Enhancing Early Tertiary Students’ Education: a Novel Lecture Learning Objectives Strategy

2022 ◽  
Author(s):  
Amber E. Boyatzis ◽  
Daniela Ulgiati ◽  
Elizabeth A. Quail
Keyword(s):  
Learning Objectives ◽  
Early Tertiary

Setting goals: The use of learning objectives in introductory psychology courses

2011 ◽  
Author(s):  
Carrie M. Brown ◽  
Amy Garczynski ◽  
Jana Hackathorn ◽  
Natalie Homa ◽  
Ursula A. Sanborn ◽  
...  
Keyword(s):  
Introductory Psychology ◽  
Learning Objectives ◽  
Psychology Courses

URGENSI EVALUASI PEMBELAJARAN DALAM PENDIDIKAN

2018 ◽  
Vol 2 (1) ◽  
pp. 65-69
Author(s):  
Moh Fachri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Validity And Reliability ◽  
Evaluation Tool ◽  
Professional Educators ◽  
Institutional Approach ◽  
Learning Evaluation ◽  
Effectiveness And Efficiency ◽  
Evaluation Of Learning

Learning process is the most important part in education as an effort to mature learners, The success of the learning process becomes a benchmark achievement of learning objectives. To know the achievement of the success of learning objectives, it must be done evaluation / assessment. In particular the purpose of evaluation to determine the progress of learning outcomes of learners after following the learning, as well as to determine the level of effectiveness and efficiency of methods, strategies that teachers use in learning. Evaluation of learning has an important and strategic meaning in education, because the learning process becomes meaningful, as well as its evaluation results can be used as a basis to determine the next step, for teachers, principals, institutions, parents, and government. The importance of learning evaluation can be seen from the approach of the learning process, the characteristics of professional educators, and the institutional approach, but it can also be seen from its purpose, function and principles and the validity and reliability of its evaluation tool.

KURIKULUM 2013 DAN ARAH BARU PENDIDIKAN AGAMA ISLAM

1970 ◽  
Vol 19 (1) ◽  
pp. 60-86
Author(s):  
Lili Hidayati
Keyword(s):  
Human Resources ◽  
Curriculum Change ◽  
Global Market ◽  
Learning Objectives ◽  
Final Evaluation ◽  
Islamic Education ◽  
Young Generation ◽  
Education Curriculum

Tulisan ini ditujukan untuk mengulas fenomena perubahan kurikulum di tahun 2013. Perubahan sebagai suatu keniscayaan tidak dapat dipungkiri juga telah merambah dunia pendidikan sebagai jawaban atas fenomena kehidupan masyarakat yang terus mengalami dinamika. Perubahan diperlukan untuk menyiapkan generasi muda dalam menyongsong Indonesia emas yang sangat membutuhkan sumber daya manusia yang berkualitas dan siap bersaing di pasar global. Dalam pendidikan Islam, perubahan kurikulum ini memberi arah yang menguntungkan di beberapa aspek. Dimulai dari tujuan pembelajaran yang mengintegrasikan tiga domain pembelajaran, proses yang lebih “manusiawi” serta evaluasi sebagai akhir yang mengakomodasi seluruh potensi peserta didik. This paper is intended to review the phenomenon of changes inthe 2013 curriculum. The changes are an undeniable necessity; it also penetrated the education world as an answer to the phenomenon of a dynamics society living. Changes are needed to prepare young generation in facing great Indonesia that needs qualified and ready human resources to compete in the global market. In Islamic education, curriculum change is to give direction favorable in some aspects. It is starting from the learning objectives that integrate the three domains of learning, a process that is more ”humane” as well as a final evaluation that accommodate all potential learners.

MODIFIKASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNEMENT DAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Sri Wahyuningtyas ◽  
Wahid Saputra
Keyword(s):  
Student Learning ◽  
Learning Model ◽  
Learning Objectives ◽  
Literature Study ◽  
Task Strategy

This literature study aims to find out whether the Teams Games Tournament learning model with task and forced strategies influences the development of Teams Games Tournament modifications and the tasks and forced students in the class. The problem in this learning is the activeness and creativity of students. The task strategy and force are chosen to complement the shortcomings of the Teams Games Tournament Learning Model. With the modifications can improve the quality of student learning, making students responsible and disciplined so that this learning is achieved. For educators, it is recommended to apply the Teams Games Tournament learning model to the task strategy and force at school, so that the learning objectives can be achieved optimally.

Wandel Sea Basin, eastern North Greenland

1998 ◽  
pp. 55-62 ◽  
Author(s):  
Lars Stemmerik ◽  
Finn Dalhoff ◽  
Birgitte D. Larsen ◽  
Jens Lyck ◽  
Anders Mathiesen ◽  
...  
Keyword(s):  
Barents Sea ◽  
Fault System ◽  
Hydrocarbon Potential ◽  
Fold Belt ◽  
Related Field ◽  
Northern Margin ◽  
Late Mesozoic ◽  
Early Tertiary ◽  
Late Palaeozoic ◽  
North Greenland

NOTE: This article was published in a former series of GEUS Bulletin. Please use the original series name when citing this article, for example: Stemmerik, L., Dalhoff, F., Larsen, B. D., Lyck, J., Mathiesen, A., & Nilsson, I. (1998). Wandel Sea Basin, eastern North Greenland. Geology of Greenland Survey Bulletin, 180, 55-62. https://doi.org/10.34194/ggub.v180.5086 _______________ The Wandel Sea Basin in eastern North Greenland is the northernmost of a series of fault-bounded Late Palaeozoic – Early Tertiary basins exposed along the eastern and northern margin of Greenland (Fig. 1). The basin and the surrounding shelf areas are located in a geologically complex region at the junction between the N–S trending Caledonian fold belt in East Greenland and the E–W trending Ellesmerian fold belt in North Greenland, and along the zone of later, Tertiary, continental break-up. The Wandel Sea Basin started to develop during the Carboniferous as a result of extension and rifting between Greenland and Norway, and Greenland and Spitsbergen (Håkansson & Stemmerik 1989), and was an area of accumulation during the Early Carboniferous – Early Tertiary period. Two main epochs of basin evolution have been recognised during previous studies of the basin fill: an early (late Palaeozoic – early Triassic) epoch characterised by a fairly simple system of grabens and half-grabens, and a late (Mesozoic) epoch dominated by strike-slip movements (Håkansson & Stemmerik 1989). The Mesozoic epoch only influenced the northern part of the basin, north of the Trolle Land fault zone (Fig. 1). Thus the northern and southern parts of the basin have very different structural and depositional histories, and accordingly different thermal histories and hydrocarbon potential. This paper summarises the results of a project supported by Energy Research Program (EFP-94), the purpose of which was to model the Wandel Sea Basin with special emphasis on hydrocarbon potential and late uplift history, and to provide biostratigraphic and sedimentological data that could improve correlation with Svalbard and the Barents Sea. It is mainly based on material collected during field work in Holm Land and Amdrup Land in the south-eastern part of the Wandel Sea Basin during 1993–1995 with additional data from eastern Peary Land (Stemmerik et al. 1996). Petroleum related field studies have concentrated on detailed sedimentological and biostratigraphic studies of the Carboniferous–Permian Sortebakker, Kap Jungersen, Foldedal and Kim Fjelde Formations in Holm Land and Amdrup Land (Fig. 2; Døssing 1995; Stemmerik 1996; Stemmerik et al. 1997). They were supplemented by a structural study of northern Amdrup Land in order to improve the understanding of the eastward extension of the Trolle Land fault system and possibly predict its influence in the shelf areas (Stemmerik et al. 1995a; Larsen 1996). Furthermore, samples for thermal maturity analysis and biostratigraphy were collected from the Mesozoic of Kap Rigsdagen and the Tertiary of Prinsesse Thyra Ø (Fig. 1).

El debriefing, aprendizaje reflexivo en la simulación interprofesional

2019 ◽  
Vol 62 (0) ◽  
pp. 45-53
Author(s):  
Hugo E. Olvera ◽  
Argimira Vianey Barona Nuñez ◽  
Laura S. Hernández Gutiérrez ◽  
Erick López León
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Learning Objectives ◽  
Complex Activity ◽  
Learning Space ◽  
Daily Lives ◽  
Reaction Phase ◽  
Analysis Phase ◽  
Simulation Scenario ◽  
Basic Standards

In the field of interprofessional simulation, an important element for achieving the stated objectives of the simulation scenario is the debriefing. The debriefing is a complex activity that requires certain skills, experience and knowledge from the facilitator or facilitators, who are known as debriefer/s. Their function is to make the participants reflect on the reasons for their actions, their decisions, and how they acted as a team or individually. Its purpose is the acquisition of a significant learning (achieving the learning objectives) that can subsequently be applied in their daily lives. The interprofessional debriefing styles are varied, but basically its structure integrates: a reaction phase, an analysis phase and an application phase; keeping in mind that the basic standards must be maintained when carrying out a debriefing: time, the construction of a safe learning space, identification, and the closure of knowledge gaps. The advantages of performing an interprofessional debriefing goes beyond the objectives of the simulation, since it favors the acquisition of effective communication skills, teamwork, leadership, the notion of error, etc., which can later be applied in the daily clinical practice.

Using Hevruta to Do and Teach Comparative Theology

2017 ◽  
Author(s):  
Devorah Schoenfeld ◽  
Jeanine Diller
Keyword(s):  
Traditional Method ◽  
Learning Objectives ◽  
Comparative Theology ◽  
Religious Difference ◽  
Scriptural Reasoning ◽  
Methods Of Learning ◽  
Classroom Use

The traditional method of study known as hevruta is the foundation of traditional Jewish methods of learning as practiced in the yeshiva. This method has been articulated as Scriptural Reasoning in a way that emphasizes the practice of engaged reflection on a text. In this chapter, the authors will attempt a different articulation based on the use of this method in their classrooms, an approach that emphasizes disagreement. When disagreement is placed at the center of the process, the hevruta method becomes a tool for encountering and learning from religious difference. The chapter provides an overview of and rationale for using hevruta, a treatment of learning objectives, suggested steps for classroom use, sample questions, and a discussion of hevruta and comparative theology.

Sign in / Sign up

Export Citation Format

Share Document