• Energy Research
• 4. Education close
• KR close

The sustainable computer-based evaluation system (SCE) is a scenario-based formative evaluation system, in which students are assigned a task during a course. The tasks include the diversity conditions in real-world scenarios. The goals of this system are learning to think as a professional in a certain discipline. While the substantive, psychological, instructional, and task developmental aspects of the assessment have been investigated, few analytic methods have been proposed that allow us to provide feedback to learners in a formative way. The purpose of this paper is to introduce a framework of a learning analytic method including (1) an assessment design through evidence-centered design (ECD), (2) a data mining method using social network analysis, and (3) an analytic method using a Bayesian network. This analytic framework can analyze the learners’ performances based on a computational psychometric framework. The tasks were designed to measure 21st century learning skills. The 250 samples of data collected from the system were analyzed. The results from the social network analysis provide the learning path during a course. In addition, the 21st century learning skills of each learner were inferred from the Bayesian network over multiple time points. Therefore, the learning analytics proposed in this study can offer the student learning progression as well as effective feedback for learning.

The sustainable computer-based evaluation system (SCE) is a scenario-based formative evaluation system, in which students are assigned a task during a course. The tasks include the diversity conditions in real-world scenarios. The goals of this system are learning to think as a professional in a certain discipline. While the substantive, psychological, instructional, and task developmental aspects of the assessment have been investigated, few analytic methods have been proposed that allow us to provide feedback to learners in a formative way. The purpose of this paper is to introduce a framework of a learning analytic method including (1) an assessment design through evidence-centered design (ECD), (2) a data mining method using social network analysis, and (3) an analytic method using a Bayesian network. This analytic framework can analyze the learners’ performances based on a computational psychometric framework. The tasks were designed to measure 21st century learning skills. The 250 samples of data collected from the system were analyzed. The results from the social network analysis provide the learning path during a course. In addition, the 21st century learning skills of each learner were inferred from the Bayesian network over multiple time points. Therefore, the learning analytics proposed in this study can offer the student learning progression as well as effective feedback for learning.

Responding to the multiculturalist critiques of deliberative democratic education, Amy Gutmann and Sigal Ben-Porath suggested a more inclusive version of deliberative democratic education that emphasizes toleration, public recognition, and mutual respect. Despite its benefits and possibilities, however, their concept of democratic education fails to embrace poststructuralist ideas regarding democratic education. In the pursuit of a sustainable vision for democratic citizenship education, this study sought to conceptualize hybrid spaces wherein an ontology of plurality is woven into Gutmann and Ben-Porath’s idea of deliberative democratic education. By proposing an alternative way to integrate poststructuralist ideas such as intersubjective accounts of self-identity and human agency into the current practice of deliberative democratic education, the authors seek to promote continued dialogue on the purposes and possibilities of education for a more sustainable and democratic society.

Responding to the multiculturalist critiques of deliberative democratic education, Amy Gutmann and Sigal Ben-Porath suggested a more inclusive version of deliberative democratic education that emphasizes toleration, public recognition, and mutual respect. Despite its benefits and possibilities, however, their concept of democratic education fails to embrace poststructuralist ideas regarding democratic education. In the pursuit of a sustainable vision for democratic citizenship education, this study sought to conceptualize hybrid spaces wherein an ontology of plurality is woven into Gutmann and Ben-Porath’s idea of deliberative democratic education. By proposing an alternative way to integrate poststructuralist ideas such as intersubjective accounts of self-identity and human agency into the current practice of deliberative democratic education, the authors seek to promote continued dialogue on the purposes and possibilities of education for a more sustainable and democratic society.

In Sport for Development (SFD), sport is used as a cost-effective tool to facilitate the objectives of various organizations, not limited to increasing access to education, youth development, social cohesion, and gender equality. This review aims to systematically analyze SFD programs that contribute to gender equality and women empowerment under Sustainable Development Goal 5 (SDG 5). The PRISMA methodology was used to guide the screening and selection process. Fifteen studies were identified from the Web of Science, Scopus, and SPORTDiscus databases, the Journal of Sport for Development, forward–backward reference searches, and manual searches on four prominent sport, gender, and development researchers. The findings indicated that there was evidence of micro-level outcomes in every study and three achieved meso-level impact; however, none of these studies’ suggested changes have reached the macro-level of impact when the outcomes were reported in these articles. There was a lack of intervention studies that investigated the mechanisms and reported outcomes through a validated monitoring and evaluation process. This review provides significant insights into: (a) identifying future SFD research areas, (b) refining SFD program evaluations, (c) developing indicators of outcomes for sport programs contributing to SDG 5, and (d) reproducing sustainable development outcomes under SDG 5.

In Sport for Development (SFD), sport is used as a cost-effective tool to facilitate the objectives of various organizations, not limited to increasing access to education, youth development, social cohesion, and gender equality. This review aims to systematically analyze SFD programs that contribute to gender equality and women empowerment under Sustainable Development Goal 5 (SDG 5). The PRISMA methodology was used to guide the screening and selection process. Fifteen studies were identified from the Web of Science, Scopus, and SPORTDiscus databases, the Journal of Sport for Development, forward–backward reference searches, and manual searches on four prominent sport, gender, and development researchers. The findings indicated that there was evidence of micro-level outcomes in every study and three achieved meso-level impact; however, none of these studies’ suggested changes have reached the macro-level of impact when the outcomes were reported in these articles. There was a lack of intervention studies that investigated the mechanisms and reported outcomes through a validated monitoring and evaluation process. This review provides significant insights into: (a) identifying future SFD research areas, (b) refining SFD program evaluations, (c) developing indicators of outcomes for sport programs contributing to SDG 5, and (d) reproducing sustainable development outcomes under SDG 5.

Understanding how technology is used to foster active learning and why it is effective is important in advancing educational practices. The purpose of this study was to test adopting in-class interactive polling to engage college students’ learning in their non-native language. After adopting interactive polling activities for six weeks, non-native speakers of English enrolled in a content-based class taught in English were invited to participate in a survey measuring the outcomes of the intervention. The results showed that students found it more comfortable responding to polls using their smartphones rather than verbally responding to questions in the classroom. Guided by self-determination theory, the results demonstrate that students who report high intrinsic motivation to participate in in-class polling exercises exhibit a more favorable attitude, find the class more engaging, feel they perform better on tests because of the polling exercise, and show higher level of perceived learning than those who reported low intrinsic motivation. The importance of facilitating sustainable student learning by using interactive technology to improve the quality of content-based learning and minimize the potential downside of using English as a medium of instruction is discussed.

Understanding how technology is used to foster active learning and why it is effective is important in advancing educational practices. The purpose of this study was to test adopting in-class interactive polling to engage college students’ learning in their non-native language. After adopting interactive polling activities for six weeks, non-native speakers of English enrolled in a content-based class taught in English were invited to participate in a survey measuring the outcomes of the intervention. The results showed that students found it more comfortable responding to polls using their smartphones rather than verbally responding to questions in the classroom. Guided by self-determination theory, the results demonstrate that students who report high intrinsic motivation to participate in in-class polling exercises exhibit a more favorable attitude, find the class more engaging, feel they perform better on tests because of the polling exercise, and show higher level of perceived learning than those who reported low intrinsic motivation. The importance of facilitating sustainable student learning by using interactive technology to improve the quality of content-based learning and minimize the potential downside of using English as a medium of instruction is discussed.