Transgenerational learning: maximising resources, minimising teaching gaps and fostering progressive learning

2011 ◽  
Vol 17 (1) ◽  
pp. 29
Author(s):  
Lyn Clearihan ◽  
Silvia Vogel ◽  
Leon Piterman ◽  
Neil Spike
Keyword(s):  
Delphi Technique ◽  
Medical Curriculum ◽  
Curriculum Planning ◽  
Learning Objectives ◽  
Potential Utility ◽  
Teaching Resources ◽  
Formal Evaluation ◽  
Bloom’S Taxonomy ◽  
Teaching Curriculum ◽  
Progressive Learning

The need to rationalise teaching resources underpinned a project at Monash University that used a Delphi technique to re-examine the teaching curriculum of two key topic areas in the medical curriculum – ophthalmology and dermatology – from an undergraduate, graduate and vocational perspective. Using Bloom’s taxonomy the learning objectives from these topic areas were collated and analysed. This process allowed the revising and redistributing of learning objectives of the curricula to reduce the likelihood of duplication of teaching or more importantly gaps in teaching occurring. This process highlighted the potential utility of using a transgenerational approach to curriculum planning but the outcomes are limited due to the small number of participating educators and the lack of formal evaluation of the method.

Curriculum Delphi Technique Aids Curriculum Planning

1984 ◽  
Vol 39 (2) ◽  
pp. 7-14 ◽  
Author(s):  
Gordon Billingsley
Keyword(s):  
Delphi Technique ◽  
Curriculum Planning

Use of simulation based technology in pre-clinical years improves confidence and satisfaction among medical students

2021 ◽  
pp. 1-19
Author(s):  
Muhammad Bilal Mirza ◽  
Anjiya Sulaiman ◽  
Satwat Hashmi ◽  
Samar Zaki ◽  
Rehana Rehman ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Teaching Method ◽  
Clinical Skills ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Learning Objectives ◽  
Student Interest ◽  
Cross Sectional

Abstract Objective: To determine perception of medical students about learning from integrated simulated clinical skills sessions in Respiration and Circulation module of Year 1 undergraduate medical curriculum at Aga Khan University. Subjects & Methods: This cross-sectional study was conducted at the Centre for Innovation in Medical Education, Aga Khan University (AKU) from July 2018 to February 2019. Integrated clinical skills session involves use of a combination of live simulated patient and mechanical simulator to teach clinical skills.  These sessions were conducted in Respiration and Circulation Module of MBBS Year I curriculum after which quantitative data was collected by a questionnaire that assessed usefulness of integrated clinical skills teaching method and confidence gained by students. The responses acquired were assessed on a Likert scale ranging from 1-5, (strongly agree -strongly disagree).  Descriptive analysis was performed. A focused group discussion (FGD) with students and an in-depth interview with a facilitator conducting the clinical skills sessions was arranged. Simple verbatim transcription of FGD recordings and thematic analyses was executed. Results: Quantitative analysis showed that more than 90% of the students believed integrated sessions were effective in acquiring the learning objectives and found them enjoyable and motivating. 80% expressed confidence that they had accomplished learning objectives and felt they have learned practical clinical skills. Qualitative analysis revealed that these sessions enhanced understanding of subject matter and student engagement during sessions. Conclusion: Integrated clinical skills sessions improved student interest, engagement and promoted student confidence. It should be implemented in undergraduate medical teaching curriculum. Continuous...

scholarly journals Designing Lesson Plan Based on Critical Thinking for Language Classes

2016 ◽  
Vol 4 (2) ◽  
pp. 163
Author(s):  
Norwanto Norwanto
Keyword(s):  
Critical Thinking ◽  
Lesson Plan ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Working Definition ◽  
Assessment Of Learning ◽  
Bloom’S Taxonomy ◽  
Language Classes ◽  
Thinking Strategies ◽  
Universal Standard

Critical thinking includes a process of reasoning in thinking as stated by some scholars. In the process, there is universal standard to follow: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. In language classes, critical thinking creates active classes. To bring critical thinking to classes, Bloom’s Taxonomy and critical thinking strategies can be working definition in order critical thinking to be applied to pedagogical materials in a practical way. Steps for critical thinking teaching includes five steps: (1) determining learning objectives, (2) teaching through questioning, (3) practicing before assessing, (4) reviewing, refining, and improving, and (5) providing feedback and assessment of learning. A lesson plan should reflect these five steps.Keywords: Critical Thinking; Language Teaching; Lesson Plan; Bloom’s Taxonomy; Critical Thinking Strategies

The Cognitive, Affective, and Psychomotor Domains

2010 ◽  
pp. 52-68 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

Ontologies for Education and Learning Design

2011 ◽  
pp. 1278-1282
Author(s):  
Manuel Lama ◽  
Eduardo Sánchez
Keyword(s):  
Natural Language ◽  
Short Review ◽  
Learning Objectives ◽  
Learning Design ◽  
Dublin Core ◽  
Teaching Resources ◽  
Metadata Standards ◽  
Wide Range ◽  
Software Platforms ◽  
Learning Software

In the last years, the growing of the Internet have opened the door to new ways of learning and education methodologies. Furthermore, the appearance of different tools and applications has increased the need for interoperable as well as reusable learning contents, teaching resources and educational tools (Wiley, 2000). Driven by this new environment, several metadata specifications describing learning resources, such as IEEE LOM (LTCS, 2002) or Dublin Core (DCMI, 2004), and learning design processes (Rawlings et al., 2002) have appeared. In this context, the term learning design is used to describe the method that enables learners to achieve learning objectives after a set of activities are carried out using the resources of an environment. From the proposed specifications, the IMS (IMS, 2003) has emerged as the de facto standard that facilitates the representation of any learning design that can be based on a wide range of pedagogical techniques. The metadata specifications are useful solutions to describe educational resources in order to favour the interoperability and reuse between learning software platforms. However, the majority of the metadata standards are just focused on determining the vocabulary to represent the different aspects of the learning process, while the meaning of the metadata elements is usually described in natural language. Although this description is easy to understand for the learning participants, it is not appropriate for software programs designed to process the metadata. To solve this issue, ontologies (Gómez-Pérez, Fernández-López, and Corcho, 2004) could be used to describe formally and explicitly the structure and meaning of the metadata elements; that is, an ontology would semantically describe the metadata concepts. Furthermore, both metadata and ontologies emphasize that its description must be shared (or standardized) for a given community. In this paper, we present a short review of the main ontologies developed in last years in the Education field, focusing on the use that authors have given to the ontologies. As we will show, ontologies solve issues related with the inconsistencies of using natural language descriptions and with the consensous for managing the semantics of a given specification.

Industry-Academic Partnerships in Information Systems Education

2011 ◽  
pp. 264-278
Author(s):  
Mark Conway
Keyword(s):  
Information Systems ◽  
Academic Programs ◽  
Learning Objectives ◽  
Mutual Understanding ◽  
Teaching Resources ◽  
New Employees ◽  
Academic Partnerships ◽  
The University ◽  
Stable Learning ◽  
Incoming Students

Several thousand universities worldwide participate in industry-academic partnerships as a way to expose their students to “real-world” issues and technologies and to provide them skills that will facilitate their transition from the university to the workplace. This chapter highlights several of the leading IT-focused, industry-academic programs such as Hyperion’s Academic Alliance Program, the Teradata University Network, and SAP’s University Alliance Program; and references similar initiatives from Cisco, SUN, and IBM. The focus of the chapter is from an industry practioner’s perspective; it covers what motivates companies to launch these types of programs, what the programs’ goals are, and what benefits accrue to the participating company and university. Information systems and technology (IS&T) are evolving so quickly that universities are continually challenged to keep abreast of the latest developments to ensure that their curricula and programs are current. On one hand, IT programs are pressured by various stakeholders—deans, incoming students, parents, businesses recruiting on campus, and so forth—to keep their programs current and relevant to these constituents’ needs. On the other hand, faculty and IT programs cannot chase the latest fads and each new innovation, if they are to offer a stable learning environment. The significant costs—in terms of time, training, technical support, curriculum revisions, and so forth—involved in deploying commercial software in an academic setting makes selecting which partnerships to pursue an important and far-reaching decision. The benefits can be significant, but the faculty need to understand up front, the expectations and level of commitment needed to make these kinds of collaborations successful. By gaining a better understanding of how industry views these programs, academics will be better able to assess these alliances and determine which best support and align with their programs’ goals and learning objectives. Developing students who can join companies as new employees and IT leaders and quickly contribute to a firm’s success is something that both universities and businesses strive for. But, it requires a mutual understanding of the skills that will be needed, vehicles for developing those skills within the students, and a buy-in from faculty to develop the necessary curriculum and teaching resources. This chapter contends that successfully managed industry-academic partnerships can be a vehicle for developing these capabilities, while enriching learning opportunities for students.

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