An “internationalized classroom” is a space wherein many of the tensions, possibilities and change factors inherent in the internationalization process are expressed in relationships between and among host students, international students, and instructors. The proposed research is part of a Canada/China comparative study on faculty attitudes towards the internationalized classroom. During Li Mao’s research trip in China, she will study the Chinese faculty in Beijing Normal University (BNU).
While the term “reciprocal learning” intuitively suggests two or more parties learning from each other with a sense of mutuality, understanding and respect; the concept, when promoted in a multi-year, multi-stakeholders collaborative studies of Chinese and Canadian school education, became less straightforward, leading to various research puzzles, intricacies and consequences.
Since 1991 SMART Technologies has infused classrooms around the world with powerful interactive technologies, principally the SMART Board which sets a standard for interactive whiteboards. The SMART Board has been featured in many innovative designs for learning and instruction - some coming from academic research, and many from classroom teachers as they integrate touch boards into their own instructional practice.
Elder abuse (physical, emotional, sexual, financial abuse, deprivation, neglect) is a pressing social concern. Approximately 10% of seniors in Canada are victims of some form of abuse each year (Department of Justice, 2004). Elder abuse impacts all social, cultural and economic groups. Prevention programs have been put in place to address the underlying causes of abuse, stop it and reduce the prevalence and incidences of abuse. However, the body of research on the effectiveness of elder abuse prevention and the consequences of abuse is sparse.
Accessible, high-quality science education is central to positively shaping public opinion of science. Public perceptions and understandings of chemistry have often been associated with negative attitudes, misconceptions about the nature of chemicals, and sometimes misdirected anxieties about their effects on humans. These negative images are compounded by the fact that chemistry is under represented in science museums compared to the other major sciences.
In the past, we have developed a chessboard like Web-based Multiplayer Game (http://megaworld.is-very-good.org) for learning. The game allows teachers to create their own game world maps, NPCs, quests and items. The students can pickup quests from NPCs in vary places. This research project focuses on the design of RPG quests for the chosen disciplines and learning subjects include English, Math (elementary to high school), high school science, or social studies.
This undergraduate project is part of a larger project. The aim of this larger project is to design, develop and evaluate a mechanism that identifies motivational preferences of learners and then accommodates these preferences by providing each learner with motivational techniques that best support his/her learning process.
The first step towards providing personalization based on motivation in learning systems is to develop a framework of motivational techniques that can be easily integrated into learning systems.
Scientific literacy and life-long scientific education is becoming increasingly important for everyday life in our society. One of the mediums through which the public can find accessible information on science and technology advancements is their local science centre such as Science World. Science World would like to increase their adult-oriented content by 2020 and support me in assessing which modalities are most effective at educating, engaging and entertaining adult audiences.
This three-year research program investigates schools and communities in Calgary, Winnipeg, Charlottetown and St. Johns to learn about their shared and disparate approaches to career development for refugee and newcomer children. This knowledge will prepare counsellors and teachers who provide career development programs and services and it will create stronger networks between community partners, universities organizations and schools throughout Canada.
This proposed researched aims to examine online Knowledge Building Communities (KBC) for teacher professional development. KBC is a community, which is composed of a group of individuals working collaboratively to create collective knowledge rather than construction of a specific product or completion of a task. There is a commitment among the members of KBC to invest its resources in the collective pursuit of understanding (Hewitt, Brett, Scardamalia, Frecker, & Webb, 1995).