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learning plans</title> <meta name="description" content="Search results for: personalised learning plans"> <meta name="keywords" content="personalised learning plans"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="personalised learning plans"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 8024</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: personalised learning plans</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8024</span> Enquiry Based Approaches to Teaching Grammar and Differentiation in the Senior Japanese Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Devine">Julie Devine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation will look at the approaches to teaching grammar taken over two years with students studying Japanese in the last two years of high school. The main focus is an enquiry based approach to grammar introduction and a three tier system using videos and online support material to allow for differentiation and personalised learning in the classroom. The aim is to create space for motivated students to do some higher order activities using the target pattern to solve problems and create scenarios. Less motivated students have time to complete basic exercises and struggling students have some time with the teacher in smaller groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differentiation" title="differentiation">differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technologies" title=" digital technologies"> digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=personalised%20learning%20plans" title=" personalised learning plans"> personalised learning plans</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/78724/enquiry-based-approaches-to-teaching-grammar-and-differentiation-in-the-senior-japanese-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8023</span> Actionable Personalised Learning Strategies to Improve a Growth-Mindset in an Educational Setting Using Artificial Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Garry%20Gorman">Garry Gorman</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigel%20McKelvey"> Nigel McKelvey</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Connolly"> James Connolly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study will evaluate a growth mindset intervention with Junior Cycle Coding and Senior Cycle Computer Science students in Ireland, where gamification will be used to incentivise growth mindset behaviour. An artificial intelligence (AI) driven personalised learning system will be developed to present computer programming learning tasks in a manner that is best suited to the individuals’ own learning preferences while incentivising and rewarding growth mindset behaviour of persistence, mastery response to challenge, and challenge seeking. This research endeavours to measure mindset with before and after surveys (conducted nationally) and by recording growth mindset behaviour whilst playing a digital game. This study will harness the capabilities of AI and aims to determine how a personalised learning (PL) experience can impact the mindset of a broad range of students. The focus of this study will be to determine how personalising the learning experience influences female and disadvantaged students' sense of belonging in the computer science classroom when tasks are presented in a manner that is best suited to the individual. Whole Brain Learning will underpin this research and will be used as a framework to guide the research in identifying key areas such as thinking and learning styles, cognitive potential, motivators and fears, and emotional intelligence. This research will be conducted in multiple school types over one academic year. Digital games will be played multiple times over this period, and the data gathered will be used to inform the AI algorithm. The three data sets are described as follows: (i) Before and after survey data to determine the grit scores and mindsets of the participants, (ii) The Growth Mind-Set data from the game, which will measure multiple growth mindset behaviours, such as persistence, response to challenge and use of strategy, (iii) The AI data to guide PL. This study will highlight the effectiveness of an AI-driven personalised learning experience. The data will position AI within the Irish educational landscape, with a specific focus on the teaching of CS. These findings will benefit coding and computer science teachers by providing a clear pedagogy for the effective delivery of personalised learning strategies for computer science education. This pedagogy will help prevent students from developing a fixed mindset while helping pupils to exhibit persistence of effort, use of strategy, and a mastery response to challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=growth%20mindset" title=" growth mindset"> growth mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/156724/actionable-personalised-learning-strategies-to-improve-a-growth-mindset-in-an-educational-setting-using-artificial-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8022</span> A Survey of Chronic Pain Patients’ Experiences in the Emergency Department</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Fitzpatrick">G. Fitzpatrick</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20O.%20Chonghaile"> S. O. Chonghaile</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Harmon"> D. Harmon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Chronic pain patients represent a unique challenge in the Emergency Department. Very little literature has been published regarding this group of patients. Our aim was to determine the attitude of patients with chronic pain to the Emergency Department in order to improve and streamline their future visits. Methods: A two-year survey was carried out on Chronic Pain Patients regarding their Emergency Department Attendances. Patients attending the Pain Clinic in Croom Hospital, Co. Limerick were asked to complete a 20-part questionnaire regarding their experiences of visiting the Emergency Department in the preceding year. 46 questionnaires were completed. Results: Unbearable breakthrough pain was the main reason for visiting the Emergency Department. More than half (54%) of those surveyed were not satisfied with the treatment received. Problems indicated included under-treatment of pain (59%), a sense of being under undue suspicion of drug-seeking behaviour (33%) and a perception that the patient themselves understood their condition better than the treating doctor (76%). Paracetamol, NSAIDs, or time off work comprised 72% of the treatments offered – all of which could have been provided by their General Practitioner. Only 4% were offered a nerve block. 67% felt that the creation of personalised Patient Plans, consisting of an agreed plan between the patient, their pain specialist, and the Emergency Department, would expedite their trip through the Emergency Department. Conclusions: Chronic pain patients generally have a negative experience in the ED. Possible future solutions include increasing our empathy and levels of knowledge, provision of nerve blocks in the ED, and use of personalised “Patient Plans” to streamline the treatment pathway for this group of patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chronic%20pain" title="chronic pain">chronic pain</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a>, <a href="https://publications.waset.org/abstracts/search?q=patients" title=" patients"> patients</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20department" title=" emergency department"> emergency department</a> </p> <a href="https://publications.waset.org/abstracts/22476/a-survey-of-chronic-pain-patients-experiences-in-the-emergency-department" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8021</span> Teachers' Beliefs and Practices in Designing Negotiated English Lesson Plans</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joko%20Nurkamto">Joko Nurkamto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A lesson plan is a part of the planning phase in a learning and teaching system framing the scenario of pedagogical activities in the classroom. It informs a decision on what to teach and how to landscape classroom interaction. Regardless of these benefits, the writer has witnessed the fact that lesson plans are viewed merely as a teaching document. Therefore, this paper will explore teachers’ beliefs and practices in designing lesson plans. It focuses primarily on how both teachers and students negotiate lesson plans in which the students are deemed to be the agents of instructional innovations. Additionally, the paper will talk about how such lesson plans are enacted. To investigate these issues, document analysis, in-depth interviews, participant classroom observation, and focus group discussion will be deployed as data collection methods in this explorative case study. The benefits of the paper are to show different roles of lesson plans and to discover different ways to design and enact such plans from a socio-interactional perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20innovation" title="instructional innovation">instructional innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20teaching%20system" title=" learning and teaching system"> learning and teaching system</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20plan" title=" lesson plan"> lesson plan</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20activities" title=" pedagogical activities"> pedagogical activities</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20beliefs%20and%20practices" title=" teachers' beliefs and practices"> teachers' beliefs and practices</a> </p> <a href="https://publications.waset.org/abstracts/90530/teachers-beliefs-and-practices-in-designing-negotiated-english-lesson-plans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90530.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8020</span> Data Model to Predict Customize Skin Care Product Using Biosensor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashi%20Gautam">Ashi Gautam</a>, <a href="https://publications.waset.org/abstracts/search?q=Isha%20Shukla"> Isha Shukla</a>, <a href="https://publications.waset.org/abstracts/search?q=Akhil%20Seghal"> Akhil Seghal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Biosensors are analytical devices that use a biological sensing element to detect and measure a specific chemical substance or biomolecule in a sample. These devices are widely used in various fields, including medical diagnostics, environmental monitoring, and food analysis, due to their high specificity, sensitivity, and selectivity. In this research paper, a machine learning model is proposed for predicting the suitability of skin care products based on biosensor readings. The proposed model takes in features extracted from biosensor readings, such as biomarker concentration, skin hydration level, inflammation presence, sensitivity, and free radicals, and outputs the most appropriate skin care product for an individual. This model is trained on a dataset of biosensor readings and corresponding skin care product information. The model's performance is evaluated using several metrics, including accuracy, precision, recall, and F1 score. The aim of this research is to develop a personalised skin care product recommendation system using biosensor data. By leveraging the power of machine learning, the proposed model can accurately predict the most suitable skin care product for an individual based on their biosensor readings. This is particularly useful in the skin care industry, where personalised recommendations can lead to better outcomes for consumers. The developed model is based on supervised learning, which means that it is trained on a labeled dataset of biosensor readings and corresponding skin care product information. The model uses these labeled data to learn patterns and relationships between the biosensor readings and skin care products. Once trained, the model can predict the most suitable skin care product for an individual based on their biosensor readings. The results of this study show that the proposed machine learning model can accurately predict the most appropriate skin care product for an individual based on their biosensor readings. The evaluation metrics used in this study demonstrate the effectiveness of the model in predicting skin care products. This model has significant potential for practical use in the skin care industry for personalised skin care product recommendations. The proposed machine learning model for predicting the suitability of skin care products based on biosensor readings is a promising development in the skin care industry. The model's ability to accurately predict the most appropriate skin care product for an individual based on their biosensor readings can lead to better outcomes for consumers. Further research can be done to improve the model's accuracy and effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biosensors" title="biosensors">biosensors</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20model" title=" data model"> data model</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=skin%20care" title=" skin care"> skin care</a> </p> <a href="https://publications.waset.org/abstracts/164611/data-model-to-predict-customize-skin-care-product-using-biosensor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164611.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8019</span> A Framework for Internet Education: Personalised Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoe%20Wong">Zoe Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to develop a framework for internet education. This framework uses the personalized learning approach for everyone who can freely develop their qualifications & careers. The key components of the framework includes students, teachers, assessments and infrastructure. It allows remove the challenges and limitations of the current educational system and allows learners' to cope with progressing learning materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20education" title="internet education">internet education</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20approach" title=" personalized approach"> personalized approach</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a> </p> <a href="https://publications.waset.org/abstracts/47256/a-framework-for-internet-education-personalised-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8018</span> Designing the Lesson Instructional Plans for Exploring the STEM Education and Creative Learning Processes to Students' Logical Thinking Abilities with Different Learning Outcomes in Chemistry Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pajaree%20Naramitpanich">Pajaree Naramitpanich</a>, <a href="https://publications.waset.org/abstracts/search?q=Natchanok%20Jansawang"> Natchanok Jansawang</a>, <a href="https://publications.waset.org/abstracts/search?q=Panwilai%20Chomchid"> Panwilai Chomchid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aims of this are compared between the students’ logical thinking abilities of their learning for designing the 5-lesson instructional plans of the 2-instructional methods, namely; the STEM Education and the Creative Learning Process (CLP) for developing students’ logical thinking abilities that a sample consisted of 90 students from two chemistry classes of different learning outcomes in Wapi Phathum School with the cluster random sampling technique was used at the 11th grade level. To administer of their learning environments with the 45-experimenl student group by the STEM Education method and the 45-controlling student group by the Creative Learning Process. These learning different groups were obtained using the 5 instruments; the 5-lesson instructional plans of the STEM Education and the Creative Learning Process to enhance the logical thinking tests on Mineral issue were used. The efficiency of the Creative Learning Processes (CLP) Model and the STEM Education’s innovations of these each five instructional lesson plans based on criteria are higher than of 80/80 standard level with the IOC index from the expert educators. The averages mean scores of students’ learning achievement motives were assessed with the Pre and Post Techniques and Logical Thinking Ability Test (LTAT) and dependent t-test analysis were differentiated between the CLP and the STEM, significantly. Students’ perceptions of their chemistry classroom environment inventories with the MCI with the CLP and the STEM methods also were found, differently. Associations between students’ perceptions of their chemistry classroom learning environment inventories on the CLP Model and the STEM Education learning designs toward their logical thinking abilities toward chemistry, the predictive efficiency of R2 values indicate that 68% and 76% of the variances in students’ logical thinking abilities toward chemistry to their controlling and experimental chemistry classroom learning environmental groups with the MCI were correlated at .05 levels, significantly. Implementations of this result are showed the students’ learning by the CLP of the potential thinking life-changing roles in most their logical thinking abilities that it is revealed that the students perceive their abilities to be highly learning achievement in chemistry group are differentiated with the STEM education of students’ outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20lesson%20instructional%20plans" title=" the lesson instructional plans"> the lesson instructional plans</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20stem%20education" title=" the stem education"> the stem education</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20creative%20learning%20process" title=" the creative learning process"> the creative learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=logical%20thinking%20ability" title=" logical thinking ability"> logical thinking ability</a>, <a href="https://publications.waset.org/abstracts/search?q=different" title=" different"> different</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome" title=" learning outcome"> learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20class" title=" chemistry class"> chemistry class</a> </p> <a href="https://publications.waset.org/abstracts/51459/designing-the-lesson-instructional-plans-for-exploring-the-stem-education-and-creative-learning-processes-to-students-logical-thinking-abilities-with-different-learning-outcomes-in-chemistry-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51459.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8017</span> The Increasing Importance of the Role of AI in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joshefina%20Bengoechea%20Fernandez">Joshefina Bengoechea Fernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Alex%20Bell"> Alex Bell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In its 2021 guidance for policy makers, the UNESCO has proposed 4 areas where AI can be applied in educational settings: These are: 1) Education management and delivery; 2) Learning and assessment; 3) Empowering teachers and facilitating teaching, and 4) Providing lifelong learning possibilities (UNESCO, 2021). Like with wblockchain technologies, AI will automate the management of educational institutions. These include, but are not limited to admissions, timetables, attendance, and homework monitoring. Furthermore, AI will be used to select relevant learning content across learning platforms for each student, based on his or her personalized needs. A problem educators face is the “one-size-fits-all” approach that does not work with a diverse student population. The purpose of this paper is to illustrate if the implementation of Technology is the solution to the Problems faced in Higher Education. The paper builds upon a constructivist approach, combining a literature review and research on key publications and academic reports. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20platforms" title=" learning platforms"> learning platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20personalised%20needs" title=" students personalised needs"> students personalised needs</a>, <a href="https://publications.waset.org/abstracts/search?q=life-%20long%20learning" title=" life- long learning"> life- long learning</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy" title=" privacy"> privacy</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a> </p> <a href="https://publications.waset.org/abstracts/148644/the-increasing-importance-of-the-role-of-ai-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148644.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8016</span> Nurturing of Children with Results from Their Nature (DNA) Using DNA-MILE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tan%20Lay%20Cheng%20%28Cheryl%29">Tan Lay Cheng (Cheryl)</a>, <a href="https://publications.waset.org/abstracts/search?q=Low%20Huiqi"> Low Huiqi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: All children learn at different pace. Individualized learning is an approach that tailors to the individual learning needs of each child. When implementing this approach, educators have to base their lessons on the understanding that all students learn differently and that what works for one student may not work for another. In the current early childhood environment, individualized learning is for children with diverse needs. However, a typical developing child is also able to benefit from individualized learning. This research abstract explores the concept of utilizing DNA-MILE, a patented (in Singapore) DNA-based assessment tool that can be used to measure a variety of factors that can impact learning. The assessment report includes the dominant intelligence of the user or, in this case, the child. From the result, a personalized learning plan that is tailored to each individual student's needs. Methods: A study will be conducted to investigate the effectiveness of DNA-MILE in supporting individualized learning. The study will involve a group of 20 preschoolers who were randomly assigned to either a DNA-MILE-assessed group (experimental group) or a control group. 10 children in each group. The experimental group will receive DNA Mile assessments and personalized learning plans, while the control group will not. The children in the experimental group will be taught using the dominant intelligence (as shown in the DNA-MILE report) to enhance their learning in other domains. The children in the control group will be taught using the curriculum and lesson plan set by their teacher for the whole class. Parents’ and teachers’ interviews will be conducted to provide information about the children before the study and after the study. Results: The results of the study will show the difference in the outcome of the learning, which received DNA Mile assessments and personalized learning plans, significantly outperformed the control group on a variety of measures, including standardized tests, grades, and motivation. Conclusion: The results of this study suggest that DNA Mile can be an effective tool for supporting individualized learning. By providing personalized learning plans, DNA Mile can help to improve learning outcomes for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individualized" title="individualized">individualized</a>, <a href="https://publications.waset.org/abstracts/search?q=DNA-MILE" title=" DNA-MILE"> DNA-MILE</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=DNA" title=" DNA"> DNA</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20intelligence" title=" multiple intelligence"> multiple intelligence</a> </p> <a href="https://publications.waset.org/abstracts/168207/nurturing-of-children-with-results-from-their-nature-dna-using-dna-mile" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8015</span> Evaluation of Dynamic Log Files for Different Dose Rates in IMRT Plans </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saad%20Bin%20Saeed">Saad Bin Saeed</a>, <a href="https://publications.waset.org/abstracts/search?q=Fayzan%20Ahmed"> Fayzan Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahbaz%20Ahmed"> Shahbaz Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Amjad%20Hussain"> Amjad Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to evaluate dynamic log files (Dynalogs) at different dose rates by dose-volume histograms (DVH) and used as a (QA) procedure of IMRT. Seven patients of phase one head and neck cancer with similar OAR`s are selected randomly. Reference plans of dose rate 300 and 600 MU/Min with prescribed dose of 50Gy in 25 fractions for each patient is made. Dynalogs produced by delivery of reference plans processed by in-house MATLAB program which produces new field files contain actual positions of multi-leaf collimators (MLC`s) instead of planned positions in reference plans. Copies of reference plans are used to import new field files generated by MATLAB program and renamed as Dyn.plan. After dose calculations of Dyn.plans for different dose rates, DVH, and multiple linear regression tools are used to evaluate reference and Dyn.plans. The results indicate good agreement of correlation between different dose rate plans. The maximum dose difference among PTV and OAR`s are found to be less than 5% and 9% respectively. The study indicates the potential of dynalogs to be used as patient-specific QA of IMRT at different dose rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IMRT" title="IMRT">IMRT</a>, <a href="https://publications.waset.org/abstracts/search?q=dynalogs" title=" dynalogs"> dynalogs</a>, <a href="https://publications.waset.org/abstracts/search?q=dose%20rate" title=" dose rate"> dose rate</a>, <a href="https://publications.waset.org/abstracts/search?q=DVH" title=" DVH"> DVH</a> </p> <a href="https://publications.waset.org/abstracts/24120/evaluation-of-dynamic-log-files-for-different-dose-rates-in-imrt-plans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">535</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8014</span> Development and Validation for Center-Based Learning in Teaching Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Berame">Julie Berame</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study probed that out of eight (8) lessons in Science Six have been validated, lessons 1-3 got the descriptive rating of very satisfactory and lessons 4-8 got the descriptive rating of outstanding based on the content analysis of the prepared CBL lesson plans. The evaluation of the lesson plans focused on the three main features such as statements of the lesson objectives, lesson content, and organization and effectiveness. The study used developmental research procedure that contained three phases, namely: Development phase consists of determining the learning unit, lesson plans, creation of the table of specifications, exercises/quizzes, and revision of the materials; Evaluation phase consists of the development of experts’ assessment checklist, presentation of checklist to the adviser, comments and suggestions, and final validation of the materials; and try-out phase consists of identification of the subject, try-out of the materials using CBL strategy, administering science attitude questionnaire, and statistical analysis to obtain the data. The findings of the study revealed that the relevance and usability of CBL lessons 1 and 2 in terms of lesson objective, lesson content, and organization and effectiveness got the rating of very satisfactory (4.4) and lessons 3-8 got the rating of outstanding (4.7). The lessons 1-8 got the grand rating of outstanding (4.6). Additionally, results showed that CBL strategy helped foster positive attitude among students and achieved effectiveness in psychomotor learning objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a>, <a href="https://publications.waset.org/abstracts/search?q=center-based%20learning" title=" center-based learning"> center-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/59914/development-and-validation-for-center-based-learning-in-teaching-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59914.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8013</span> Rationality and Evidence of Pre-Prepared Treatment Plan in Oesophageal HDR Brachytherapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jim%20S.%20Meng">Jim S. Meng</a>, <a href="https://publications.waset.org/abstracts/search?q=Mammo%20H.%20Yewondwossen"> Mammo H. Yewondwossen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a part of routine oesophageal HDR brachytherapy procedure, treatment planning takes about 45 minutes while patients are under light sedation. Some patients may suffer gagging and/or spasms, and the treatment may need to be aborted. A pre-prepared plan generated before the patient’s sedation may reduce the brachytherapy procedure time by forty minutes. This paper reports the rationality and evidence of pre-prepared treatment plans. A retrospective study of 28 patients confirm that all of the pre-prepared plans would be acceptable. The rationality of pre-prepared HDR brachytherapy plans is further confirmed by a systemic study with a wide range of applicator curvature and treatment volume. Detailed comparison between CT based treatment plans and pre-prepared plans are discussed. This argument holds also for endobronchial HDR brachytherapy. With the above evidence, pre-prepared plans have been used for all oesophagus and bronchus HDR brachytherapy cases in our clinic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HDR%20brachytherapy" title="HDR brachytherapy">HDR brachytherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment%20planning" title=" treatment planning"> treatment planning</a>, <a href="https://publications.waset.org/abstracts/search?q=oesophageal%20carcinoma" title=" oesophageal carcinoma"> oesophageal carcinoma</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-planning" title=" pre-planning "> pre-planning </a> </p> <a href="https://publications.waset.org/abstracts/2471/rationality-and-evidence-of-pre-prepared-treatment-plan-in-oesophageal-hdr-brachytherapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8012</span> Constructivism Learning Management in Mathematics Analysis Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Komon%20Paisal">Komon Paisal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were (1) to create a learning activity for constructivism, (2) study the Mathematical Analysis courses learning achievement, and (3) study students’ attitude toward the learning activity for constructivism. The samples in this study were divided into 2 parts including 3 Mathematical Analysis courses instructors of Suan Sunandha Rajabhat University who provided basic information and attended the seminar and 17 Mathematical Analysis courses students who were studying in the academic and engaging in the learning activity for constructivism. The research instruments were lesson plans constructivism, subjective Mathematical Analysis courses achievement test with reliability index of 0.8119, and an attitude test concerning the students’ attitude toward the Mathematical Analysis courses learning activity for constructivism. The result of the research show that the efficiency of the Mathematical Analysis courses learning activity for constructivism is 73.05/72.16, which is more than expected criteria of 70/70. The research additionally find that the average score of learning achievement of students who engaged in the learning activities for constructivism are equal to 70% and the students’ attitude toward the learning activity for constructivism are at the medium level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivism" title="constructivism">constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management" title=" learning management"> learning management</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20analysis%20courses" title=" mathematics analysis courses"> mathematics analysis courses</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20activity" title=" learning activity"> learning activity</a> </p> <a href="https://publications.waset.org/abstracts/9993/constructivism-learning-management-in-mathematics-analysis-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9993.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">533</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8011</span> Employing Innovative Pedagogy: Collaborative (Online) Learning and Teaching In An International Setting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonja%20G%C3%B6gele">Sonja Gögele</a>, <a href="https://publications.waset.org/abstracts/search?q=Petra%20Kletzenbauer"> Petra Kletzenbauer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International strategies are ranked as one of the core activities in the development plans of Austrian universities. This has led to numerous promising activities in terms of internationalization (i.e. development of international degree programmes, increased staff, and student mobility, and blended international projects). The latest innovative approach are so called Blended Intensive Programmes (BIP), which combine jointly delivered teaching and learning elements of at least three participating ERASMUS universities in a virtual and short-term mobility setup. Students who participate in BIP can maintain their study plans at their home institution and include BIP as a parallel activity. This paper presents the experiences of this programme on the topic of sustainable computing hosted by the University of Applied Sciences FH JOANNEUM. By means of an online survey and face-to-face interviews with all stakeholders (20 students, 8 professors), the empirical study addresses the challenges of hosting an international blended learning programme (i.e. virtual phase and on-site intensive phase) and discusses the impact of such activities in terms of innovative pedagogy (i.e. virtual collaboration, research-based learning). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internationalization" title="internationalization">internationalization</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20intensive%20programme" title=" blended intensive programme"> blended intensive programme</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/154674/employing-innovative-pedagogy-collaborative-online-learning-and-teaching-in-an-international-setting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8010</span> Mental Contrasting with Implementation Intentions: A Metacognitive Strategy on Educational Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paula%20Paulino">Paula Paulino</a>, <a href="https://publications.waset.org/abstracts/search?q=Alzira%20Matias"> Alzira Matias</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Margarida%20Veiga%20Sim%C3%A3o"> Ana Margarida Veiga Simão</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-regulated learning (SRL) directs students in analyzing proposed tasks, setting goals and designing plans to achieve those goals. The literature has suggested a metacognitive strategy for goal attainment known as Mental Contrasting with Implementation Intentions (MCII). This strategy involves Mental Contrasting (MC), in which a significant goal and an obstacle are identified, and Implementation Intentions (II), in which an "if... then…" plan is conceived and operationalized to overcome that obstacle. The present study proposes to assess the MCII process and whether it promotes students’ commitment towards learning goals during school tasks in sciences subjects. In this investigation, we intended to study the MCII strategy in a systemic context of the classroom. Fifty-six students from middle school and secondary education attending a public school in Lisbon (Portugal) participated in the study. The MCII strategy was explicitly taught in a procedure that included metacognitive modeling, guided practice and autonomous practice of strategy. A mental contrast between a goal they wanted to achieve and a possible obstacle to achieving that desire was instructed, and then the formulation of plans in order to overcome the obstacle identified previously. The preliminary results suggest that the MCII metacognitive strategy, applied to the school context, leads to more sophisticated reflections, the promotion of learning goals and the elaboration of more complex and specific self-regulated plans. Further, students achieve better results on school tests and worksheets after strategy practice. This study presents important implications since the MCII has been related to improved outcomes and increased attendance. Additionally, MCII seems to be an innovative process that captures students’ efforts to learn and enhances self-efficacy beliefs during learning tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=implementation%20intentions" title="implementation intentions">implementation intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20goals" title=" learning goals"> learning goals</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20contrasting" title=" mental contrasting"> mental contrasting</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategy" title=" metacognitive strategy"> metacognitive strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a> </p> <a href="https://publications.waset.org/abstracts/142228/mental-contrasting-with-implementation-intentions-a-metacognitive-strategy-on-educational-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142228.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8009</span> Integrated Human Resources and Work Environment Management System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loreta%20Kaklauskiene">Loreta Kaklauskiene</a>, <a href="https://publications.waset.org/abstracts/search?q=Arturas%20Kaklauskas"> Arturas Kaklauskas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Integrated Human Resources and Work Environment Management (HOWE) System optimises employee productivity, improves the work environment, and, at the same time, meets the employer’s strategic goals. The HOWE system has been designed to ensure an organisation can successfully compete in the global market, thanks to the high performance of its employees. The HOWE system focuses on raising workforce productivity and improving work conditions to boost employee performance and motivation. The methods used in our research are linear correlation, INVAR multiple criteria analysis, digital twin, and affective computing. The HOWE system is based on two patents issued in Lithuania (LT 6866, LT 6841) and one European Patent application (No: EP 4 020 134 A1). Our research analyses ways to make human resource management more efficient and boost labour productivity by improving and adapting a personalised work environment. The efficiency of human capital and labour productivity can be increased by applying personalised workplace improvement systems that can optimise lighting colours and intensity, scents, data, information, knowledge, activities, media, games, videos, music, air pollution, humidity, temperature, vibrations, and other workplace aspects. HOWE generates and maintains a personalised workspace for an employee, taking into account the person’s affective, physiological and emotional (APSE) states. The purpose of this project was to create a HOWE for the customisation of quality control in smart workspaces taking into account the user’s APSE states in an integrated manner as a single unit. This customised management of quality control covers the levels of lighting and colour intensities, scents, media, information, activities, learning materials, games, music, videos, temperature, energy efficiency, the carbon footprint of a workspace, humidity, air pollution, vibrations and other aspects of smart spaces. The system is based on Digital Twins technology, seen as a logical extension of BIM. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20management" title="human resource management">human resource management</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20economics" title=" health economics"> health economics</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20environment" title=" work environment"> work environment</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20behaviour%20and%20employee%20productivity" title=" organizational behaviour and employee productivity"> organizational behaviour and employee productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=prosperity%20in%20work" title=" prosperity in work"> prosperity in work</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20system" title=" smart system"> smart system</a> </p> <a href="https://publications.waset.org/abstracts/161957/integrated-human-resources-and-work-environment-management-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161957.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8008</span> Quantitative and Qualitative Analysis: Predicting and Improving Students’ Summative Assessment Math Scores at the National College for Nuclear</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelmenen%20Abobghala">Abdelmenen Abobghala</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmud%20Ahmed"> Mahmud Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Alwaheshi"> Mohamed Alwaheshi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anwar%20Fanan"> Anwar Fanan</a>, <a href="https://publications.waset.org/abstracts/search?q=Meftah%20Mehdawi"> Meftah Mehdawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Abuhatira"> Ahmed Abuhatira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to predict academic performance and identify weak points in students to aid teachers in understanding their learning needs. Both quantitative and qualitative methods are used to identify difficult test items and the factors causing difficulties. The study uses interventions like focus group discussions, interviews, and action plans developed by the students themselves. The research questions explore the predictability of final grades based on mock exams and assignments, the student's response to action plans, and the impact on learning performance. Ethical considerations are followed, respecting student privacy and maintaining anonymity. The research aims to enhance student engagement, motivation, and responsibility for learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prediction" title="prediction">prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=weak%20points" title=" weak points"> weak points</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20methods" title=" quantitative methods"> quantitative methods</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20methods" title=" qualitative methods"> qualitative methods</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessments" title=" formative assessments"> formative assessments</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20responses" title=" emotional responses"> emotional responses</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=focus%20group%20discussion" title=" focus group discussion"> focus group discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=interview" title=" interview"> interview</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20plan" title=" action plan"> action plan</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=responsibility" title=" responsibility"> responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20considerations" title=" ethical considerations"> ethical considerations</a> </p> <a href="https://publications.waset.org/abstracts/170331/quantitative-and-qualitative-analysis-predicting-and-improving-students-summative-assessment-math-scores-at-the-national-college-for-nuclear" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170331.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8007</span> A Study of Learning to Enhance Ability Career Skills Consistent With Disruptive Innovation in Creative Strategies for Advertising Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kornchanok%20Chidchaisuwan">Kornchanok Chidchaisuwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project is a study of learning activities through experience to enhance career skills and technical abilities on the creative strategies for advertising course of undergraduate students. This instructional model consisted of study learning approaches: 1) Simulation-based learning: used to create virtual learning activities plans for work like working at advertising companies. 2) Project-based learning: Actual work based on the processed creating and focus on producing creative works to present on new media channels. The results of learning management found that there were effects on the students in various areas, including 1) The learners have experienced in the step by step of advertising work process. 2) The learner has the skills to work from the actual work (Learning by Doing), allowing the ability to create, present, and produce the campaign accomplished achievements and published on online media at a better level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technical" title="technical">technical</a>, <a href="https://publications.waset.org/abstracts/search?q=advertising" title=" advertising"> advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20skills" title=" career skills"> career skills</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20based%20learning" title=" simulation based learning"> simulation based learning</a> </p> <a href="https://publications.waset.org/abstracts/136581/a-study-of-learning-to-enhance-ability-career-skills-consistent-with-disruptive-innovation-in-creative-strategies-for-advertising-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8006</span> Blended Intensive Programmes: A Way Forward to Promote Internationalization in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonja%20G%C3%B6gele">Sonja Gögele</a>, <a href="https://publications.waset.org/abstracts/search?q=Petra%20Kletzenbauer"> Petra Kletzenbauer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International strategies are ranked as one of the core activities in the development plans of Austrian universities. This has led to numerous promising activities in terms of internationalization (i.e. development of international degree programmes, increased staff and student mobility, and blended international projects). The latest innovative approach in terms of Erasmus+ are so called Blended Intensive Programmes (BIP) which combine jointly delivered teaching and learning elements of at least three participating ERASMUS universities in a virtual and short-term mobility setup. Students who participate in BIP can maintain their study plans at their home institution and include BIP as a parallel activity. This paper presents the experiences of this programme on the topic of sustainable computing hosted by the University of Applied Sciences FH JOANNEUM. By means of an online survey and face-to-face interviews with all stakeholders (20 students, 8 professors), the empirical study addresses the challenges of hosting an international blended learning programme (i.e. virtual phase and on-site intensive phase) and discusses the impact of such activities in terms of internationalization and Englishization. In this context, key roles are assigned to the development of future transnational and transdisciplinary curricula by considering innovative aspects for learning and teaching (i.e. virtual collaboration, research-based learning). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internationalization" title="internationalization">internationalization</a>, <a href="https://publications.waset.org/abstracts/search?q=englishization" title=" englishization"> englishization</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20mobility" title=" short-term mobility"> short-term mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20teaching%20and%20learning" title=" international teaching and learning"> international teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/154673/blended-intensive-programmes-a-way-forward-to-promote-internationalization-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8005</span> Autonomy not Automation: Using Metacognitive Skills in ESL/EFL Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Paula%20Carreira%20Rolim">Marina Paula Carreira Rolim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to have ELLs take responsibility for their own learning, it is important that they develop skills to work their studies strategically. The less they rely on the instructor as the content provider, the more they become active learners and have a higher sense of self-regulation and confidence in the learning process. This e-poster proposes a new teacher-student relationship that encourages learners to reflect, think critically, and act upon their realities. It also suggests the implementation of different autonomy-supportive teaching tools, such as portfolios, written journals, problem-solving activities, and strategy-based discussions in class. These teaching tools enable ELLs to develop awareness of learning strategies, learning styles, study plans, and available learning resources as means to foster their creative power of learning outside of classroom. In the role of a learning advisor, the teacher is no longer the content provider but a facilitator that introduces skills such as ‘elaborating’, ‘planning’, ‘monitoring’, and ‘evaluating’. The teacher acts as an educator and promotes the use of lifelong metacognitive skills to develop learner autonomy in the ESL/EFL context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20skills" title=" metacognitive skills"> metacognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/44048/autonomy-not-automation-using-metacognitive-skills-in-eslefl-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44048.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">368</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8004</span> Creating a Multilevel ESL Learning Community for Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Chen">Gloria Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When offering conventional level-appropriate ESL classes for adults is not feasible, a multilevel adult ESL class can be formed to benefit those who need to learn English for daily function. This paper examines the rationale, the process, the contents, and the outcomes of a multilevel ESL class for adults. The action research discusses a variety of assessments, lesson plans, teaching strategies that facilitate lifelong language learning. In small towns where adult ESL learners are only a handful, often advanced students and inexperienced students have to be placed in one class. Such class might not be viewed as desirable, but with on-going assessments, careful lesson plans, and purposeful strategies, a multilevel ESL class for adults can overcome the obstacles and help learners to reach a higher level of English proficiency. This research explores some hand-on strategies, such as group rotating, cooperative learning, and modifying textbook contents for practical purpose, and evaluate their effectiveness. The data collected in this research include Needs Assessment (beginning of class term), Mid-term Self-Assessment (5 months into class term), End-of-term Student Reflection (10 months into class), and End-of-term Assessment from the Instructor (10 months into class). A descriptive analysis of the data explains the practice of this particular learning community, and reveal the areas for improvement and enrichment. This research answers the following questions: (1) How do the assessments positively help both learners and instructors? (2) How do the learning strategies prepare students to become independent, life-long English learners? (3) How do materials, grouping, and class schedule enhance the learning? The result of the research contributes to the field of teaching and learning in language, not limited in English, by (a) examining strategies of conducting a multilevel adult class, (b) involving adult language learners with various backgrounds and learning styles for reflection and feedback, and (c) improving teaching and learning strategies upon research methods and results. One unique feature of this research is how students can work together with the instructor to form a learning community, seeking and exploring resources available to them, to become lifelong language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20language%20learning" title="adult language learning">adult language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=multilevel" title=" multilevel"> multilevel</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/48220/creating-a-multilevel-esl-learning-community-for-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8003</span> A Multicriteria Model for Sustainable Management in Agriculture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basil%20Manos">Basil Manos</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Bournaris"> Thomas Bournaris</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20Moulogianni"> Christina Moulogianni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The European agricultural policy supports all member states to apply agricultural development plans for the development of their agricultural sectors. A specific measure of the agricultural development plans refers to young people in order to enter into the agricultural sector. This measure helps the participating young farmers in achieving maximum efficiency, using methods and environmentally friendly practices, by altering their farm plans. This study applies a Multicriteria Mathematical Programming (MCDA) model for the young farmers to find farm plans that achieve the maximum gross margin and the minimum environmental impacts (less use of fertilizers and irrigation water). The analysis was made in the region of Central Macedonia, Greece, among young farmers who have participated in the “Setting up Young Farmers” measure during 2007-2010. The analysis includes the implementation of the MCDA model for the farm plans optimization and the comparison of selected environmental indicators with those of the existent situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicriteria" title="multicriteria">multicriteria</a>, <a href="https://publications.waset.org/abstracts/search?q=optimum%20farm%20plans" title=" optimum farm plans"> optimum farm plans</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20impacts" title=" environmental impacts"> environmental impacts</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20management" title=" sustainable management"> sustainable management</a> </p> <a href="https://publications.waset.org/abstracts/3653/a-multicriteria-model-for-sustainable-management-in-agriculture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3653.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8002</span> Blended Learning and English Language Teaching: Instructors' Perceptions and Aspirations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rasha%20Alshaye">Rasha Alshaye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning has become an innovative model that combines face-to-face with e-learning approaches. The Saudi Electronic University (SEU) has adopted blended learning as a flexible approach that provides instructors and learners with a motivating learning environment to stimulate the teaching and learning process. This study investigates the perceptions of English language instructors, teaching the four English language skills at Saudi Electronic University. Four main domains were examined in this study; challenges that the instructors encounter while implementing the blended learning approach, enhancing student-instructor interaction, flexibility in teaching, and the lack of technical skills. Furthermore, the study identifies and represents the instructors’ aspirations and plans to utilize this approach in enhancing the teaching and learning experience. Main findings indicate that instructors at Saudi Electronic University experience some challenges while teaching the four language skills. However, they find the blended learning approach motivating and flexible for them and their students. This study offers some important understandings into how instructors are applying the blended learning approach and how this process can be enriched. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skills" title=" English language skills"> English language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title=" English teaching"> English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instructors%27%20perceptions" title=" instructors' perceptions"> instructors' perceptions</a> </p> <a href="https://publications.waset.org/abstracts/115948/blended-learning-and-english-language-teaching-instructors-perceptions-and-aspirations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8001</span> Pros and Cons of Distance Learning in Europe and Perspective for the Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aleksandra%20Ristic">Aleksandra Ristic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Coronavirus Disease – 2019 hit Europe in February 2020, and infections took place in four waves. It left consequences and demanded changes for the future. More than half of European countries responded quickly by declaring a state of emergency and introducing various containment measures that have had a major impact on individuals’ lives in recent years. Closing public lives was largely achieved by limited access and/or closing public institutions and services, including the closure of educational institutions. Teaching in classrooms converted to distance learning. In the research, we used a quantitative study to analyze various factors of distance learning that influenced pupils in different segments: teachers’ availability, family support, entire online conference learning, successful distance learning, time for themselves, reliable sources, teachers’ feedback, successful distance learning, online participation classes, motivation and teachers’ communication and theoretical review of the importance of digital skills, e-learning Index, World comparison of e-learning in the past, digital education plans for the field of Europe. We have gathered recommendations and distance learning solutions to improve the learning process by strengthening teachers and creating more tiered strategies for setting and achieving learning goals by the children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=availability" title="availability">availability</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20skills" title=" digital skills"> digital skills</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a> </p> <a href="https://publications.waset.org/abstracts/158776/pros-and-cons-of-distance-learning-in-europe-and-perspective-for-the-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158776.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8000</span> Comparative Study of Learning Achievement via Jigsaw I and IV Techniques</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phongkon%20Weerpiput">Phongkon Weerpiput</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study aimed to compare learning achievement between Jigsaw I and jigsaw IV techniques. The target group was 70 Thai major sophomores enrolled in a course entitled Foreign Language in Thai at the Faculty of Education, Suan Sunandha Rajabhat University. The research methodology was quasi-experimental design. A control group was given the Jigsaw I technique while an experimental group experienced the Jigsaw IV technique. The treatment content focused on Khmer loanwords in Thai language executed for a period of 3 hours per week for total of 3 weeks. The instruments included learning management plans and multiple-choice test items. The result yields no significant difference at level .05 between learning achievement of both techniques. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jigsaw%20I%20technique" title="Jigsaw I technique">Jigsaw I technique</a>, <a href="https://publications.waset.org/abstracts/search?q=Jigsaw%20IV%20technique" title=" Jigsaw IV technique"> Jigsaw IV technique</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=major%20sophomores" title=" major sophomores"> major sophomores</a> </p> <a href="https://publications.waset.org/abstracts/12337/comparative-study-of-learning-achievement-via-jigsaw-i-and-iv-techniques" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12337.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7999</span> Approaches and Strategies Used to Increase Student Engagement in Blended Learning Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pinar%20Ozdemir%20Ayber">Pinar Ozdemir Ayber</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeina%20Hojeij"> Zeina Hojeij</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended Learning (BL) is a rapidly growing teaching and learning approach, which brings together the best of both face-to-face and online learning to expand learning opportunities for students. However, there is limited research on the practices, opportunities and quality of instruction in Blended Classrooms, and on the role of the teaching faculty as well as the learners in these types of classes. This paper will highlight the researchers’ experiences and reflections on blending their classes. It will focus on the importance of designing effective lesson plans that emphasize learner engagement and motivation in alignment with course learning outcomes. In addition, it will identify the changing roles of the teacher and the learners and suggest appropriate variations to the traditional classroom setting taking into consideration the benefits and the challenges of the Blended Classroom. It is hoped that this paper would provide sufficient input for participants to reflect on ways they can blend their own lessons to promote ubiquitous learning and student autonomy. Practical tips and ideas will be shared with the participants on various strategies and technologies that were used in the researchers’ classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title=" learner autonomy"> learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20motivation" title=" learner motivation"> learner motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning%20tools" title=" mobile learning tools"> mobile learning tools</a> </p> <a href="https://publications.waset.org/abstracts/62837/approaches-and-strategies-used-to-increase-student-engagement-in-blended-learning-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7998</span> Expanding Business Strategy to Native American Communities Using Experiential Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20J.%20Otjen">A. J. Otjen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Native American communities are struggling with unemployment and depressed economies. A major cause is a lack of business knowledge, education, and cultural desire. And yet, in the history of the American West, Native Americans were considered the best traders and negotiators for everything from furs to weapons to buffalo. To improve these economies, there has been an effort to reintroduce that heritage to todays and tomorrows generation of tribal members, such Crow, Cheyenne, and Blackfeet. Professors at the College of Business Montana State University-Billings (MSUB) teach tribal students in Montana to create business plans. These plans have won national small business plan competitions. The teaching and advising method used at MSUB is uniquely successful as theses business students are now five time national champions. This article reviews the environment and the method of learning to achieve a winning small business plan with Native American students. It discusses the five plans that became national champions. And it discusses the problems and solutions discovered in the process of achieving results. Students who participated in this endeavor have graduated and become CPAs, MBAs, and gainfully employed in their chosen professions. They have also worked to improve the economies of their native lands and homes. By educating members of these communities with business strategy and plan development, they are better able to impact their own economies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20American%20economies" title=" native American economies"> native American economies</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20businesses" title=" small businesses"> small businesses</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment"> unemployment</a> </p> <a href="https://publications.waset.org/abstracts/22276/expanding-business-strategy-to-native-american-communities-using-experiential-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22276.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">476</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7997</span> The Effect of Technology- facilitated Lesson Study toward Teacher’s Computer Assisted Language Learning Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Ning%20Chang">Yi-Ning Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid advancement of technology, it has become crucial for educators to adeptly integrate technology into their teaching and develop a robust Computer-Assisted Language Learning (CALL) competency. Addressing this need, the present study adopted a technology-based Lesson Study approach to assess its impact on the CALL competency and professional capabilities of EFL teachers. Additionally, the study delved into teachers' perceptions of the benefits derived from participating in the creation of technologically integrated lesson plans. The iterative process of technology-based Lesson Study facilitated ample peer discussion, enabling teachers to flexibly design and implement lesson plans that incorporate various technological tools. This 15-week study included 10 in- service teachers from a university of science and technology in the central of Taiwan. The collected data included pre- and post- lesson planning scores, pre- and post- TPACK survey scores, classroom observation forms, designed lesson plans, and reflective essays. The pre- and post- lesson planning and TPACK survey scores were analyzed employing a pair-sampled t test; students’ reflective essays were respectively analyzed applying content analysis. The findings revealed that the teachers’ lesson planning ability and CALL competencies were improved. Teachers perceived a better understanding of integrating technology with teaching subjects, more effective teaching skills, and a deeper understanding of technology. Pedagogical implications and future studies are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALL" title="CALL">CALL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title=" lesson study"> lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20plan" title=" lesson plan"> lesson plan</a> </p> <a href="https://publications.waset.org/abstracts/187051/the-effect-of-technology-facilitated-lesson-study-toward-teachers-computer-assisted-language-learning-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187051.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7996</span> Learning about the Strengths and Weaknesses of Urban Climate Action Plans</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prince%20Dacosta%20Aboagye">Prince Dacosta Aboagye</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayyoob%20Sharifi"> Ayyoob Sharifi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cities respond to climate concerns mainly through their climate action plans (CAPs). A comprehensive content analysis of the dynamics in existing urban CAPs is not well represented in the literature. This literature void presents a difficulty in appreciating the strengths and weaknesses of urban CAPs. Here, we perform a qualitative content analysis (QCA) on CAPs from 278 cities worldwide and use text-mining tools to map and visualize the relevant data. Our analysis showed a decline in the number of CAPs developed and published following the global COVID-19 lockdown period. Evidently, megacities are leading the deep decarbonisation agenda. We also observed a transition from developing mainly mitigation-focused CAPs pre-COP21 to both mitigation and adaptation CAPs. A lack of inclusiveness in local climate planning was common among European and North American cities. The evidence is a catalyst for understanding the trends in existing urban CAPs to shape future urban climate planning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban" title="urban">urban</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20action%20plans" title=" climate action plans"> climate action plans</a>, <a href="https://publications.waset.org/abstracts/search?q=strengths" title=" strengths"> strengths</a>, <a href="https://publications.waset.org/abstracts/search?q=weaknesses" title=" weaknesses"> weaknesses</a> </p> <a href="https://publications.waset.org/abstracts/161978/learning-about-the-strengths-and-weaknesses-of-urban-climate-action-plans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161978.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7995</span> Polish Operational Plans During Cold War as Part of Warsaw Pact Strategic Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wiktor%20Stypczy%C5%84ski">Wiktor Stypczyński</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the Cold War, both sides of the conflict developed advanced operational plans in case of a Third World War outbreak. In the Warsaw Pact, Soviet generals in Moscow chose targets for each army, but each country's General Staff had to create specific plans for their nation. This led to the creation of a Strategic Culture within the Warsaw Pact that was reflected in the plans of each army. This paper aims to showcase the Strategic Culture of the Warsaw Pact by using the plans of the People's Polish Army as an example. Examining one army at a time will allow for a more detailed and unique perspective on the matter. Understanding the past Strategic Culture is crucial in comprehending the current post-Soviet strategic situation in Eastern Europe, especially with the current situation in Ukraine. This paper is based on Benon Miśkiewicz's classic methodology of military history. While this methodology is the foundation, the research findings will also draw on the Strategic Studies methodology and the accomplishments of war and military science. Additionally, the Security and Political Studies methodology will be a crucial element in constructing the narrative. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cold%20war" title="cold war">cold war</a>, <a href="https://publications.waset.org/abstracts/search?q=operetional%20plans" title=" operetional plans"> operetional plans</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20culture" title=" strategic culture"> strategic culture</a>, <a href="https://publications.waset.org/abstracts/search?q=polish%20people%27s%20army" title=" polish people's army"> polish people's army</a> </p> <a href="https://publications.waset.org/abstracts/170642/polish-operational-plans-during-cold-war-as-part-of-warsaw-pact-strategic-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170642.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=personalised%20learning%20plans&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=personalised%20learning%20plans&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=personalised%20learning%20plans&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=personalised%20learning%20plans&page=5">5</a></li> <li class="page-item"><a class="page-link" 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