The New Generation of Prezi Presentation Software, Provided by Prezi Inc., and Student Engagement and Learning Within Political Science

2018 ◽  
Vol 15 (3) ◽  
pp. 406-409 ◽  
Author(s):  
Emma Mayhew
Author(s):  
Peter Geller ◽  
Jaymie Stein ◽  
Daniel Du ◽  
Jason R. Webb ◽  
Zack Lieberman ◽  
...  

AbstractCurrent educational presentation software used in STEM education fail to maximize student engagement and comprehension. Mixed reality presentation is one specific type of digital presentation software that has shown to significantly improve student engagement and comprehension. In this paper, we describe a pilot study on adult scientists which evaluates the usage of an integrated mixed reality presentation software in the Zyndo platform as an enhanced alternative to Adobe PDFs. A group of adult scientists (N = 20), with higher education of at least a bachelor’s degree, from an academic research center at Harvard Medical School were randomized and asked to read two articles (one on Immunology and the other on Bioengineering) presented through either the mixed reality presentation or PDFs. Our results indicate that participants improved in nearly all metrics for engagement (ranging from + 4 to 51% improvement depending on engagement metric and subject matter) when viewing the mixed reality presentation over the traditional PDFs for both articles. Specifically, the participants demonstrated improved comprehension of the scientific content and time spent viewing the presentation in a content-dependent manner. Therefore, 3D mixed reality environments can potentially be applied to enhance student learning in STEM fields, particularly Biomedical Engineering in both on-line and in person classroom settings.


2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Gina Wilson ◽  
Connie Harris

2014 ◽  
Vol 10 (1) ◽  
pp. 81-92 ◽  
Author(s):  
Tracy H. Slagter ◽  
Druscilla L. Scribner

2012 ◽  
Vol 45 (02) ◽  
pp. 277-284 ◽  
Author(s):  
Cali Mortenson Ellis ◽  
Rahul Sami

AbstractPrediction markets are designed to aggregate the information of many individuals to forecast future events. These markets provide participants with an incentive to seek information and a forum for interaction, making markets a promising tool to motivate student learning. We carried out a quasi-experiment in an introductory political science class to study the effect of prediction markets on student engagement with the course topics. Although we found no significant improvement in students' enthusiasm or extent of topical reading, we did find that those students who were already reading broadly at the course start were more likely to trade actively in the markets. These findings indicate that prediction markets may be most successful as an education tool in settings, like graduate education, where individuals are already knowledgeable about the topics of the market, instead of an introductory learning context.


1946 ◽  
Vol 40 (3) ◽  
pp. 563-571 ◽  
Author(s):  
W. Hardy Wickwar

During the past generation, social welfare has risen to a position of almost prime importance in the work of government. “Social services” have rivalled “defense services” as objects of public expenditure. “Social security” has complemented “national security” as an objective of public policy. Graduate schools of social work have taken their place alongside law schools, schools of education, and military and naval academies as important training-places for public service. It is perhaps time that we now inquire in what ways political science has been, or may yet be, affected by so phenomenal a change. If, as we are often assured, atomic fission means a revolution in our political thinking, the large-scale pursuit of social welfare might at least be expected to call for an equally vast, even though more gradual, evolution in our attitudes.As an organized body of professed political scientists, how have we reacted to this change? We have, by and large, welcomed the extension of governmental activity. As teachers, we have helped habituate a new generation to such expressions as “the service state,” “positive government,” and “the new belief in the common man.” As scholars, we have followed with interest and approval the successive steps by which jurists have brought these activities within the framework of the written constitution of a federal state. As theorists, we have given to personal insecurity an honored place in the new psychopathological chapter in our evolving political philosophy. As citizens, we have played our part in planning and administering social welfare policies.


Polity ◽  
1972 ◽  
Vol 4 (3) ◽  
pp. 272-300 ◽  
Author(s):  
A. Wayne Penn

2018 ◽  
Vol 51 (02) ◽  
pp. 445-450 ◽  
Author(s):  
Dick M. Carpenter ◽  
Joshua M. Dunn

ABSTRACTClassroom simulations have become an increasingly popular instructional method in political science to increase student engagement, interest, and learning. This article describes a simulation designed to teach students about the complexities of campaign-finance systems, particularly disclosure requirements. In the simulation, students work in groups to convince others how to vote on a pending ballot measure. After spending more than $200 on materials, groups then must register as ballot-issue committees and comply with state campaign-finance laws, including tracking contributions and expenditures and completing all required forms. The simulation ends with a debrief. Results from several years of debriefs are presented to discuss how students perceive the complexities of campaign-finance laws. Dominant themes include surprise by students in the complexities of these laws and the effects they have on political speech and association.


Author(s):  
Victor B. Eno

This chapter explores the experiences and benefits gained from participation in Florida Agricultural and Mechanical University Provost's Digital Learning Initiative (DLI) Fellowship. Participants were equipped with relevant tools for re-designing courses for increased student engagement and attainment of student learning outcomes. The program promoted expertise in retooling courses to promote student-centered learning by exposing students to digital learning tools that reflect current and emerging technology trends in higher education as well as best practices in implementation of active learning strategies. The focus was on application of technology and implementation of active learning practices in two political science courses: a research methods and general education course. These insights have improved the author's professional development competencies; importantly, the implementation of technology-based learning has resulted in improved student achievement as evidenced by summative and formative assessment measures, and the acquisition of research and analytical skills.


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