Innovative approaches to learning design: harnessing new technologies for learning

2013 ◽  
pp. 76-83
Author(s):  
Gráinne Conole
Keyword(s):  
New Technologies ◽  
Approaches To Learning ◽  
Learning Design ◽  
Innovative Approaches

scholarly journals Medical students' perspectives about the traditional and the integrated learning programs in the college of medicine- University of Bisha 

2020 ◽  
Author(s):  
Ayman Mohamed Alashkar ◽  
Abdullah Abdelazim Hashish ◽  
Adel Aborgela ◽  
Ashraf Salah Metwally ◽  
Hany Sonpol ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Survey ◽  
New Technologies ◽  
Statistical Significance ◽  
Approaches To Learning ◽  
Medical Schools ◽  
Research Field ◽  
Integrated Learning ◽  
Learning Program ◽  
School Students

Abstract Purpose: Students’ approaches to learning are central to the process of learning. There is strong debate about the efficiency of traditional learning program (TLP) and the integrated learning program (ILP) in medical schools. TLP is easy for the students being passive learners and for the tutors playing the role of sage on the stage. ILP is mainly student centered in which the students are active learners with mentoring of their tutors. It is important to know the perspectives of medical school students about both programs as they used to apply TLP in the 1st year and starting ILP from the 2nd year. Methodology: This study adopted quantitative research methodology. We addressed the 2nd and 3rd year medical students. Online survey using the Google forms was applied for data collection. Results: agreement of the integrated program (80.8%) exceeded the traditional (48.5%) especially in improving the communication skills, dealing with new technologies, reinforcement of competencies in the research field, and to less extent for its suitability to be applied in medical schools nowadays, development of desired doctor skills to deal with patients and for provision of good approach for medical practice, and lastly for its suitability to identify and deal with the community needs. There was no statistical significance between both programs regarding support of professionalism values. The disagreement of ILP (19.2%) was much lower than TLP (51.5%). Conclusion: Integrated learning program becomes an innovative tool for learning in medical schools with very good compliance among the medical students.

scholarly journals Innovative approaches to estimate individual usual dietary intake in large-scale epidemiological studies

2017 ◽  
Vol 76 (3) ◽  
pp. 213-219 ◽  
Author(s):  
Johanna Conrad ◽  
Ute Nöthlings
Keyword(s):  
Food Intake ◽  
Dietary Intake ◽  
Statistical Methods ◽  
Large Scale ◽  
New Technologies ◽  
Epidemiological Studies ◽  
Web Based ◽  
Food Records ◽  
Usual Intake ◽  
Innovative Approaches

Valid estimation of usual dietary intake in epidemiological studies is a topic of present interest. The aim of the present paper is to review recent literature on innovative approaches focussing on: (1) the requirements to assess usual intake and (2) the application in large-scale settings. Recently, a number of technology-based self-administered tools have been developed, including short-term instruments such as web-based 24-h recalls, mobile food records or simple closed-ended questionnaires that assess the food intake of the previous 24 h. Due to their advantages in terms of feasibility and cost-effectiveness these tools may be superior to conventional assessment methods in large-scale settings. New statistical methods have been developed to combine dietary information from repeated 24-h dietary recalls and FFQ. Conceptually, these statistical methods presume that the usual food intake of a subject equals the probability of consuming a food on a given day, multiplied by the average amount of intake of that food on a typical consumption day. Repeated 24-h recalls from the same individual provide information on consumption probability and amount. In addition, the FFQ can add information on intake frequency of rarely consumed foods. It has been suggested that this combined approach may provide high-quality dietary information. A promising direction for estimation of usual intake in large-scale settings is the integration of both statistical methods and new technologies. Studies are warranted to assess the validity of estimated usual intake in comparison with biomarkers.

ICT Developments

2011 ◽  
pp. 145-190
Author(s):  
Nigel Ford
Keyword(s):  
Computer Technology ◽  
Information Seeking ◽  
Information Science ◽  
Approaches To Learning ◽  
Resource Discovery ◽  
Learning Resources ◽  
Learning Design ◽  
Teaching Resource ◽  
Information And Computer Technology

Information seeking and resource discovery, for which library/information science researchers and developers have devised the techniques and approaches introduced in the previous chapter, may be engaged in by teachers seeking information and learning resources that they can reuse or reconfigure in their own teaching. Resource discovery may also be engaged in by learners themselves—either within the context of a formal course of study in which they are given the opportunity to seek out information and resources for themselves, or as autonomous self-regulated learners operating outside the context of any formal course. Library/information science is concerned with the seeking and discovery of information and resources in both of these contexts. As educationists have developed information and computer technology (ICT)-based approaches to learning design and teaching (which will be introduced in Chapter VI), so library and information scientists have developed ICT-based approaches to enabling and facilitating effective information seeking and resource discovery. These approaches—including ICT-based standards—form the focus of the present chapter.

scholarly journals Competent-oriented Learning Approach

2020 ◽  
Vol 6 (8) ◽  
pp. 263-263
Author(s):  
D. Tagaeva ◽  
Zh. Toktomambetova
Keyword(s):  
Approaches To Learning ◽  
Educational Process ◽  
Learning Approach ◽  
Modern School ◽  
Innovative Approaches

The article discusses the tasks of personality-oriented learning, different models of developing learning of a modern school. Technologies for building and implementing a personality-oriented educational process. Modern innovative approaches to learning, forms and means of training are presented.

scholarly journals Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design

TechTrends ◽  
2021 ◽  
Author(s):  
Shawn Bowers ◽  
Yu-Ling Chen ◽  
Yvette Clifton ◽  
Melissa Gamez ◽  
Heidi Hubbard Giffin ◽  
...  
Keyword(s):  
Approaches To Learning ◽  
Faculty Members ◽  
Course Delivery ◽  
University Faculty ◽  
Learning Design ◽  
Design Changes ◽  
New Findings ◽  
Reflective Design ◽  
Design Solutions ◽  
Made In

AbstractResearch on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how university faculty engage in reflective, iterative approaches to learning design. Collaborative analysis and interpretation of systematically collected data drawn from individual experiences in learning design reveal how faculty use reflection as a tool in learning design to recognize problems, devise solutions and constructively process emotions. Through reflection, faculty identify design solutions that are responsive to circumstances during course delivery, capture reasoning that informs design solutions for future course iterations and accurately gauge the appropriate timing of design changes based on factors such as scale and feasibility. This article offers detailed ethnographic evidence and new findings that enrich our understanding of claims made in previous interview-based studies of faculty design.

scholarly journals Learning Design for Sustainable Development

2021 ◽  
Vol 3 (3) ◽  
pp. p15
Author(s):  
Ruth Crick ◽  
Tom McDermott ◽  
Nicole Hutchison
Keyword(s):  
Sustainable Development ◽  
Systems Engineering ◽  
Formal Education ◽  
Approaches To Learning ◽  
Measurement Model ◽  
Complex Problem ◽  
Learning Design ◽  
Policy And Practice ◽  
Education Design ◽  
Common Architecture

Purpose: The purpose of this paper is to theorise an approach to learning design for formal education and training contexts, which can empower the student-led acquisition of competences for sustainable development with particular reference to engineering education. Design: the paper presents a conceptual framework which synthesises two extant bodies of empirical research (i) into the development of systems engineering proficiencies and (ii) the development of learning power and authentic enquiry. Findings: Bringing these two research-based bodies of knowledge together enables the conceptualisation of a practical learning design which integrates the development of self-leadership, learning relationships and complex problem solving for sustainable futures. These two approaches, and their synthesis, have been implemented in practice but not reported on or theorised before.Originality: This transdisciplinary theoretical study was undertaken by the original researchers to integrate and transcend the limitations of disciplinary and siloed approaches to learning design for 21C meta-competencies and to explore a common architecture capable of deployment over time and adaptable to different contexts. Research limitations/implications: Whilst the two strands of research underpinning this synthesis are well researched, the integrated model has yet to be empirically verified through appropriate scientific methodologies.Practical implications: this study provides a foundation for the development of a core curricular spine  to be developed as an accreditation framework in formal education and work-based settings. The development of a rigorous measurement model has significant implications for policy and practice.

Social Exclusion or Inclusion

2013 ◽  
pp. 90-106
Author(s):  
Gráinne Conole
Keyword(s):  
New Technologies ◽  
Approaches To Learning ◽  
Participatory Culture ◽  
Social Networking Site ◽  
Open Educational Resources ◽  
Learning And Teaching ◽  
Effective Use ◽  
Immense Potential ◽  
Learning Interventions ◽  
Teaching Ideas

This chapter focuses on the implications of the changing digital landscape for education and in particular the implications for learners, teachers, and institutions. It begins by providing an overview of these new technologies and their associated characteristics. It then provides some examples of the ways in which these technologies are harnessed to foster different pedagogical approaches. It is evident that these technologies have immense potential to support more innovative approaches to learning, enabling more personalised and learner-centred approaches. However, there are also a number of downsides to using these technologies. The chapter outlines these and suggests that a new digital divide is being created between those who are able to be part of this new participatory culture and those who are excluded. It argues that we need to change the ways in which we design, support, and assess learning. It provides three case studies that attempt to do this: (1) the creation and use of Open Educational Resources and associated practices; (2) Cloudworks, a social networking site for sharing and discussing learning and teaching ideas; and (3) a new learning design methodology which aims to help guide practitioners in creating learning interventions that make effective use of new technologies.

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