Method 300: a complementary teaching methodology in Dentistry

Electrocardiography (ECG) interpretation is an essential skill for physicians as well as for many other health care professionals. Continuing education is necessary to maintain these skills. The process of teaching and learning ECG interpretation is complex and involves both deductive mechanisms and recognition of patterns for different clinical situations (“pattern recognition”). The successful methodologies of interactive sessions and real time problem based learning have never been evaluated with a long distance education model. To evaluate the efficacy of broadcasting ECG rounds to different hospitals in the Southeastern Ontario region; to perform qualitative research to determine the impact of this methodology in developing and maintaining skills in ECG interpretation. ECG rounds are held weekly at Kingston General Hospital and will be transmitted live to Napanee, Belleville, Oshawa, Peterborough and Brockville. The teaching methodology is based on real ECG cases. The audience is invited to analyze the ECG case and the coordinator will introduce comments to guide the case through the proper algorithm. Final interpretation will be achieved emphasizing the deductive process and the relevance of each case. An evaluation will be filled out by each participant at the end of each session. Videoconferencing works through a vast array of internet LANs, WANs, ISDN phone lines, routers, switches, firewalls and Codecs (Coder/Decoder) and bridges. A videoconference Codec takes the analog audio and video signal codes and compresses it into a digital signal and transmits that digital signal to another Codec where the signal is decompressed and retranslated back into analog video and audio. This compression and decompression allows large amounts of data to be transferred across a network at close to real time (384 kbps with 30 frames of video per second). Videoconferencing communication works on voice activation so whichever site is speaking has the floor and is seen by all the participating sites. A continuous presence mode allows each site to have the same visual and audio involvement as the host site. A bridged multipoint can connect between 8 and 12 sites simultaneously. This innovative methodology for teaching ECG will facilitate access to developing and maintaining skills in ECG interpretation for a large number of health care providers. Bertsch TF, Callas PW, Rubin A. Effectiveness of lectures attended via interactive video conferencing versus in-person in preparing third-year internal medicine clerkship students for clinical practice examinations. Teach Learn Med 2007; 19(1):4-8. Yellowlees PM, Hogarth M, Hilty DM. The importance of distributed broadband networks to academic biomedical research and education programs. Acad Psychaitry 2006;30:451-455

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Some aspects of the pedagogical model of constructive geometric modeling

CPT2020 The 8th International Scientific Conference on Computing in Physics and Technology Proceedings ◽

10.30987/conferencearticle_5fd755c0bbd5b8.16491896 ◽

2020 ◽

Author(s):

Denis Voloshinov ◽

K. Solomonov ◽

Lyudmila Mokretsova ◽

Lyudmila Tishchuk

Keyword(s):

Computer Graphics ◽

Geometric Modeling ◽

Educational Process ◽

Educational Institutions ◽

Software Systems ◽

Teaching Methodology ◽

Models Of Teaching ◽

Software Product ◽

The University

The application of constructive geometric modeling to pedagogical models of teaching graphic disciplines today is a promising direction for using computer technology in the educational process of educational institutions. The essence of the method of constructive geometric modeling is to represent any operation performed on geometric objects in the form of a transformation, as a result of which some constructive connection is established, and the transformation itself can be considered as a result of the action of an abstract cybernetic device. Constructive geometric modeling is a popular information tool for information processing in various applied areas, however, this tool cannot be appreciated without the presence of appropriate software systems and developed design techniques. Traditionally, constructive geometric modeling is used in the design of mechanical engineering, energy, aircraft and shipbuilding facilities, in architectural and design engineering. The need to study descriptive geometry at the university in recent years has something in common with the issues of mastering graphic packages of computer programs in the framework of the new discipline "Engineering and Computer Graphics". The well-known KOMPAS software product is considered the simplest and most attractive for training. It should be noted the important role of graphic packages in the teaching of geometric disciplines that require a figurative perception of the material by students. Against the background of a reduction in classroom hours, computer graphics packages are practically the only productive teaching methodology, successfully replacing traditional tools - chalk and blackboard.

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Interactive Teaching Methodology in a Large Finance Class

SSRN Electronic Journal ◽

10.2139/ssrn.2467809 ◽

2014 ◽

Author(s):

Sergei Rakhmayil

Keyword(s):

Teaching Methodology ◽

Interactive Teaching

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Perception of Teachers Concerning Teaching Methodology at Intermediate Level

SSRN Electronic Journal ◽

10.2139/ssrn.3419891 ◽

2019 ◽

Author(s):

Swehra Moeed

Keyword(s):

Intermediate Level ◽

Teaching Methodology

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Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

Journalism and Media ◽

10.3390/journalmedia2020010 ◽

2021 ◽

Vol 2 (2) ◽

pp. 155-192

Author(s):

Constantinos Nicolaou ◽

Maria Matsiola ◽

Christina Karypidou ◽

Anna Podara ◽

Rigas Kotsakis ◽

...

Keyword(s):

Adult Education ◽

Adult Learners ◽

Media Studies ◽

Educational Communication ◽

Teaching Methodology ◽

Technology Enhanced Learning ◽

Generational Theory ◽

Audiovisual Media ◽

Media Technologies ◽

Media Communications

In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.

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EXPLORIA, a New Way to Teach Maths at University Level as Part of Everything

Mathematics ◽

10.3390/math9101082 ◽

2021 ◽

Vol 9 (10) ◽

pp. 1082

Author(s):

Pantaleón D. Romero ◽

Nicolas Montes ◽

Sara Barquero ◽

Paula Aloy ◽

Teresa Ferrer ◽

...

Keyword(s):

Learning Outcomes ◽

Learning Process ◽

Positive Emotions ◽

Ad Hoc ◽

Teaching Methodology ◽

Colour Space ◽

Engineering Degree ◽

Positive Attitudes ◽

University Level ◽

Academic Results

The main objective of this article has been to evaluate the effect that the implementation of the EXPLORIA project has had on the Engineering Degree in Industrial Design and Product Development. The EXPLORIA project aims to develop an integrated competence map of the learning process, where the subjects are no longer considered as isolated contents, by elaborating an integrated learning process where the competences and learning outcomes of the subjects are considered as a whole, global and comprehensive learning. The EXPLORIA project connects the competencies of the different STEAM subjects that make up the degree, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the foundations of design are based—shape, volume, colour, space and structure—the competencies of the different subjects are defined in incremental learning levels: understanding, applying, experimenting and developing, all taken from Bloom’s taxonomy. Mathematics is linked to the rest of learning through active learning methodologies that make learning useful. This new methodology changes the student’s affective domain towards mathematics in which positive emotions are transformed into positive attitudes that will improve the learning result and therefore, the students’ academic results. To validate it, at the end of the paper, the academic results compared with previous years are shown, as well as an ad hoc survey of the students’ assessment of the new teaching methodology.

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Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

Sustainability ◽

10.3390/su13147675 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7675

Author(s):

Radovan Madleňák ◽

Stephen P. D’Alessandro ◽

Agostino Marengo ◽

Jenny Pange ◽

György Iván Neszmélyi

Keyword(s):

Collaborative Learning ◽

Online Community ◽

Flipped Classroom ◽

Teaching Method ◽

Teaching Methodology ◽

Case Study Approach ◽

Study Approach ◽

Strategic Commitment ◽

Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

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Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18157956 ◽

2021 ◽

Vol 18 (15) ◽

pp. 7956

Author(s):

María José Sosa Díaz

Keyword(s):

Qualitative Methodology ◽

Data Gathering ◽

Holistic Approach ◽

Research Problem ◽

Structured Interview ◽

Physical Distance ◽

Teaching Methodology ◽

Urban Context ◽

Remote Education ◽

Educational Challenges

To contain the COVID-19 pandemic, governments all over the world implemented strong lockdown measures to a large part of the population, including the closing of educational centres. Teachers were urged to transform their teaching methodology, moving from a face-to-face model to an emergency remote education (ERE) model, characterised by the use of technologies to continue with lectures and maintain the physical distance with the students. The aim of the present study was to analyse the existence of socio-digital inequalities and the educational challenges posed by the development of an ERE model, hence, contributing to the literature by proposing a systematic and holistic approach on this phenomenon. Based on the characteristics of the research problem and the objectives set, a qualitative methodology was applied. On the one hand, a semi-structured interview was conducted with 136 active teachers as the main data gathering technique. On the other hand, grounded theory was key in interpreting the results, with the aim of generating the theory in a systematic and holistic manner. It can be asserted that ERE was very useful during the lockdown of schools, and its potential to transform education was demonstrated. However, it was also shown that the development of an ERE model can cause socio-digital inequalities among students, due to the lack of access to digital devices and Internet connection, mainly due to factors, such as the socio-educational level of the family and the rural or urban context of the centre.

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