Master Theses & ProjectsMaster Theses & Projects (FEDU)https://hdl.handle.net/10155/3952024-03-29T15:31:27Z2024-03-29T15:31:27Z“Can we keep blogging?”: Analyzing blogging in a grade six classroom as a trauma-informed practice for students and educatorsAllum, Heidi M.https://hdl.handle.net/10155/17582024-02-27T20:43:39Z2024-02-01T00:00:00Z“Can we keep blogging?”: Analyzing blogging in a grade six classroom as a trauma-informed practice for students and educators
Allum, Heidi M.
Trauma-informed practice is a high-profile term in education, with multiple definitions and implementation strategies for classroom practice. Through phenomenological and case study methods, this study examines how one teacher uses blogging as a trauma-informed practice micro-move. Through blogging, trauma-informed practices address student safety, choice, and empowerment. The teacher changed trauma-informed practices based on student feedback from students' blogs. Results showed that blogging could be a trauma-informed practice. The teacher made subtle, yet powerful, changes in practice based on student feedback through blogging. More research is suggested for implementing trauma-informed micro-moves in the classroom and their impact on student well-being.
2024-02-01T00:00:00ZVolunteer educators' perceptions of mentorship involvement: grades 9-12 roboticsWalsh, Katlinhttps://hdl.handle.net/10155/17562024-02-27T20:21:01Z2023-12-01T00:00:00ZVolunteer educators' perceptions of mentorship involvement: grades 9-12 robotics
Walsh, Katlin
As non-educators increasingly support volunteer-based STEM programs, adopting pedagogically aligned mentorship training is required to support developing and retaining subject-specific mentorship practices and volunteer engagement with equity, diversity, and inclusion in STEM communities. This research aimed to understand how informal educators develop their personal mentorship practice and investigate volunteer’s understanding and engagement with equity, diversity, and inclusion within competitive FIRST robotics competition teams.
Using a qualitative, collective case study, eight volunteer mentors participated in virtual interviews, using constructed personal artifacts for self-reflection and presentation, concluding the 2021-2022 mentorship season. A conceptual framework of constructionism, project-based learning, and communities of practice guided this study, using an inductive thematic analysis process to interpret the findings. The study's results highlight that artifacts guided mentors’ communication related to mentorship as a practice and increased acts of authentication through subject-specific language.
2023-12-01T00:00:00ZMastering tribunal forms: teaching students in law-related programs using public legal education and informationSmith, Sandra K.https://hdl.handle.net/10155/17522024-02-27T19:48:00Z2024-01-01T00:00:00ZMastering tribunal forms: teaching students in law-related programs using public legal education and information
Smith, Sandra K.
Law clerks and licensed paralegals in Ontario prepare standardized tribunal-issued forms, such as those for the Landlord and Tenant Board (LTB), on behalf of their clients. Training paralegal candidates and law clerk students to produce these complex forms is a core part of their education in residential landlord and tenant law courses in Ontario’s community college programs. The LTB and Community Legal Education Ontario (CLEO) have created resources to assist the public to complete the forms without the assistance of legal professionals. The purpose of these resources aligns well with the learning outcomes of the curricula for educating law clerks and paralegals, in that the goal of both is to facilitate the production of complete, accurate and effective documents that can commence a claim before the Tribunal. This study examines the challenges that students in a community college encounter in learning to complete the forms; proposes that the age, languages spoken, and educational background of the students affect their success; and suggests that resources used by the public can support students as they learn.
2024-01-01T00:00:00ZCo-designing instruction in virtual learning environments using AIGanesh, Aishwaryahttps://hdl.handle.net/10155/17142023-12-19T16:31:04Z2023-12-01T00:00:00ZCo-designing instruction in virtual learning environments using AI
Ganesh, Aishwarya
The literature was explored to determine how artificial intelligence (AI) systems and algorithms are currently being used in the co-design of learning within virtual learning environments. Through the analysis of literature, the study aims to retrieve multiple methods of AI assistance to ease or uplift the educator’s role in online learning design. The study determined a variety of themes that determine methods of AI use in online instruction, such as prediction, providing feedback, adaptive learning, and providing visualization of student data on learning management systems (LMS). The study also determined the importance of a repository of various student data input in AI algorithms, and the collaboration of educators and experts in the process of using AI systems. The key implications suggest the importance of bridging feedback immediacy and formative approaches to improving student performance in online environments. Furthermore, the study also determines the changing roles of stakeholders in the education process. Finally, it also suggests the potential to create a multifaceted AI system and an effective LMS that supports such features.
2023-12-01T00:00:00Z