Evaluation of a Training Program in Aging Research for Social Work Faculty

Since 2004, we have offered a postgraduate training program in aging research for social work faculty from across the country. The overarching goal of the program is to expand the pool of social work faculty engaged in aging research. This, in turn, will reinvigorate participants' teaching; prepare them to update aging-related content in the curriculum, with special emphasis on cultural diversity and methodological issues; and enhance their ability to motivate new generations of students to pursue the study of aging. Program design includes an initial 8-day institute in Summer I; ongoing consultation, update meetings at several national conventions, and a 4-day midyear meeting during the intervening year; and a follow-up institute during Summer II. Between 2004 and 2009, seven cohorts of social work faculty (with 14–15 members in each cohort) participated in the program. More than 40 percent of the participants were from communities of color including African American, Hispanic American, Native American, and Asian American. This article reports the results of initial evaluation from two most recent cohorts (Cohort 6 and Cohort 7). In addition, it reports the results of a follow-up study we conducted in June 2010 on cohorts 1–5. Key lessons learned in offering the program are also shared.     

Learner Groups in Massive Open Online Courses

The open nature of Massive Open Online Courses (MOOCs) attracts a large number of learners with different backgrounds, skills, motivations, and goals. This has brought a need to understand such heterogeneity in populations of MOOC learners. Categorizing these learners based upon their interaction with the course can help address this need and suggest possible improvements in course design and delivery. In this article, the K-means clustering technique with careful seeding is used to obtain clusters of learners having similar interaction in the course. Learners are grouped based on their interaction with course material, video lectures, discussion forums, and assessments. In the analysis of thirteen courses, the proposed method identified learners’ classes as Uninterested, Casuals, Performers, Explorers and Achievers. Each class of learners had distinct interaction with the course and followed a certain learning approach. The learners’ classes were mapped to the standard surface, deep, and strategic learning approaches.This article also highlights the data preparation phase and its importance in data mining.     

An ensemble approach in converging contents of LMS and KMS

Currently the challenges in e-Learning are converging the learning content from various sources and managing them within e-learning practices. Data mining learning algorithms can be used and the contents can be converged based on the Metadata of the objects. Ensemble methods use multiple learning algorithms and it can be used to converge the Learning Objects from Learning Management Systems (LMS) and Knowledge Objects from Knowledge Management System (KMS). This can increase the performance of the learning system, especially when there is different content available from a variety of models. In this research, Data mining ensemble techniques are used so that an appropriate learning content is delivered to the learner. By converging, the learning content from various sources the Learning system pedagogies can also be revolutionized and a right learning path can be provided to the learners. This research work uses various classification techniques for converging and are evaluated using statistical measures.     

Authentic game-based learning and teachers’ dilemmas in reconstructing professional practice

Teachers who attempt pedagogical innovation with authentic digital games face significant challenges because such games instantiate open systems of learner activity, inviting enquiry learning rather than knowledge acquisition. However, school environments are normatively sanctioned cultural spaces where direct instruction and high-stakes tests are de riguer. In this paper, we draw on the conceptual frame of dilemmatic spaces to illuminate the dilemmas teachers encounter when attempting to reconstruct professional practice in the classroom. We worked with nine teachers who enacted the Statecraft X social studies curriculum. Drawing on coded interview data, our findings suggest that teachers are forced to wrestle with tensions engendered by misalignments that emerge from the innovation's tacit requirement for change and the system's inherent gravitation towards maintaining the status quo. A school culture that cultivates innovative practice based on greater teacher agency is needed for authentic game-based learning to find traction in the classroom.     

Enhancing Research Capacity in Gerontological Social Work

There is an untapped potential of social work faculty to conduct aging research aimed at enhancing the well-being of older adults. To better exploit this resource, we have designed, implemented, and evaluated a postgraduate training program in aging research. The goal of the program is to build and sustain a community of social work faculty committed to conducting aging research, to incorporating recent advances in their courses, and to engaging their students in aging research. Program design includes an initial institute (which focuses on research methodology, selected content areas, and procedural matters related to preparation and submission of grant applications); ongoing consultation; and a midyear meeting during the intervening year and a follow-up institute that provide the participants with extended opportunities to discuss the proposals they develop. Evaluation data presented in this paper focus on the first two cohorts (who entered in summer 2004 and summer 2005). These data indicate that the program has been highly effective in expanding the pool of faculty engaged in aging research. Lessons learned with regard to program structure, content, recruitment, evaluation, and sustainability are shared.     

Correlation of Serum Nitric Oxide (NO) with Glasgow Coma Scale (GCS) in Acute Ischemic Stroke Patient: A Study in North India

Nitric oxide (NO) is one of the key players in the pathogenesis of ischemic stroke. Limited reports are available about the serum level of NO and their correlation with Glasgow Coma Scale (GCS) score in acute (<24 h) ischemic stroke (AIS) patients. A hospital based, cross sectional study was done in North Indian population to find out correlation of serum NO and GCS in AIS patients. 50 patients of AIS and 25 healthy controls were chosen for the study. Serum NO level was measured by ELISA and GCS scores were assessed by a neurologist. Pearson correlation coefficients were analyzed to look for the relationship between NO and GCS. Statistically highly significant elevation in mean serum NO level was observed in cases as compared to controls (p < 0.01). A negative correlation of NO levels with neurological score of GCS r (48) = ?0.144, p > 0.05 was seen. This indicates oxidative stress in acute ischemic stroke may be the result of imbalance in oxidant/antioxidant homeostasis.     

IN DEFENSE OF OFFERING EDUCATIONAL PROGRAMS FOR OLDER ADULTS

Education and training play major roles in the lives of older adults. They serve preventive, facilitative, remedial, and preparatory functions. In this paper we present demographic changes related to education, outline motives and educational needs of older adults, examine the role of education in reducing the decline in mental functioning, discuss the need to engage underserved segments of the population, and offer suggestions for designing educational programs for older adults.     

The cost and financing of the right to education in India: Can we fill the financing gap?

India's Parliament passed the Right to Education Act in 2009, which entitles all children 6-14 years old to at least eight years of schooling. This paper examines the cost of achieving this right to education, and asks whether India can fill the financing gap that must be filled if the right is to be realized. The paper notes the very considerable increase in central and state government allocation implied by the Act, and finds that there will be difficulties in finding the resources, given the large fiscal deficit occasioned by the global economic crisis. However, the paper goes on to suggest a series of measures that can be taken so that the right to schooling is no more denied or delayed.