ID model construction and validation: a multiple intelligences case

This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one, the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a framework for the internal validation of ID models using expert review procedures.     

Achieving scale of farmer reach with improved common bean technologies: the role of village-based advisors

Purpose: We assessed the effectiveness of Village-based Advisors (VBAs) as a novel approach for scaling up improved common bean technologies in southern highlands of Tanzania.

Design/methodology/approach: Data were gathered through focus group discussions (FGDs) and interviews with 11 VBAs and 102 farmers (37% female). The effectiveness of VBAs was assessed based on farmer reach, farmer knowledge, and application of new technologies.

Findings: VBAs played important roles in reaching a wide audience of farmers, with common bean technologies. There was evidence of uptake of promoted common bean practices by farmers, enhanced by judicious incentives such as higher yields, increased land productivity, and labor-saving. VBAs shared information mainly through farm visits and community meetings. Extension materials facilitated VBA engagement of farmers even in informal settings, enhancing information flow beyond village boundaries. The current success of the VBA approach stems from the fact that VBAs are motivated by the rewards they receive – both cash and non-cash.

Practical implications: VBAs are relevant in scaling up improved common bean technologies in rural Tanzania and similar settings, because of farmer understanding and trust. For sustainability, there is need to develop a more systematic incentive structure for VBAs through business development, and knowledge enhancement to keep pace with innovations to address emerging production challenges.

Theoretical implications: Access to extension service providers who are knowledgeable of farmers’ context enhances learning and uptake of innovations.

Originality/value: Results fill information gap on the effectiveness of VBAs as knowledge and input disseminators, achieving scale of farmer reach with agricultural innovations.     

What I am Versus What I do

As digital technologies have practically annihilated entry barriers in the field of journalism, the industry has seen the rise of many digitally native news media startups. Many of these startups are hyperlocal media, usually started by former journalists or concerned residents to provide news to their neighborhoods. Little research exists on entrepreneurship and news media and even less research exists on how these former journalists and/or concerned residents step into these new work roles and make sense of their new responsibilities. This paper explores these individuals’ work-role transition and professional identity negotiation. Analyses of in-depth interviews revealed the respondents tried to make sense of their work in relation to their professional identity by melding their responsibilities with their image of who they are. Thus, they create holistic, positive, professional identities that are more reflective of their new work and roles yet not too different from their idea of who they are as professionals.     

Discovering Indigenous Australian Culture: Building Trusted Engagement in Online Environments

ABSTRACT

Promoting and facilitating access to historical collections for Indigenous communities has recently increased across Australia. Such activities have been integrated into the practices of archives and libraries seeking to reunite Indigenous people with materials that not only document their past but also inform their future. Challenges in accessing these materials go beyond retrieval and include concerns about their emotional content. The State Library of New South Wales is working to create trusted environments for Indigenous peoples and collections with both physical and digital spaces. Through the presentation of work undertaken at the State Library, this article explores how the digital environment can be an effective extension of the physical site in which cultural collections are held. In addition, this article looks at issues that must be addressed to ensure the success and ongoing viability of Web spaces, specifically, the long-standing power dynamics that often dominate interactions with Indigenous collections and that have displaced power from the traditional owners of Indigenous knowledge.     

Personalised learning as repressive tolerance: a comparative ethnographic analysis from research in three Swedish schools

The idea of personalised learning is built upon a liberal tradition that values tolerance in enabling the process of human autonomy. In this article, we elaborate on this notion, its theoretical base and effects on the learning conditions of upper secondary school students. We draw upon data from three different studies of the Swedish upper secondary school. The aim of the article is to elaborate on values that are implemented and how these values affect how the notion of tolerance can be used as a tool to explore and explain the idea of personalised learning. For the purpose of analysis, we use parts of Kyle Moore and Walker's [2011. “Tolerance. A Concept Analysis.” The Journal of Theory Constructing & Testing 5 (2): 48–52] work. Our analysis shows that personalised learning was legitimised in our studied settings, but in its extension it did not benefit and challenge the ongoing learning and development of the students. In fact, tolerance appeared repressive and confirmed status quo.     

Developmental Expectations,Personality Stereotypes,and Attitudes Towards Inclusive Education: Community and teacher views of Down syndrome

Knowledge about Down syndrome and attitudes towards the educational inclusion of children with Down syndrome were examined in a sample of 2,053 people from the community and a group of 538 experienced teachers. Although both groups displayed reasonably accurate knowledge about Down syndrome and its developmental consequences, they significantly underestimated the average life expectancy for a person with the syndrome. In both groups, a positive stereotype of children with Down syndrome as particularly affectionate and happy was evident. Despite recognising the educational, social, and emotional benefits of inclusive schooling, only around 20% of each group believed that the regular classroom was the best setting for children with Down syndrome. The findings suggest that accurate knowledge and positive, but realistic, expectations are important for enhancing the acceptance of individuals with disabilities within their schools and communities.     

THE PLACE OF A SINGLE CAMERA VIDEO SYSTEM IN A CHEMISTRY DEPARTMENT

In recent years there has been an upsurge in the number of academic departments which possess their own video equipment. The Department of Chemistry at Queen Elizabeth College is one such example: it has its own VCR and camera. Details are given of the use to which this equipment is put, including the different types of programmes which are generated within the department and the production techniques employed therein. The educational benefits, advantages and disadvantages of video as a teaching and learning aid for both staff and students, are discussed.

Observations and experience indicate that frequently there is an underlying dissatisfaction with programmes produced by central ETV units and that this stems from the poor relationship which often exists between the academic and the producer. A re‐examination of this relationship is included, along with some suggestions as to how it might be improved.     

Evolution of an academic–public library partnership

A partnership to improve access to health information via an urban public library system was established in St. Louis, Missouri, in 2011. A multiyear project was outlined that included an information needs assessment, a training class for public library staff, information kiosks at library branches for delivering printed consumer health materials, and a series of health-related programming. The partnership evolved to include social service and community organizations to carry out project goals and establish a sustainable program that met the health and wellness interests of the community.