssa.2017070102.
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The advent of price and product comparison sites now makes it even more important to retain customers and identify those that might be at risk of leaving. The use of data mining methods has been widely advocated for predicting customer churn. This paper presents two case studies that utilize decision tree learning methods to develop models for predicting churn for a software company. The first case study aims to predict churn for organizations which currently have an ongoing project, to determine if organizations are likely to continue with other projects. While the second case study presents a more traditional example, where the aim is to predict organizations likely to cease being a subscriber to a service. The case studies include presentation of the accuracy of the models using a standard methodology as well as comparing the results with what happened in practice. Both case studies show the significant savings that can be made, plus potential increase in revenue by using decision tree learning for churn analysis.
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Annamalai, Nagaletchimee. "How Do We Know What is Happening in Whatsapp: A Case Study Investigating Pre-Service Teachers’ Online Activity." Malaysian Journal of Learning and Instruction 15, Number 2 (December 31, 2018): 207–25. http://dx.doi.org/10.32890/mjli2018.15.2.8.
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Purpose - This study addresses the issue of investigating on how lecturers used WhatsApp in educational context and what are the pre-service teachers’ views when WhatsApp is used in teaching and learning activities. Methodology - A qualitative case study was conducted in this study. Two lecturers were interviewed individually to investigate the teaching approach integrated with the use of WhatsApp. Also, 12 pre-service teachers in two focus groups were interviewed to examine their views of using WhatsApp in completing their tasks. Findings - The lecturers employed blended learning approach and were not keen to entirely conduct their lessons in the online learning environment. The focus group interviews were conducted to bring the data together to generate emerging themes related to positive and negative views of pre-service teachers when they were engaged on WhatsApp for learning activities. The positive themes were related to bite size learning, seamless learning, 21st century learning, WhatsApp as a platform to support learning and as an extended interaction space. Practical Implications - The study may influence the use of Information Communication and Technology (ICT) tools in education. It also contributes to new ideas and knowledge on how teachers and learners can conceptualize and use ICT. There is a strong case to argue for instructors to be actively involved in interactions to guide students to develop knowledge and ideas.
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Tran, Trung, Hung Anh Phan, Hong Van Le, and Hung Thanh Nguyen. "ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (July 31, 2020): 19. http://dx.doi.org/10.3991/ijet.v15i14.14015.
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Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.
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Keisling, Bruce. "Blended learning." Library Management 39, no. 3/4 (June 11, 2018): 207–15. http://dx.doi.org/10.1108/lm-08-2017-0080.
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Purpose Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues. Design/methodology/approach Using a change in support for online/distance students and organizational restructuring in Ekstrom Library at the University of Louisville as a case study, this paper examines the review process, organizational restructuring, and focus on scaling services that resulted in a new service model. Findings This study found that scaling services as applied to IT and business organizations is also valuable as an approach in enhancing library services to online students. Changing user needs must be correlated with available organizational resources and technological solutions to deliver appropriate services. Modifying and building services with a goal of scaling them to appropriate levels will enhance library outcomes. Research limitations/implications Other case studies concerned with responding to changing student expectations and scaling services and organizational resources would be useful to add to these findings. Originality/value The perspectives and approach described in this case study will be instructive for adapting library services to changing user environments.
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Fissha, Sintayoh, and Meheret Brehanu. "Decentralization as a Commitment to Rise Public Services and Improve Quality of Rural Life in Ethiopia: A Case Study." Journal of Public Administration and Governance 7, no. 4 (December 10, 2017): 255. http://dx.doi.org/10.5296/jpag.v7i4.12276.
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The main objective of this study is to examine the implication of decentralization in rural areas of Ethiopia: Case of Tigray. The study aims to discuss effect of decentralization on service delivery and improving quality of life of some Weredas of rural Tigray focusing on education, health, and water point.To conduct this studies both; qualitative (phenomenological approach), and quantitative (household survey, and wereda level local government expenditure) data were used. Results indicate the positive effect of fiscal decentralization on service delivery. Likewise decentralization effect on improving quality of life is progressing but it is still minimal. Comparing with pre decentralization there are positive changes but there is a considerable differences on its corollary. The possible reason for differences to occur could be variations in agro-ecological condition, location or space, and capability of the decision makers.
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Towey, William, and Ruth Bertstein. "Incorporating Community Grant Writing as a Service Learning Project in a Nonprofit Studies Course: A Case Study." Journal of Nonprofit Education and Leadership 9, no. 3 (2019): 300–318. http://dx.doi.org/10.18666/jnel-2019-v9-i3-8840.
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Kricsfalusy, Vladimir, Aleksandra Zecevic, Sunaina Assanand, Ann Bigelow, and Marla Gaudet. "The Frontiers of Service-Learning at Canadian Universities." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 2 (June 23, 2017): 87–102. http://dx.doi.org/10.15402/esj.v2i2.173.
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Service learning is a form of experiential learning that cultivates academic development, personal growth, and civic engagement. Students contribute to and learn from community. Service learning empowers students, enabling them to recognize their ability to act as agents of social change. Service learning is gaining momentum as a movement, given its ability to prepare students for the “real world” after graduation. The authors of this article come from health sciences, psychology, and environment and sustainability. Here, we illustrate service learning through four case studies: 1) An innovative team-based service-learning course partnering with older adults, healthcare providers and community agencies (Gerontology in Practice, Western University); 2) A unique curriculum design that includes service learning and interdisciplinary graduate problem-based training and research focused on experimental education (Environmental Sustainability, University of Saskatchewan); 3) An international service learning course that combines intensive coursework and a 3-month placement with a non-profit, community-based organization in Africa (Psychology and Developing Societies, University of British Columbia); and 4) An extraordinary example of an institutional-level commitment to service learning involving 50 courses, 40 faculty, 100 community agencies, and 900 students per year (St. Francis Xavier University). Our goal is to inspire other educators to engage in the pursuit of excellence in higher education through service learning.
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Zhao, Baomei, and Mrs Naomi White. "Service Learning for Success – Three Cases at The University of Akron." International Journal for Innovation Education and Research 3, no. 5 (May 31, 2015): 1–5. http://dx.doi.org/10.31686/ijier.vol3.iss5.352.
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Service Learning is a form of education where students are assigned to participate in a variety of activities that combines what was learned in the classroom with community service projects. It requires knowledge, skills and passion from the faculty, students and community members that all work together in the real world. In recent years, service learning has been included in many academic disciplines throughout the United States. This paper examines three case studies to explain how service learning was designed for student success at The University of Akron.
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Jia, Xiaokai, Jiyoon Jung, and Anne Ottenbreit-Leftwich. "Learning Technology Integration From a Service-Learning Project: Connecting Preservice Teachers to Real-World Problems." Journal of Experiential Education 41, no. 3 (November 21, 2017): 261–76. http://dx.doi.org/10.1177/1053825917738269.
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Background: Stand-alone educational technology courses have long faced the challenge of connecting preservice teachers to real-world problems of using technology for teaching and learning. Although many studies investigated the benefits of service-learning in teacher education, few were conducted in stand-alone educational technology courses. Purpose: This article reported the benefits and difficulties of a service-learning project that connected preservice teachers with authentic technology integration problems in K-12 classrooms. Methodology/Approach: Fifty-four undergraduate preservice teachers participated in this descriptive case study. They were guided to reflect on their learning related to technology integration through weekly problems/concerns survey and a final reflection survey. Semistructured interviews captured the salient aspects of preservice teachers’ experiences during the service-learning project. Findings/Conclusions: Preservice teachers valued the authenticity of the service-learning project because they could (a) apply their technology integration knowledge and skills to solve real-world problems and (b) explore resources and ideas relevant to teaching content in their subject areas. Challenges faced by preservice teachers are also discussed. Implications: Service-learning can create an authentic learning experience that connects technology integration with teaching content. Project orientation and feedback for appropriate technology options are the most valuable instructor supports.
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Cooke, Leila B., and Heena Hargovan. "Development of psychotherapeutic training in learning disability." Psychiatric Bulletin 29, no. 3 (March 2005): 111–13. http://dx.doi.org/10.1192/pb.29.3.111.
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There has been an increasing awareness of the usefulness of psychotherapy as a treatment modality for people with learning disabilities and mental health problems over recent years. However, the difficulties involved in providing appropriate training and supervision in this field has resulted in a patchy and erratic development of service provision nationally (Royal College of Psychiatrists, 2004). A review by Hollins and Sinason (2000) of all the available published evidence found that nationally there was inadequate availability of psychological treatments for people with learning disabilities, that there had been few outcome studies published and most of the literature consisted of single case studies. They recommended that ongoing clinical audit, using standard outcome measures, should be part of learning disability psychotherapy service protocols, and that psychotherapy training and supervision should be made available to health and social care practitioners in the learning disability field.
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Octarino, Christian Nindyaputra, Reynaldo Yosua Wololi, and Arbiter Adi Wicaksono. "International Service Learning Program in Tourism Village Development Case Studies: Kampung Kabondok and Kampung Pasunga, Central Sumba, Indonesia." SHS Web of Conferences 59 (2018): 01007. http://dx.doi.org/10.1051/shsconf/20185901007.
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Tourism is one of the leading sectors of Central Sumba District. In addition to natural environment, Central Sumba has rich of traditional culture that maintained in their social life. Kampung Pasunga, located in Anakalang village, is one of traditional village that have been designated as a Tourism Village by the local government. Kampung Kabondok, located in Makatakeri Village, not yet established as a tourist village but it has a great tourism potential because of their cultural traditions. This Service Learning Program focuses on mentoring and empowering the community in order to develop the tourism village. The participants for about 4 wk stay with the local community to be able to understand the problems faced and then provide recommendations that need to be done. Infrastructure, quality of human resources, and tourism promotion are key problems in the development of a tourism village. Approach method and socializing with residents become a very important point, to ensure the proposed programs are the real need of the community. The final outcome are proposed programs or recommendations that divided into short, medium and long term, that will be presented to local community and stakeholders, as consideration for the local development plan.
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Popel, Maiia V., and Mariya P. Shyshkina. "The areas of educational studies of the cloud-based learning systems." Освітній вимір 53, no. 1 (December 19, 2019): 60–79. http://dx.doi.org/10.31812/educdim.v53i1.3832.
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The article analyzes the current stage of educational studies of the cloud-based learning systems. The relationship between the notions of the cloud-based learning system and the cloud-based learning environment are investigated. It was found that the researchers paid most attention to the design of a cloud-based learning environment. However, in the process of a cloud-based environment design, the researchers consider a cloud-based system as a component within the cloud-based learning environment of as a stage in the process of design. It is shown that in the research literature there is no single interpretation of the concept of a cloud-based system for educational purposes. Still the number of basic approaches to the interpretation of the concept under investigation are revealed. The first approach is based on the understanding of the system, as a set of cloud services or cloud-based technologies. The second approach is to onsider a separate clo d service as a cloud-based learning system. In this case, the cloud service tools should include such components that cover the content, the tools, the forms and the methods of learning. The structure of the cloud-based learning system within the interpretation of the latest works of Ukrainian researchers is considered.
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Lu'luilmaknun, Ulfa, Karin Selma Al Kautsar, Ratih Ayu Apsari, Tabita Wahyu Triutami, and Nourma Pramestie Wulandari. "Collaborative Skills of Pre-service Mathematics Teachers in Blended Learning." JTAM (Jurnal Teori dan Aplikasi Matematika) 5, no. 1 (April 17, 2021): 60. http://dx.doi.org/10.31764/jtam.v5i1.3309.
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Blended learning is a learning that combines face-to-face and online learning. Several studies have shown that blended learning has a positive effect on collaborative skills. The aim of this study is to determine the collaborative skills of pre-service mathematics teachers after using blended learning. The focus of this study is 4 indicators of collaborative work skills, namely quality of work, problem solving skills, working with others, and focus on the task. This type of study is a case study. The participants were 23 pre-service mathematics teachers in second year. Data collection was carried out using a collaborative questionnaire. Data were analysed using quantitative descriptive methods. The results showed that the criterion for quality work of students was 47.83% average. The criterion for problem solving skills was 47.83% very high. The criterion of working with others was 86.96% very high. The criterion for focus on the task was 82.61% very high. Therefore, blended learning possesses positive effects towards pre-service mathematics teachers.
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Gottfridsson, Patrik, and Anna Stålhammar. "Transforming the service idea – a communication and learning process." International Journal of Quality and Service Sciences 6, no. 1 (March 11, 2014): 2–16. http://dx.doi.org/10.1108/ijqss-03-2013-0010.
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Purpose – This paper is about service innovation processes and especially about how an idea about a new service proposition is realized and gradually transformed during the process. The purpose of this paper is to describe and explain the process by which the idea of what should be developed is formed. Design/methodology/approach – Empirically this study is built on two case studies from the public transport context. The cases studied are long-term and involves a number of different actors from different organizations put together to deliver a new system solution regarding information- and ticketing systems. Findings – The findings indicate that the service ideas gradually develop throughout the service innovation process; some of the changes are that distinct that they could be described as turning points. The reasons for the changes of the ideas are sometimes the renewed awareness that the involved actors get from communicating and learning from each other's, other times the turning points occur as a result form confrontation with the outside world, and what is their perceived as necessary and possible to do. Originality/value – The study is novel in several respects: the notion of the transformation of the service idea during a service innovation process is introduced; it provides an empirical analysis of the knowledge transformation process during a service innovation process, and it applies traditional innovation perspective in a new context.
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Ricke, Audrey. "Finding the Right Fit: Helping Students Apply Theory to Service-Learning Contexts." Journal of Experiential Education 41, no. 1 (January 9, 2018): 8–22. http://dx.doi.org/10.1177/1053825917750407.
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Background: Although past studies of service-learning focus on assessing student growth, few studies address how to support students in applying theory to their service-learning experiences. Yet, the task of applying theory is a central component of critical reflections within the social sciences in higher education and often causes anxiety among undergraduate students. Purpose: This article identifies a pedagogical model that helps students navigate the selection and application of theory to their service-learning experiences. Methodology/Approach: The pedagogical model is based on a case study of an upper-division anthropology service-learning course, which included survey and interview data to assess the model’s effectiveness. Findings/Conclusions: The findings indicate that a familiar framing analogy, combined with a specific set of scaffolded in-class activities that takes into consideration Perry’s scheme of learning, is useful for bridging the gap between understanding theory and selecting and applying a particular theory to service-learning projects. Such an approach helped relieve student anxiety and confusion surrounding theory application and service-learning. Implications: To grow as scholars, students must be able to match theory to real-world situations on their own. By combining a framing analogy with scaffolded activities, instructors can help students transition from memorizing theories to applying them to their service-learning.
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Belachew, Tadesse Ayele, and Dereje Gebeyehu Ababu. "Statistical Modeling of Farmers’ Preference for Adaptation Strategies for Climate Change: The Case of Dera District, Oromia, Ethiopia." Applied and Environmental Soil Science 2021 (March 20, 2021): 1–12. http://dx.doi.org/10.1155/2021/6659859.
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Climate change is primarily detrimental to the agriculture sector and the influence of climate change is decreased by using appropriate adaptation strategies. Studies on climate change adaptation recognize the importance of specific area-based research for designing policies to respond to climate change. This study, therefore, was applied at the district level to examine farmers’ preference for climate change adaptation strategies and the factors determining their preference. The objective of this study is to identify and model factors that influence farmers’ preference of adaptation strategies to counter the impacts of climate change in the case of Dera District, North Shoa, Oromia, Ethiopia. Cross-sectional study design was used with the questionnaire being administered on a multistage sample of 460 households from selected kebeles in the district. Descriptive statistics, multinomial logit, and count regression analysis were used to analyze the collected data. The study revealed that the farmers perceived that temperature had been increasing and rainfall had been decreasing over the last 10 years. The results also indicated that planting trees was the most preferred and frequently applied adaptation strategy to climate change while changing planting dates was the least. The results from the multinomial logit, Poisson regression, and negative binomial analysis showed that age, source of information, household size, education level of household head, distance to output market, distance to input market, agroecological locations of the farm, tropical livestock unit, size of the farm, tenure, grade of the farm, distance of the farm, formal extension service, farmer-to-farmer extension, credit service, rainfall expectation, and temperature expectations were significant factors in determining the adaptation strategies preferred by the farmers.
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Laitinen, Ilpo, Tony Kinder, and Jari Stenvall. "Co-design and action learning in local public services." Journal of Adult and Continuing Education 24, no. 1 (August 16, 2017): 58–80. http://dx.doi.org/10.1177/1477971417725344.
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The paper argues that from a new public governance and service management perspective, local public services are best conceptualised as service systems in which users co-produce and co-design; this differentiates public from private services, which have lower of trust and shared values resulting in a goods-dominant logic and are an alternative to the new public management viewpoint. Referencing new case studies from Finland and Scotland, we further argue that for local public servicesʼn co-production as an action- learning environment supports and encourages co-design: this makes local public services a special case of codesign. Analysing the two cases of co-design, we argue that since public services are subject to public scrutiny, and since design is a social activity, there exists a wider democratic footprint. Finally, we argue that co-design of local public services is best analysed from the perspective of action learning, for which we suggest an analytical framework.
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Feyt, Tana, and Gwamaka Mwalemba. "The Role of Service-Learning in Information Systems Education." Issues in Informing Science and Information Technology 18 (2021): 103–19. http://dx.doi.org/10.28945/4797.
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Aim/Purpose: The aim of this study is to explore the role of service-learning in Information Systems (IS) education. Background: While the use of modern technologies presents many operational benefits, such as the lowering of the costs, it may also aggravate social-economic is-sues. IS professionals should account for these issues as well as exhibit the skills demanded by modern-day employers. Hence, why there is a need for IS educators to adopt a new pedagogy that supports the development of more holistic and socially responsible IS graduates. Methodology: In this qualitative exploratory case study, two IS service-learning courses at a South African university were studied. Interviews, course evaluations, and reflection essays were analyzed to gain insight into the implications that service-learning may have for students. Contribution: This study contributes to IS education research by advancing discussions on the role of service-learning in providing learning outcomes such as the development of important skills in IS, civic-mindedness, and active participation in society. Findings: The findings showed that the courses had different implications for students developing skills that are important in IS and becoming civic-minded due to the variation in their design and implementation. Recommendations for Practitioners: It is recommended that IS educators present their courses in the form of service-learning with a careful selection of readings, projects, and reflection activities. Recommendations for Researchers: IS education researchers are advised to conduct longitudinal studies to gain more insight into the long-term implications that service-learning may have for IS students. Impact on Society: This paper provides insight into how IS students may gain social agency and a better understanding of their role in society. Future Research: It is recommended that future research focus on mediating factors and the implications that service-learning may have for IS students in the long-term.
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Qingling, Yuan, Yuan Qunhua, and Wan Ying. "Exploring Professional Development from Brief Experiences: Case Studies of Secondary EFL Teachers in China." English Language Teaching 9, no. 12 (November 21, 2016): 109. http://dx.doi.org/10.5539/elt.v9n12p109.
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<p>The current situation of educational reforms since 1990s has brought up a booming demand of competent EFL teachers because of economic globalization and further opening-up policy in China. So it’s vital and significant to explore EFL teachers’ professional development in order to promote English language teaching. Based on the Constructivism Perspective in educational psychology and new trends in Second Language Teacher Education, this research focuses on six secondary EFL teachers’ critical incidents and narrates their brief experiences by deep interview and field notes. After categorized analysis through recurring themes, the discussions about four domains (i.e. learning experiences, knowledge & beliefs, teaching practice and social context) are summarized below. These teachers have experienced pre-service & in-service and formal & informal learning that has different features. Secondly, they hold some common knowledge & beliefs, which are always developing but fluctuate with realities. Next, their language teaching develops from initial to survival then to mastery and personalization, but each stage is distinctive in different situations. Social context facilitates or constrains their professional development, but their responses to it are various to seek personal and professional balance. In conclusion, it interprets five interactive factors in the process of teacher professional development: Normal education and professional programs play essential roles; Self-directed teaching & school-based activities provide diverse paths; Perfection of language & teaching serves as peculiar professional qualities; Love for students & love for teaching functions as original driving force; Chinese social context works as potential external stimuli. Finally, it presents some feasible suggestions.</p>
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Scribner, Jay Paredes, and Paul V. Bredeson. "Beyond Simulations and Case Studies: Improving Leader Preparation through Action Research." Journal of School Leadership 7, no. 3 (May 1997): 230–45. http://dx.doi.org/10.1177/105268469700700301.
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This paper describes an instructional innovation using field-based action research to enhance program quality and better prepare future administrators at one university. Specifically, the paper describes the learning experiences of graduate students enrolled in a Supervision of Instruction class as they participate in a collaborative school/university project. Three questions were addressed: (1) as an instructional strategy, in what ways does collaborative action research contribute to students’ understanding, acquisition, and use of professional knowledge in educational administration?; (2) in what ways does collaborative action research address major criticisms of educational administration program content and delivery?; and (3) what limitations and/or challenges confront professors and students in programs that incorporate field-based action research into their curriculum? From data gathered in this study, action research appears to provide meaningful opportunities for pre-service administrators to test leadership theories against actual problems of practice. However, data also suggest that action research as an instructional strategy places new demands on students and instructors alike.
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McLean, Lorna R., and Hoa H. Truong-White. "Toward Self-Authoring a Civic Teacher Identity: Service-Learning in Teacher Education." Articles 51, no. 3 (May 2, 2017): 1081–101. http://dx.doi.org/10.7202/1039629ar.
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Previous scholarship has examined how teachers’ civic knowledge and conceptions of citizenship influence their goals, pedagogical practices, and confidence in teaching citizenship, but few studies have probed how teacher candidates develop identities as civic educators through community service-learning projects. This case study draws upon Baxter Magolda’s framework of self-authorship to investigate how teacher candidates in a Canadian university began to self-author their identities as civic educators through their experience of developing and delivering citizenship learning modules to youth through a community-based project. Our qualitative analysis of the data indicates that participating in change-oriented service-learning can lead teacher candidates to challenge their assumptions about youth engagement, increase their sense of self-efficacy as civic educators, and, to some extent, develop an awareness of self in relation to others.
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Demosthenous, George, Areti Panaoura, and Nikleia Eteokleous. "The Use of Collaborative Assignment in Online Learning Environments: The Case of Higher Education." International Journal of Technology in Education and Science 4, no. 2 (January 1, 2020): 108–17. http://dx.doi.org/10.46328/ijtes.v4i2.43.
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Many studies investigated the use of collaboration at conventional teaching environment in different educational levels. The present study examines students’ behavior during a collaborative assignment in an online learning environment in higher education. Data were collected by graduate students who were attending a course at a distance learning master degree program in Special Education. The developed group dynamics and students’ beliefs about their role during the activity were “revealed” by their reactions to the discussion forum, their private e-mails to the instructor, their activity at the platform and their contribution on the assignment, for which the wiki tool was used. Results indicated that although students were at the same time in-service or pre-service teachers at primary and secondary education and they were expected to implement group work at their teaching, they had low self-efficacy beliefs in using it as students in online learning environment. Their major difficulties were related with their fear about possible negative consequences concerning their marks due to other members’ behavior and the lack of experiences. Suggestions on how the group work and the collaborative assignment can be integrated more effectively in an online learning environment in higher education courses are discussed
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Dillon, Patrick, RuoLan Wang, Mikko Vesisenaho, Teemu Valtonen, and Sari Havu-Nuutinen. "Using technology to open up learning and teaching through improvisation: Case studies with micro-blogs and short message service communications." Thinking Skills and Creativity 10 (December 2013): 13–22. http://dx.doi.org/10.1016/j.tsc.2013.06.001.
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EROL, Hüseyin. "Views of Social Studies Teachers on E-Learning." International Education Studies 14, no. 6 (May 17, 2021): 82. http://dx.doi.org/10.5539/ies.v14n6p82.
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Online educational platforms have recently been used to compensate for educational activities that have been interrupted all around the world due to the pandemic during the year 2020. This study was conducted to reveal reflections of e-learning on social studies courses. Among qualitative research designs, the case study method was used. The data were collected using semi-structured interview. The study group consisted of 27 social studies teachers working in public secondary schools in Adıyaman province of Turkey. Those teachers were determined based on purposeful sampling method. These teachers were determined based on non-random purposeful sampling criterion. They were interviewed considering that they used the online education platform intensively during the pandemic and had the necessary experience to make evaluation in this regard. The data were collected between September and November 5, 2020. The data were analysed using inductive analysis. The study results showed that social studies teachers could not literally adapt to e-learning activities due to their lack of knowledge about using computers. They did not internalize virtual education but had a perception that such education could be used as a supportive one for face-to-face education or for review. The study found that the EBA (Education Information Network), the most comprehensive online educational platform in Turkey, could not literally meet the needs in terms of infrastructure and content. Teachers endeavoured to adapt to e-learning during the pandemic and they welcomed admiringly the preparations made by the MEB (Ministry of National Education) despite the deficiencies therein. The majority of teachers stated they did not receive any course related to e-learning during their undergraduate education. In-service e-learning training can be provided to social studies teachers. E-learning courses can be included in the programs in education faculties. The Ministry of National Education can enrich its infrastructure.
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Nath, Anupam, and Debjani Kanjilal. "Addressing the challenges of e-Government: learning from the IT industry." VINE Journal of Information and Knowledge Management Systems 48, no. 1 (February 12, 2018): 62–82. http://dx.doi.org/10.1108/vjikms-11-2016-0062.
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Purpose This study aims to identify the challenges in current government organizations while providing services that require a collaborative effort. It also identifies the ways through which government organizations can address the collaboration challenges in ways such as those adopted by leading information technology organizations. Finally, this research also aims to identify the obstacles in government organizations, which could prevent them from successfully adopting new technologies. Design/methodology/approach The research was conducted in three phases. In the first phase, a case study was conducted on a government organization identifying the challenges in delivering services that require collaboration among different stake holders. In the second phase, multiple case studies were performed on three leading organizations who have successfully implemented the Web 2.0 technologies to address collaboration challenges while providing efficient service deliveries. In the third phase of the research, a case study was conducted on a government organization to identify the obstacles faced while implementing the identified solution(s). Findings Identification of existing problems while providing efficient service deliveries was possible using a case study approach. This research also finds that Web 2.0-based knowledge management tools can be very effective in addressing the existing challenges in the current state of e-Government. Finally, the research also finds that realization by the upper management, technology adoption cost, adoption of new work paradigm and time to create an effective repository are some of the major obstacles faced by the government organization while trying to adopt the proposed solution. Originality/value To the best of the authors’ knowledge, this research is the first to conduct rigorous case studies on three different leading information technology organizations simultaneously to address a challenge in the current state of e-Government. This research also provides implications for practitioners as, based on the findings, they can implement the Web 2.0 technologies to address challenges in government organizations while providing efficient service deliveries. Furthermore, the research provides implications for further research to analyze the performance of the government organizations after they adopt these technologies.
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Arshavskaya, Ekaterina. "Complexity in mentoring in a pre-service teacher practicum: a case study approach." International Journal of Mentoring and Coaching in Education 5, no. 1 (March 7, 2016): 2–19. http://dx.doi.org/10.1108/ijmce-07-2015-0021.
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Purpose – Significant effort has been made to support pre-service and novice teacher learning in the K-12 context. Less attention has been paid to promoting pre-service and novice second language teacher learning via collaboration with peers and more expert educators at the university level. In order to facilitate this type of teacher collaboration, a mentoring project was incorporated into the existing practicum of a Master of Arts in Teaching English as a Second Language (ESL) program at a US University. The purpose of this paper is to examine the nature of the mentoring experiences of four ESL mentor-pre-service teacher pairs in the US University context. Design/methodology/approach – For this research project, eight teachers – four mentor-pre-service teacher pairs – participated as pairs in mentoring sessions focussed on activities such as co-planning, co-teaching, and co-reflecting on teaching. Informed by a sociocultural perspective on teacher learning (Vygotsky, 1978), this study presents case studies of all four pairs in order to demonstrate the complex nature of mentoring. The data analysis focussed on the content of the teachers’ interactions and their perceptions of the mentoring experience. Findings – The study traced the developmental trajectories of the participating teachers over one 15-week academic semester. The study uncovered some critical contradictions that the participants encountered during the mentoring experience, thus pointing to its complexity. The study also uncovered the varied nature of mentoring: whereas in one pair the mentor acted as a more expert other (Vygotsky, 1978), in another pair, the mentoring relationship was more reciprocal. Practical implications – This study showed that pre-service teachers can develop further through mentoring. Such mentoring can help teachers gain confidence and share teaching strategies. At the same time, the study revealed certain challenges associated with introducing a mentoring project in a pre-service teacher practicum. It is recommended that program faculty as a whole read the rich dialogues produced by participating teachers engaged in relationships focussed on collaborative learning, thereby discovering a foundation for revisions that go beyond individual teaching practices to the programmatic level. Originality/value – This study’s principal contribution to the field is that it showcases the complex nature of mentoring experiences and the ways in which they differ from each other.
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Abadiga, Muktar, Bizuneh Wakuma, Adugna Oluma, Ginenus Fekadu, Nesru Hiko, and Getu Mosisa. "Determinants of preterm birth among women delivered in public hospitals of Western Ethiopia, 2020: Unmatched case-control study." PLOS ONE 16, no. 1 (January 25, 2021): e0245825. http://dx.doi.org/10.1371/journal.pone.0245825.
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Background Worldwide, preterm birth accounts for 1 million deaths of infants each year and 60% of these deaths occur in developing countries. In addition to the significant health consequences on the infant, preterm birth can lead to economic costs. There was a lack of study in western Ethiopia, and most of those studies conducted in other parts of a country were based on card review with a cross-sectional study design. The risk factors of preterm birth may vary from region to region within the same country due to variation in socioeconomic status and health care service coverage. Therefore, this study aimed to identify determinants of preterm birth in western Ethiopia. Methods An institutional-based case-control study was conducted from February 15 to April 15, 2020, in western Ethiopia. The eligible 188 cases and 377 controls were randomly selected for this study. Cases were women who gave birth after 28 weeks and before 37 completed weeks of gestation, and controls were women who gave birth at and after 37 weeks of gestation from the first day of the last normal menstrual period. Data were collected by a structured interviewer-administered questionnaire. The collected data were entered into Epi info version 7 and exported to SPSS version 21 for analysis. Multivariable logistic regression was used to identify determinants of preterm birth at P-value <0.05. Results From a total of 565 eligible participants, 516 (172 cases and 344 controls) participated in this study with a response rate of 91.3%. The result of the multivariable analysis shows that mothers who developed pregnancy-induced hypertension (AOR = 3.13, 95% CI; 1.78, 5.50), only one time ANC visits (AOR = 5.99, 95% CI; 2.65, 13.53), experienced premature rupture of membrane (AOR = 3.57, 95% CI; 1.79, 7.13), birth interval less than two years (AOR = 2.96, 95% CI; 1.76, 4.98), developed anemia during the current pregnancy (AOR = 4.20, 95% CI; 2.13, 8.28) and didn’t get dietary supplementation during the current pregnancy (AOR = 2.43, 95% CI; 1.51, 3.91) had statistically significant association with experiencing preterm birth. Conclusion Antenatal care service providers should focus on mothers with pregnancy-induced hypertension, premature rupture of membrane, and anemia during pregnancy, and refer to the senior experts for early management to reduce the risk of preterm delivery. Antenatal care services such as counseling the mother on the benefit of dietary supplementation during pregnancy, antenatal care follow up, and lengthening birth interval should be integrated into the existing health extension packages. New and inclusive strategies such as the establishment of comprehensive mobile clinic services should also be designed to reduce the burden of preterm birth among women living in the rural community. Lastly, we recommend future researchers to conduct longitudinal and community-based studies supplemented with qualitative methods.
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Cate, Rachael, and Darlene Russ-Eft. "A Review of Current Methods to Develop Empowering Service-Learning Programs for Latina/o College Students." Journal of Hispanic Higher Education 17, no. 3 (September 21, 2017): 216–28. http://dx.doi.org/10.1177/1538192717729735.
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This review of research suggests a need for service-learning programs that empower Latina/o students. Research on the status of Latina/os in higher education and key challenges to Latina/o student success highlights the demand for innovative programmatic solutions. A review of postcolonialist educational and Latina/o student identity theory along with case studies from critical service-learning programs is presented to provide a framework for program innovation, and recommendations are made for future program development research.
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Tuzovic, Sven, Jochen Wirtz, and Loizos Heracleous. "How do innovators stay innovative? A longitudinal case analysis." Journal of Services Marketing 32, no. 1 (February 12, 2018): 34–45. http://dx.doi.org/10.1108/jsm-02-2017-0052.
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Purpose How can some companies be the innovation leader in their industry over prolonged periods of time, whereas others cannot? The purpose of this study is to understand a firm’s capability to be a successful serial innovator and to generate a constant stream of industry-leading innovations. Design/methodology/approach The paper uses a longitudinal case study approach to gain an understanding of what and how Singapore Airlines sustained service innovation for over 30 years. The study uses triangulation, whereby the core data from in-depth interviews with senior and middle management and frontline employees were complemented with academic research, case studies, annual reports, observations and archival documents. In total, 240 single-spaced pages of interview transcripts with over 130,000 words were analyzed and coded using MAXQDA for identifying repeated patterns of meaning. Findings The authors identified three key institutional foundations for service innovation: innovation climate (i.e. leadership and service culture), human capital (i.e. recruitment, training and development and engagement and incentives) and resource configurations (i.e. systems, structure and processes). These foundations enabled the organization to build the following four service innovation-related dynamic capabilities: embrace ambidexterity, institutionalize learning and knowledge integration, orchestrate collaboration and reinvent customer value. Interestingly, these institutional foundations and capabilities remained largely stable across 30 years; what changed were the contexts and specifics, not the foundations and capabilities. Research limitations/implications Data were collected only from one company. Because of the method of thematic analysis, the generalizability of the findings needs further investigation. Originality/value This study is the first to investigate the drivers of industry-leading sustained service innovation over a prolonged period of time. The proposed framework provides a fuller and more integrated picture of sustained service innovation than past cross-sectional studies.
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Shah, Setu, Zina Ben Miled, Rebecca Schaefer, and Steve Berube. "Differential Learning for Outliers: A Case Study of Water Demand Prediction." Applied Sciences 8, no. 11 (October 23, 2018): 2018. http://dx.doi.org/10.3390/app8112018.
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Predicting water demands is becoming increasingly critical because of the scarcity of this natural resource. In fact, the subject was the focus of numerous studies by a large number of researchers around the world. Several models have been proposed that are able to predict water demands using both statistical and machine learning techniques. These models have successfully identified features that can impact water demand trends for rural and metropolitan areas. However, while the above models, including recurrent network models proposed by the authors are able to predict normal water demands, most have difficulty estimating potential deviations from the norms. Outliers in water demand can be due to various reasons including high temperatures and voluntary or mandatory consumption restrictions by the water utility companies. Estimating these deviations is necessary, especially for water utility companies with a small service footprint, in order to efficiently plan water distribution. This paper proposes a differential learning model that can help model both over-consumption and under-consumption. The proposed differential model builds on a previously proposed recurrent neural network model that was successfully used to predict water demand in central Indiana.
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Ofgeha, Gemechu Y., and Muluneh W. Abshare. "Local adaptation and coping strategies to global environmental changes: Portraying agroecology beyond production functions in southwestern Ethiopia." PLOS ONE 16, no. 8 (August 12, 2021): e0255813. http://dx.doi.org/10.1371/journal.pone.0255813.
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Background The recent research recommendations on the adaptations of poor are toward local specific investigations, aimed at a comprehensive understanding of the adaptation strategies through in-depth analysis of the status, and the explicit on how climate and non-climate global change processes constrain the inherent strategies. Intent to this idea, we have designed this study to assess the small-scale farmers’ adaptation and coping strategies in southwestern Ethiopia. Methods The agroecology approach steered in case-study design was used for the conceptual and analytical framework. The data collected from 335 households were analyzed for descriptive and multivariate analysis of variance and substantiated by qualitative data obtained through focused group discussion, interview, and observations. Results The significant differences were observed in the watershed among households in the case studies on their adoption of the identified adaptation and coping strategies. The sustainability of preferred strategies was different along case studies, solely determined by the impact magnitude of the adaptations constraining factors. Although free ecosystem-based strategies become less practical and replacing by new strategies in the watershed, the processes were gradual, internal to the community and managed through adaptive learning in the highland. However, the paths were perceived as toward maladaptive, resulted by the state interventions which disrupted free adaptations, deteriorated adaptive learning of the community, and shaped the adaptation responses toward the interventions in the kolla agroecology. Conclusions The study implies that the situations of households’ adaptation strategies are beyond the reflections of their respective production ecology, designated within climate variability in the previous studies. The structural land use dynamics and associated resource tenure insecurity have greater constraining effects on the strategies than the impacts of climate variability in the kolla. Thus, subsequent research interested in such contexts, and any plan for the development interventions should (re)consider the impacts of non-climate national/and global environmental change in shaping the adaptation and coping strategies of the local community.
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Bridgstock, Ruth, Michelle Grant-Iramu, and Alan McAlpine. "Integrating career development learning into the curriculum: Collaboration with the careers service for employability." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 56–72. http://dx.doi.org/10.21153/jtlge2019vol10no1art785.
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Career development learning has a demonstrable positive impact on the graduate employability of higher education learners. This is particularly the case if it is integrated into the curriculum rather than experienced as an add-on or included in finite curriculum elements. However, integration of career development learning into curriculum is a significant and challenging undertaking in course design, and also in facilitation of learning experiences. Academics manage crowded curricula in their disciplinary areas, and many also have external course accreditation requirements to deal with that may not include career development elements. In many institutions there is mixed understanding of what career development learning entails, no clear top-level strategic support, and unprecedented numbers of enrolled students across digital and on-campus provision. This article explores challenges and opportunities in integrating career development learning into curriculum in higher education, and identifies effective strategies for doing so at institutional, school, and program levels. It draws upon case studies comprising more than 30 interviews across nine universities in Australia and internationally, exploring how cross-disciplinary collaboration between career development practitioners, learning and curriculum designers, and academic units can be effective in enacting curricular career development learning at scale. The article suggests strategies for institutional leaders, academics, and careers practitioners in higher education insitutions at different stages in the curricular career development learning journey.
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Corroto, Carla. "When you have a hammer in your hand, everything looks like a nail." Qualitative Research Journal 14, no. 2 (July 8, 2014): 103–18. http://dx.doi.org/10.1108/qrj-07-2013-0043.
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Purpose – Taking Community Design Centers (CDC) in the USA as case studies, the purpose of this paper is to investigate the impact of a type of service learning increasingly found in colleges of architecture. Typically, the CDC is a model of architecture's civic engagement that makes claims to “give back” to under-served communities and enhance student learning with applied architectural design work. Design/methodology/approach – This project is part of a long-term engagement as participant observer and ethnographer in the field of architecture. Fieldwork in this investigation is presented as four case studies in separate and specific contexts. Findings – Initial findings suggest there are conflicting intentions and aspirations at work through service learning in architecture and its implementation calls into question who or what is served. The author argues architecture's epistemology, pedagogical structure, and ideology precludes effective civic engagement. Originality/value – The value of this research is the understanding of how those with power and resources are able to frame their work in low-income communities as service, even though there is little of worth given. It also demonstrates how stratification is reinforced through institutional arrangements in the USA.
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Chen, Te Fu. "Applying Artificial Intelligence in CRM: Case Studies of Intelligent Virtual Agents and Pegasystems." Applied Mechanics and Materials 182-183 (June 2012): 878–82. http://dx.doi.org/10.4028/www.scientific.net/amm.182-183.878.
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It is highly technical and specialized for AI research, and deeply divided into subfields that often fail to communicate with each other. Subfields have grown up around particular institutions, the work of individual researchers, the solution of specific problems, longstanding differences of opinion about how AI should be done and the application of widely differing tools. The central problems of AI include such traits as reasoning, knowledge, planning, learning, communication, perception and the ability to move and manipulate objects. Currently, in the form of applications of AI, is slowly making its way out of laboratories into the mainstream market. The study reviews AI and CRM, the evolution of CRM: XRM, the applications of AI in CRM including customer support automation, automated online assistant and online and telephone customer service. Finally, the study examines the applications of AI in CRM via two case studies of Intelligent Virtual Agents (IVAs) and Pegasystems to link the theories and practices.
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Heryatun, Yayu, and Emeliya Sukma Dara Damanik. "CHANGING BELIEF OF PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM." Getsempena English Education Journal 8, no. 1 (May 28, 2021): 65–80. http://dx.doi.org/10.46244/geej.v8i1.1240.
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This study investigated the changing belief of pre-service English teachers during they did teaching practicum. It was one of subjects in teacher education programs. Belief of pre-service English teachers played significant role as it could influence their classroom practices and teaching outcomes. The methodology of research used in this study was qualitative case study. It involved twenty pre-service English teachers from English Department. They were put in twelve schools which located in four towns in Banten Province. This study employed questionnaire and reflective journal as instruments for collecting data. The questionnaire itself was distributed before and after teaching practicum, while reflective journal was filled by twenty pre-service English teachers during teaching practicum.The results of this study revealed that the changing of teachers’ belief varied among participants. The changing belief of pre-service English teachers covered three themes, which consists of (1) learners (2) learning and (3) teaching, before and after they did teaching practicum. Dealing with the first theme, changing belief on learners, pre-service English teachers experienced more on their emotion specifically on their confident as well as patient. In addition, the second theme, changing belief on learning, it occurred more on pre-service English teachers’ awareness that the classroom reality helped them to test their knowledge and it made them more aware of their personal beliefs about learning. Moreover, the last theme, changing belief on teaching, it took place when pre-service teachers had been exposed to teaching English in real contexts EFL classroom.