The virtual workplace: The impact of embedding business simulations into classroom culture

2020 ◽  
pp. 1-8
Author(s):  
Theodore D. Peters ◽  
Pauline L. Stamp
Keyword(s):  
Classroom Culture ◽  
Virtual Workplace ◽  
Business Simulations ◽  
The Impact

scholarly journals Using paired teaching for earthquake education in schools

2021 ◽  
Vol 4 (2) ◽  
pp. 281-295
Author(s):  
Solmaz Mohadjer ◽  
Sebastian G. Mutz ◽  
Matthew Kemp ◽  
Sophie J. Gill ◽  
Anatoly Ischuk ◽  
...  
Keyword(s):  
Plate Tectonics ◽  
Seismic Energy ◽  
Classroom Culture ◽  
Mitigation Measures ◽  
Plate Boundaries ◽  
Earthquake Hazards ◽  
The Difference ◽  
Earth’S Interior ◽  
The Impact ◽  
Earth's Interior

Abstract. In this study, we have created 10 geoscience video lessons that follow the paired-teaching pedagogical approach. This method is used to supplement the standard school curriculum with video lessons, instructed by geoscientists from around the world, coupled with activities carried out under the guidance of classroom teachers. The video lessons introduce students to the scientific concepts behind earthquakes (e.g. the Earth's interior, plate tectonics, faulting, and seismic energy), earthquake hazards, and mitigation measures (e.g. liquefaction, structural, and non-structural earthquake hazards). These concepts are taught through hands-on learning, where students use everyday materials to build models to visualize basic Earth processes that produce earthquakes and explore the effects of different hazards. To evaluate the effectiveness of these virtual lessons, we tested our videos in school classrooms in Dushanbe (Tajikistan) and London (United Kingdom). Before and after the video implementations, students completed questionnaires that probed their knowledge on topics covered by each video, including the Earth's interior, tectonic plate boundaries, and non-structural hazards. Our assessment results indicate that, while the paired-teaching video lessons appear to enhance student knowledge and understanding of some concepts (e.g. Earth's interior, earthquake location forecasting, and non-structural hazards), they bring little change to their views on the causes of earthquakes and their relation to plate boundaries. In general, the difference between UK and Tajik students' level of knowledge prior to and after video testing is more significant than the difference between pre- and post-knowledge for each group. This could be due to several factors affecting curriculum testing (e.g. level of teachers' participation and classroom culture) and students' learning of content (e.g. pre-existing hazards knowledge and experience). To maximize the impact of school-based risk reduction education, curriculum developers must move beyond innovative content and pedagogical approaches, take classroom culture into consideration, and instil skills needed for participatory learning and discovery.

“Everybody has something”: One teacher’s beliefs about musical ability and their connection to teaching practice and classroom culture

2018 ◽  
Vol 41 (2) ◽  
pp. 189-205 ◽  
Author(s):  
Heather Nelson Shouldice
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Music Educators ◽  
Classroom Culture ◽  
Musical Ability ◽  
Musical Achievement ◽  
Teacher's Beliefs ◽  
The Impact

The purpose of this case study was to explore one elementary music teacher’s beliefs about the nature of musical ability and the ways in which these beliefs relate to actions and lived experiences in the classroom. Data included extensive classroom observations documented through fieldnotes and video footage, semi-structured interviews, teacher journal entries, teaching artifacts, and researcher memos. Three themes emerged from the data: (a) enabling success for all; (b) power of the learning environment; and (c) encouraging lifelong engagement with music. The findings of this study suggest that music educators’ beliefs about students’ musical abilities relate to their actions in the music classroom, their interactions with students, and their beliefs about the purpose of music education. Music educators should reflect on their beliefs, the ways in which they relate to teaching practice, and the impact they may have on students’ musical achievement and musical identity development. Additionally, music teacher educators should consider the role they might play in helping pre-service as well as in-service music teachers examine and possibly reshape their beliefs about music teaching and learning.

Paired teaching approach to earthquake education: a cross-country comparison between Dushanbe, Tajikistan and London, United Kingdom

2020 ◽  
Author(s):  
Solmaz Mohadjer ◽  
Sebastian Mutz ◽  
Matthew Kemp ◽  
Sophie Gill ◽  
Anatoly Ischuk ◽  
...  
Keyword(s):  
United Kingdom ◽  
Risk Reduction ◽  
Hazard Identification ◽  
Classroom Culture ◽  
Earthquake Forecasting ◽  
Plate Boundaries ◽  
School Based ◽  
The Earth ◽  
Hazard Experience ◽  
The Impact

<p>Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we have created 10 geosciences video lessons (https://www.youtube.com/user/EuroGeosciencesUnion) that follow an innovative pedagogy known as paired teaching. This approach is used to supplement the standard school curriculum with video lessons instructed by geoscientists from around the world and activities carried out by local classroom teachers.</p><p>To evaluate the effectiveness of these virtual lessons, we tested selected videos with 38 sixth grade students (12 years of age) and 39 nine grade students (12-13 years of age) from two school classes in Dushanbe (Tajikistan) and London (United Kingdom), respectively. By examining the same videos with two different groups of student populations, we aimed to identify potential factors (e.g., geographic location, culture, level of hazard experience) influencing students’ learning and/or teachers’ teaching of natural hazard information. We asked students from both groups to complete questionnaires before and after video implementations. Questionnaires probed students on topics covered by each video including the Earth’s interior, tectonic plate boundaries, and nonstructural hazards.  </p><p>Prior to video implementation, a significant percentage of students from Dushanbe (71%) and from London (51%) demonstrated no conceptual framework about the Earth’s interior. However, when asked about the causes of earthquakes, 90% of London students mentioned plate tectonics in their responses while 51% of Dushanbe students only made references to mountains and volcanoes. Both groups responded similarly to questions concerning earthquake forecasting where most students said it is possible to know the location of future earthquakes, but not their exact time of occurrence. Similarly, both groups demonstrated some knowledge of nonstructural hazards found in typical school classrooms prior to video testing. Following video implementation, a notable portion of Tajik students (71%) showed an increased level of understanding of the Earth’s interior. This is 40% higher than the level of improvement observed in the responses of the UK students. Tajik students showed little improvement (23%) in their understanding of the causes of earthquakes, and continued to list mountains and volcanoes as the primary reasons for earthquake occurrence. For nonstructural hazards identification, both groups showed significant improvement in classroom hazard identification (60% and 80% for Dushanbe and London groups, respectively).  </p><p>Our video testing and result comparison between two groups reveal a number of factors affecting curriculum testing (e.g., level of teachers’ participation and suitable classroom culture) and students’ learning of content (e.g., past hazard experience). In this presentation, we discuss these factors and how to maximize the impact of school-based risk reduction education.  </p>

Students’ perception of the impact of competences on learning: An analysis with business simulations

2019 ◽  
Vol 101 ◽  
pp. 311-319 ◽  
Author(s):  
Ana Beatriz Hernández-Lara ◽  
Enric Serradell-López ◽  
Àngels Fitó-Bertran
Keyword(s):  
Business Simulations ◽  
The Impact

scholarly journals Using paired teaching for earthquake education in schools

2020 ◽  
Author(s):  
Solmaz Mohadjer ◽  
Sebastian G. Mutz ◽  
Matthew Kemp ◽  
Sophie J. Gill ◽  
Anatoly Ischuk ◽  
...  
Keyword(s):  
Risk Reduction ◽  
Plate Tectonics ◽  
Classroom Culture ◽  
Plate Boundaries ◽  
Earthquake Hazards ◽  
School Based ◽  
The Difference ◽  
Earth’S Interior ◽  
The Impact ◽  
Earth's Interior

Abstract. Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we have created ten geoscience video lessons that follow the paired teaching pedagogical approach. This method is used to supplement the standard school curriculum with video lessons instructed by geoscientists from around the world coupled with activities carried out by local classroom teachers. The video lessons introduce students to the scientific concepts behind earthquakes (e.g., Earth's interior, plate tectonics, faulting, and seismic energy), earthquake hazards and mitigation measures (e.g., liquefaction, structural and non-structural earthquake hazards). These concepts are taught through hands-on learning where students use everyday materials to build models to visualize basic Earth processes that produce earthquakes, and explore the effects of different hazards. To evaluate the effectiveness of these virtual lessons, we tested our videos with school classrooms in Dushanbe (Tajikistan) and London (United Kingdom). Before and after video implementations, students completed questionnaires that probed their knowledge on topics covered by each video including the Earth's interior, tectonic plate boundaries, and non-structural hazards. Our assessment results indicate that while the paired teaching videos appear to enhance student views and understanding of some concepts (e.g., Earth's interior, earthquake location forecasting, and non-structural hazards), they bring little change to their views on causes of earthquakes and their relation to plate boundaries. In general, the difference between UK and Tajik students' level of knowledge prior to and after video testing is more significant than the difference between pre- and post-knowledge for each group. This could be due to several factors affecting curriculum testing (e.g., level of teachers' participation and suitable classroom culture) and students' learning of content (e.g., pre-existing hazards knowledge and experience). Taken together, to maximize the impact of school-based risk reduction education, curriculum developers must move beyond innovative content and pedagogical approaches, take classroom culture into consideration, and instil skills needed for participatory learning and discovery.

THE PROSPECTS OF VIRTUAL REALITY (VR) TECHNOLOGY IN EDUCATIONAL PROCESS AND BUSINESS

2019 ◽  
pp. 139-147
Author(s):  
Olena Vasylivna Mykhailovska ◽  
Artem Igorovich Chervynskyi ◽  
Dmitro Petrovich Fokin
Keyword(s):  
Virtual Reality ◽  
Virtual Worlds ◽  
Practical Experience ◽  
Educational Process ◽  
Practical Skills ◽  
Business Environments ◽  
Managerial Decisions ◽  
Modern Business ◽  
Business Simulations ◽  
The Impact

Urgency of the research. Many educators and researchers believe that information technology could bring innovation to traditional educational instructions. The use of modern VR technology & games in education, science (experiments), economics, business is an urgent task in the context of rapid information development. Target setting. Many young management professionals who graduated from the university and lacked sufficient practical experience, as a result did not develop the necessary skills. The indicated generates lower level quality specialists, who are not able to make managerial decisions and solve problem issues. Actual scientific researches and issues analysis. The usage of virtual reality in various spheres of national life was studied by A. V. Goshchinsky, A. O. Petrenko-Lysak and others. The main problems concerning virtual technologies in the system of higher education are outlined in the works of A. A. Zasekin, Yu. S. Lemeshko and others. Uninvestigated parts of general matters defining. The scientific works do not pay much attention to the issue of the impact on the formation of practical skills through virtual technologies in students of management specialties. The research objective. Getting the necessary practical skills of working with information is possible only if the student is actively involved in a variety of training sessions and games which are as close as humanly possible to the realities of the modern business environments. The statement of basic materials. In this article we define different concepts such as simulation, virtual reality and technology, virtual worlds and environments that can be actively applied in practice. The article also explores the role of simulation in education, business; history & advantages of VR technology. Conclusions. Business simulations are considered to be a progressive trend in modern education, that is capable of forming practical skills in the virtual reality as close as possible to modern transformational conditions. The usage of such cutting-edge technologies will allow to create practical experience of the highest quality in future managers.

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