Social and Behavioral Sciences Commons^™

Survey Says--How To Engage Law Students In The Online Learning Environment, Andrele Brutus St. Val

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The pandemic experience has made it clear that not everyone loves teaching or learning remotely. Many professors and students alike are eager to return to the classroom. However, our experiences over the last year and a half have also demonstrated the potentials and possibilities of learning online and have caused many professors to recalibrate their approaches to digital learning. While the tools for online learning were available well before March of 2020, many instructors are only now beginning to capitalize on their potential. The author of this article worked in online legal education before the pandemic, utilizing these tools and …

A Systematic Review Of The Provision Of Sexuality Education To Student Teachers In Initial Teacher Education, Aisling Costello, Catherine Maunsell, Claire Cullen, Ashling Bourke

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Teachers, and their professional learning and development, have been identified as playing an integral role in enabling children and young people’s right to comprehensive sexuality education (CSE). The provision of sexuality education (SE) during initial teacher education (ITE) is upheld internationally, as playing a crucial role in relation to the implementation and quality of school-based SE. This systematic review reports on empirical studies published in English from 1990 to 2019. In accordance with the PRISMA guidelines, five databases were searched: ERIC, Education Research Complete, PsycINFO, Web of Science and MEDLINE. From a possible 1,153 titles and abstracts identified, 15 papers …

Minecrafting Bar Mitzvah: Two Rabbis Negotiating And Cultivating Learner-Driven Inclusion Through New Media., Owen Gottlieb

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In 2013, a boy with special needs used the video game Minecraft to deliver the sermon at his bar mitzvah at a Reform synagogue, an apparently unique ritual phenomenon to this day. Using a narrative inquiry approach, this article examines two rabbis’ negotiations with new media, leading up to, during, and upon reflection after the event. The article explores acceptance, innovation, and validation of new media in religious practice, drawing on Campbell’s (2010) framework for negotiation of new media in religious communities. Clergy biography, philosophy, and institutional context all impact the negotiations with new media. By providing context of a …

Designing Analog Learning Games: Genre Affordances, Limitations And Multi-Game Approaches, Owen Gottlieb, Ian Schreiber

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This chapter explores what the authors discovered about analog games and game design during the many iterative processes that have led to the Lost & Found series, and how they found certain constraints and affordances (that which an artifact assists, promotes or allows) provided by the boardgame genre. Some findings were counter-intuitive. What choices would allow for the modeling of complex systems, such as legal and economic systems? What choices would allow for gameplay within the time of a class-period? What mechanics could promote discussions of tradeoff decisions? If players are expending too much cognition on arithmetic strategizing, could that …

Acts Of Meaning, Resource Diagrams, And Essential Learning Behaviors: The Design Evolution Of Lost & Found, Owen Gottlieb, Ian Schreiber

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Lost & Found is a tabletop-to-mobile game series designed for teaching medieval religious legal systems. The long-term goals of the project are to change the discourse around religious laws, such as foregrounding the prosocial aspects of religious law such as collaboration, cooperation, and communal sustainability. This design case focuses on the evolution of the design of the mechanics and core systems in the first two tabletop games in the series, informed by over three and a half years’ worth of design notes, playable prototypes, outside design consultations, internal design reviews, playtests, and interviews.

Jewish Time Jump: New York, Owen Gottlieb

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Jewish Time Jump: New York (Gottlieb & Ash, 2013) is a place-based mobile augmented reality game and simulation that takes the form of a situated documentary. Players take on the role of time traveling reporters tracking down a story “lost to time” to bring back to their editor at the Jewish Time Jump Gazette. The game is played in Washington Square Park in Greenwich Village, New York City. Players’ iPhones become their time traveling device and companion. Based on the player’s GPS location, players receive digital images from their location from over a hundred years in the past as well …

Finding Lost & Found: Designer’S Notes From The Process Of Creating A Jewish Game For Learning, Owen Gottlieb

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This article provides context for and examines aspects of the design process of a game for learning. Lost & Found (2017a, 2017b) is a tabletop-to-mobile game series designed to teach medieval religious legal systems, beginning with Moses Maimonides’ Mishneh Torah (1180), a cornerstone work of Jewish legal rabbinic literature. Through design narratives, the article demonstrates the complex design decisions faced by the team as they balance the needs of player engagement with learning goals. In the process the designers confront challenges in developing winstates and in working with complex resource management. The article provides insight into the pathways the team …

Taking Time To Pause: Engaging With A Gift Of Reflective Practice, Patricia Ganly

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This paper is a call to action to engage readers in cultivating reflective practice. The demands of a rapidly changing global society, the influences on emerging learning and teaching landscapes, and the ubiquity of information in twenty-first century society are catalysts for this focus on reflection. The author conducted a literature review, integrated with personal experience, resulting in a proposed PARA model (pausing, attending, revising, adopting, adapting) as an extension to existing reflective practice models. In the context of this paper, reflective practice is addressed in terms of professional development within higher education (HE) and the personal experience of its …

Digital Literacy: Why It Matters, Allison Kavanagh, K.C. O'Rourke

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In the past two decades the internet, email, apps, mobile devices and all associated hardware and software have become firmly embedded in everyday life, to the extent that it often feels that we have had no control over this phenomenon. What are the implications for education?

Primary and secondary students today have grown up with the always-connected life which the internet has enabled. However, the credence given to the idea that this makes them fully comfortable and aware as "digital natives" is misguided. The social implications of the internet society – surveillance and the decline of privacy, cyberbullying and so …

Young People's Response To The Response: The Impact Of Political Diversity And Media Framing On Discussions Of Combatant Tribunals, Jeremy Stoddard, Jason Chen

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This article presents results of a study of the impact of political dynamics on group deliberations of issues presented in the short film The Response. We selected four groups of 18-22 year-old participants based on political views, engagement, and efficacy (liberal, conservative, and two mixed groups), and asked them to view and discuss issues presented in The Response related to the combatant status review tribunals held at Guantanamo Bay. We found the groups with mixed political views had higher quality discussions of the issues and a better understanding of the issues post-discussion – in particular the tension between national …

What Stick Figures Tell Us About Irish Politics: Creating A Critical And Collaborative Learning Space, Sharon Feeney, John Hogan, Paul Donnelly

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This paper focuses upon the interpretation of freehand drawings produced by a small sample of 220 first-year students taking an Irish politics introductory module in response to the question, ‘What is Irish Politics?’ By sidestepping cognitive verbal processing routes, through employing freehand drawing, we aim to create a critical and collaborative learning environment, where students develop their capacity for interpretation and critical self-reflection. This is because the freehand drawing technique, as part of a critical pedagogy, can generate a more critical and inclusive perspective, as visual representations permit us to comprehend the world differently, and understand how others also see …

Enhancing The Academic And Social Learning Of Irish Undergraduates Through Emotional And Social Skills Development., Aiden Carthy, Celesta Mccann, Sinead Mcgilloway, Colm Mcguinness

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This paper considers the potential merits of emotional competency coaching for undergraduate students. We outline the findings from our previous work which showed, for example, that a sample of First Year undergraduate students failed to engage with coaching primarily because it was not a mandatory aspect of the curricula. An analysis of the National Framework of Qualifications (NFQ) - which details the specific learning outcomes that must be achieved by all Irish academic syllabi found that this framework makes scant reference to the development of social and emotional skills. Therefore, a revised working model of the NFQ is proposed, which …

Phenomenological Views And Analysis Of Culinary Arts Student Attitudes To National And International Internships: The “Nature Of Being” Before, During, And After International Internship, Frank Cullen

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This article presents the results of research conducted between 2006 and 2007 as part of a 4-year study on culinary internships. The article explores what can be described as the culinary life, developing a picture of working in a kitchen. It then compares and contrasts the work of key writers in the area of internship. Phenomenological views are provided and quantitative data analyzed from the 2006 and 2007 cohorts of students studying for a bachelor of arts in culinary arts to establish their attitudes toward international internships. The research found that gaps existed between the attitudes of the 2006 and …

Implicit Theories Of Ability Of Grade 6 Science Students: Relation To Epistemological Beliefs And Academic Motivation And Achievement In Science, Jason Chen, Frank Pajares

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We investigated (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results …