Documents found
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4122.More information
As blended learning moved toward a new phase during the COVID-19 pandemic, advancements in artificial intelligence (AI) technology provided opportunities to develop more diverse and dynamic blended learning. This systematic review focused on publications related to the use of AI applications in blended learning. The original studies from January 2007 to October 2023 were extracted from the Google Scholar, ERIC, and Web of Science databases. Finally, 30 empirical studies under the inclusion criteria were reviewed based on two conceptual frameworks: four key challenges of blended learning and three roles of AI. We found that AI applications have been used mainly for the online asynchronous individual learning component in blended learning; little work has been conducted on AI applications that help connect online activities with classroom-based offline activities. Many studies have identified the role of AI as a direct mediator to help control flexibility and autonomy of students in blended learning. However, abundant studies have also identified AI as a supplementary assistant using advanced learning analytics technologies that promote effective interactions with students and facilitate the learning process. Finally, the fewest number of studies have explored the role of AI as a new subject such as use as pedagogical agents or robots. Considering the advancements of generative AI technologies, we expect more research on AI in blended learning. The findings of this study suggested that future studies should guide teachers and their smart AI partner to implement blended learning more effectively.
Keywords: blended learning, artificial intelligence, systematic review, AI in education
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4123.More information
Objective – This article reports on the qualitative phase of a two-phase sequential mixed-methods study to assess the first six years of the Institute for Research Design in Librarianship (IRDL), a continuing education program for academic and research librarians. The study is designed to assess the effectiveness of IRDL in meeting short-term and long-term programmatic objectives related to the research productivity, job performance, and professional identities of the participants in the program.Methods – In this second part of a two-phase study, the authors conducted focus group and individual interviews with 37 IRDL participants (hereafter called Scholars) and coded the resulting transcripts. The first phase of the study surveyed all 124 program participants; the results were reported in an earlier article in this journal. The second-phase interviews were conducted and then coded using a deductive process. The researchers identified transcript excerpts that explored the concepts of research productivity, job performance, and identity as a researcher. Each of these concepts was further sub-coded to explore the four sources of self-efficacy, as described in Albert Bandura’s theory: mastery experiences; verbal or social persuasion; vicarious experiences; and physiological and affective states.Results – The majority of the conversations in both the in-depth individual interviews and the focus group interviews centered around research productivity; approximately 70% of the transcript excerpts from focus groups and 55% of the individual interviews addressed issues related to productivity. Participants also discussed the impact of IRDL on their job performance and their identify as researchers. Gaining research confidence had a notable positive impact on job performance related to classroom teaching and supporting researchers. Within these areas of conversation, all sources of self-efficacy were evident, but the most frequently noted were influences related to mastery learning and social persuasion, through mentorship and becoming part of a peer research community.Conclusion – The findings from the focus groups and in-depth interviews deepen the meaning of the results from the quantitative phase of our IRDL assessment research. The participants in the study reported both frustration and satisfaction with conducting their research. A supportive environment focused on helping librarians gain needed research skills, practice those skills, and become part of a research community contributes to research confidence and productivity, improved job performance, and identity as a researcher. The findings of this study have implications for developing librarians as researchers, including the importance of a supportive work environment, research mentoring, and the positive influence of becoming part of a research community.
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4124.More information
What tactics are high school educators using to teach about socio-political changes in the past and present? Five educators in the province of Alberta (two female, three male; four urban, one rural; four white, one Arab; four without visible religious garb, one Muslim in hijab) explored content they considered to be “radical” and how they teach about (and for) significant socio-political changes toward making society hurt less. Coming from a perspective of symbolic evil, radical love, and radical imagination as inherent to beneficial social movements, the researchers used process and dramaturgical coding to analyze participant insights about decolonial and antiracist education as well as teaching for gender and sexual justice. Participants shared insights about the role of school context and teacher positionality, what might shape an educator to teach for radical change, as well as several tactics: operationalizing positionality, supplementing curriculum, challenging assumptions, subverting school rules, and addressing emotionality.
Keywords: radical change, radical love, social studies education, symbolic evil, teacher research
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4125.More information
This article investigates 20 qualitative interviews collected with new migrants of Italian origins settled in Toronto (Ontario) and in London (UK). The aim of the study is to identify the identity markers used by migrants to express their feeling of belonging to Italy and to Canada/UK and to position themselves into two different categories, expat and migrants. According to previous quantitative studies, these two labels refer to two different patterns of immigration: expat in fact includes contemporary skilled and temporary migrations, while migrant deals with unskilled migrations. So, the study of identity markers used in qualitative interviews is crucial in order to investigate how migrants position themselves in the host Country.The results provide evidence of a deep distinction of two different groups of speakers: the first one is composed of those Italians who consider themselves as expats and this is evident since they report in their interviews all those identity markers discussed in the literature as typical of this kind of migration (level of education, social status, use of English). The second one is, instead, composed of those Italians who consider themselves as migrants using those markers already reported in the bibliography for migrants (and not for expats, such as the poor use of English, the low level of education and the temporary job).
Keywords: expats, international migration, identity, sociolinguistics
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4126.More information
This study examines the Canadian information research landscape through the lens of the eight academic units hosting ALA-accredited programs. We created a citation-based network utilizing the scholarly articles published by the faculty members and PhD students at each academic unit to identify and characterize distinct research clusters within the field. Then we determined how the publications and researchers from each unit are distributed across the clusters to describe their area of specialization. Our findings emphasize how the inter-, multi-, and transdisciplinary nature of the Canadian information research landscape forms a rich mosaic of information scholarship.
Keywords: bibliométrie, bibliometrics, sciences de l’information, information studies, bibliothéconomie, library studies, pôles de recherche, research clusters, grappes de recherche
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4127.More information
Predictive and data-driven policing systems continue to proliferate around the world, enticing police forces with promises of improvements in efficiency and the ability to offer various ways of addressing the future to pre-empt, predict, or prevent crime. As more of these systems become operationalised in England and Wales, this paper takes up Duarte’s (2021) observation that there is a lack of description as to what such systems actually are. This paper adapts a social network methodology to explore what is a data-driven policing system. Using a police force in England, UK, as a case study, we provide a visualisation of a data-driven policing system based on the data flows it requires to operate. The paper shows how a disparate network of affiliate organisations act as collators of specific data types that are then used in a range of policing applications. We make visible how data travels from its source through various nodes and the various potential points of translation that occur. We show, as others have argued before us, the data points used are proxies for poverty, making certain groups and sections of society highly visible to the digital system whilst other groups and crimes become less visible—and sometimes even hidden.
Keywords: predictive policing of poverty, data-driven policing, visualizing data flows, visibility, United Kingdom
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4128.More information
This article expounds the competencies that are essential for managing artificial intelligence (AI) in organizations, with emphasis on ethics, but also including the issues from a managerial, technical, human, inclusive and responsible point of view. In the context of change associated with digital transformation, organizations that are digitizing, by integrating AI, need to identify the ethical issues and the associated required competencies to manage AI projects. The issues related to the development and management of AI projects are complex and different from those related to traditional IT project management. This complexity raises ethical, legal and social responsibility questions regarding AI, from an equity, diversity and inclusion perspective. These will have implications for the competencies expected of AI project managers in the future. Our research aimed to identify these competency issues and describe them, which is done through interviews and focus groups with experts from the AI community, in the broader context of a research on AI management. This article focuses primarily on the ethical issues emerging from our review of written works and meetings with AI experts, and their resonance in the Quebec AI ecosystem. We therefore here focus on questions of ethics, labour market transformation, governance and social responsibility. This article is organized in seven parts: introduction, issues, literature review, methodology, results, discussion and conclusion. The current challenges of AI in Quebec are given in terms of ethical management of innovative technologies, as well as the transformation of labour markets associated with AI. These key issues were identified in our 25 research interviews and three focus groups. In conclusion is a set of recommendations to promote change while considering ethical issues linked to turning towards AI.
Keywords: Gouvernance et éthique de l’IA, compétence en éthique, EDI (équité, diversité et inclusion), gestion de l’IA, écosystème québécois d’IA
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4129.More information
Linguistic risks are situations in which learners are pushed out of their comfort zone to use the target language in meaningful and authentic settings. This article outlines a novel pedagogical and research approach to language learning through linguistic risk-taking. I review the construct of linguistic risk from interdisciplinary perspectives and describe the context, rationale, and development of an innovative initiative for supporting French and English language learning at the University of Ottawa, the largest bilingual (English-French) university in the world. Data from 554 participants collected through a Linguistic Risk-Taking Passport, a tool allowing learners to self-report risk-taking patterns, propose additional risks, and add qualitative comments are analyzed to validate the approach. Avenues for transformation of the tool into a digital app and its relevance to other contexts and other languages are also discussed.
Keywords: Linguistic Risk-Taking Initiative and Passport, language teaching and learning, innovation
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4130.
Bienvenidos A Bordo: From Task-Based Needs Analysis to Design: Spanish-Destination Flight Attendants
More informationThe aim of this task-based needs analysis is two-fold: firstly, to uncover the tasks performed by U.S.-based Spanish-language flight attendants and the associated language needs and, in doing so, to expand the breadth of task-based needs analysis (TBNA) through the application of multiple methods and sources (Long, 2005) and tackling the under-researched issue of transfer from TBNA to task design (Gilabert & Malica, 2021a; 2021b). A questionnaire-guided interview and online survey were used. Analysis of the extracted information illuminated the essential tasks and subtasks (Gilabert, 2005), including details regarding frequency, need for training, and language use. Findings suggest that each task and subtask requires varying amounts of Spanish, as well as knowledge of distinct linguistic dimensions. Triangulation of multiple sources and methods adds to the understanding of the tasks and language needs. Finally, suggestions as to how the outcome of this NA may transfer to task design are presented, hence extending the field of TBNA.
Keywords: languages for special purposes (LSP), need analysis, task-based language teaching, second language research methodology, spanish for specific purposes