An Emergent Pedagogical Framework for Integrating Emergent Technologies into Curriculum Design

2020 ◽  
pp. 89-111
Author(s):  
Norine Wark ◽  
Mohamed Ally
Keyword(s):  
Curriculum Design ◽  
Emergent Technologies ◽  
Pedagogical Framework

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

A review on the prerequisites of Evidence-Based Curriculum as a driver to skills development of the leather value chain in Africa

2019 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Mwinyikione Mwinyihija
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Value Chain ◽  
Theoretical Perspective ◽  
Economic Benefits ◽  
Skills Development ◽  
Evidence Based ◽  
Wealth Creation ◽  
Urban Rural ◽  
Review Study

The review study closely introspects’ on the prerequisites of evidence-based curriculum within the realms of specialized skills development agenda as pursued through higher education Institutions in Africa. Explicitly, the constraining factors that bedevil the leather sector are identifiable when appropriate research designs tools are applied. As such, in the process of identifying the constraints, renascence themes could, therefore, be beneficial in collecting evidence in support of developing curriculum. Such a developed curriculum stands higher chances of acceptability and aptly mitigates against challenges related to specialized skills development. The review succinctly indicates that in the process of identifying the themes, the scope of collecting evidence becomes attainable, thus, improving curricula that entails a participatory and transformative orientation. Indeed, during the review phase of the study, three main perspectives are depicted to be consequential in attaining a comprehensive, evidence-based curriculum, such as; action research, backward curriculum design perspective and theoretical perspective. Therefore, about this perspective, a reflection based on personal experiences and related to new knowledge with what they already know leads to constructivism. The relevancy of a constructivist strategy is observed to facilitate the observatory and evaluative stance during the development of evidence-based curriculum. Moreover, in consolidating and sustaining the benefit of such a developed curriculum, threshold concept was found during the review that it complements the process and strengthens the collecting evidence for curriculum development. Accordingly, therefore, the result of the review study indicate that Africa would  position itself for initiating transformational changes in aspects of specialized higher education, fruition towards socio-economic benefits (e.g. employment, wealth creation and technology transfer), reversal of urban-rural or inter/intra continental migration flurry.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

Plagiarism Issues’ and the Pedagogical Framework in India: Few Proximate Observations

2020 ◽  
Vol 6 (2) ◽  
pp. 209
Author(s):  
Uttam Kumar ◽  
Shiva Kanaujia Sukula ◽  
Manoj Kumar
Keyword(s):  
Pedagogical Framework

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education

2020 ◽  
Vol 8 (3) ◽  
pp. 127-134
Author(s):  
Reynaldo Morales Cardenas
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
First Nations ◽  
Digital Media ◽  
Curriculum Design ◽  
Informal Education ◽  
Community Education ◽  
Marginalized Communities ◽  
Learning Programs ◽  
Local Actors

This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.

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