scholarly journals Interdisciplinary Education Model in the Study of Aging: Example and Course Design

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 195-195
Author(s):  
Yan-Jhu Su
Keyword(s):  
Personal Experience ◽  
Course Design ◽  
Interdisciplinary Education ◽  
Classroom Setting ◽  
Practical Applications ◽  
Education Model ◽  
Interdisciplinary Courses

Abstract Collaboration among various disciplines is essential to the gerontology curriculum because it is a a new and comprehensive subject. This presentation will discuss the design of interdisciplinary courses to include practical applications in the study of aging. The presenter will share examples based on personal experience to illustrate how music and psychology may be applied to the study of aging. In addition, the presentation will include analysis of actual course designs to show how different fields can be integrated in the classroom setting. This symposium presentation intends to improve cross-discipline applications as well as help students contribute to and benefit from the study of aging.

scholarly journals Understanding diffusion theory and Fick's law through food and cooking

2015 ◽  
Vol 39 (3) ◽  
pp. 192-197 ◽  
Author(s):  
Larissa Zhou ◽  
Kendra Nyberg ◽  
Amy C. Rowat
Keyword(s):  
Gas Exchange ◽  
Diffusion Theory ◽  
Classroom Setting ◽  
Fick’S Law ◽  
Fick's Law ◽  
Microscopic Scale ◽  
Practical Applications ◽  
Nonscience Majors ◽  
Physiological Processes

Diffusion is critical to physiological processes ranging from gas exchange across alveoli to transport within individual cells. In the classroom, however, it can be challenging to convey the concept of diffusion on the microscopic scale. In this article, we present a series of three exercises that use food and cooking to illustrate diffusion theory and Fick's first law. These exercises are part of a 10-wk undergraduate course that uses food and cooking to teach fundamental concepts in physiology and biophysics to students, including nonscience majors. Consistent demonstration of practical applications in a classroom setting has the potential to fundamentally change how students view the role of science in their lives (15).

scholarly journals A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

2021 ◽  
Vol 11 (9) ◽  
pp. 557
Author(s):  
Seshasai Srinivasan ◽  
Juan Antonio Lopez Ramos ◽  
Nasim Muhammad
Keyword(s):  
Online Community ◽  
Course Design ◽  
Learning Material ◽  
Pedagogical Strategies ◽  
Hybrid Education ◽  
Course Of Action ◽  
Education Model ◽  
Blended Education ◽  
Future Education ◽  
And Training

As they emerge from the pandemic, universities worldwide are evaluating the adaptations in the education sector during the pandemic and determining their course of action for the future. In this work, drawing on the lessons from four courses across two different universities, a survey of over 300 students, and the literature, we present strategies for successfully implementing a flexible blended education format. The survey revealed that the performance of the cohort taking the course during the pandemic performed nearly the same as the cohorts that took the courses before the pandemic. However, the students did not prefer an entirely virtual format, felt that their social wellbeing was impacted, and preferred a hybrid education model with a lot of supplementary learning material. As a key contribution of this work, we have identified and elaborate on four key pillars for a flexible blended education format, namely, course design, pedagogical strategies incorporating active learning and providing a sense of online community, infrastructure for delivery and training, and incorporating activities that support student wellbeing.

scholarly journals Inclusive Design for Online and Blended Courses

2018 ◽  
Vol 7 (1) ◽  
pp. 14-22 ◽  
Author(s):  
Susie Gronseth
Keyword(s):  
Course Design ◽  
Universal Design For Learning ◽  
Learning Experiences ◽  
Inclusive Design ◽  
Digital Learning ◽  
Practical Applications ◽  
Post Secondary ◽  
Blended Courses ◽  
Design For Learning ◽  
Accessibility Guidelines

Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning materials, engage in learning experiences, and demonstrate the knowledge and skills they have learned. This paper describes practical applications of WCAG and UDL for the design and facilitation of inclusive online and blended courses in the post-secondary setting.

scholarly journals Interdisciplinary Education in Language Universities - A Survey on Postgraduate Students’ Attitude and Its Implications

2020 ◽  
Vol 10 (3) ◽  
pp. 94
Author(s):  
Qian Li
Keyword(s):  
Crucial Role ◽  
Course Design ◽  
Rapid Development ◽  
Interdisciplinary Education ◽  
Interdisciplinary Program ◽  
Postgraduate Students ◽  
Major Language ◽  
Language Students

The current rapid development of economy and technology calls for the cultivation of interdisciplinary talents in universities. When faced with this challenge, language universities, as a specialized type, need to take a range of factors into consideration, among which language students’ attitudes play a crucial role for further course design. This present study carried out a survey among students in the major language universities in China, and analyzed the results to identify students’ attitudes to interdisciplinary education. Results show half of the students are positive about the implementation of interdisciplinary education, however they lack the knowledge about what interdisciplinary education is and how it is carried out. The problems are discussed and a series of suggestions are proposed in order to promote the interdisciplinary program in language universities efficiently and effectively.

scholarly journals A evolução da leitura e da escrita de um grupo de professores: estudo de caso

2019 ◽  
Vol 80 (195) ◽  
Author(s):  
Euzi Moraes
Keyword(s):  
Teacher Education ◽  
Communicative Competence ◽  
Writing Skills ◽  
Capital City ◽  
Interdisciplinary Education ◽  
Public School Teachers ◽  
School Teachers ◽  
Education Network ◽  
Text Content ◽  
Interdisciplinary Courses

Focaliza os relatórios de estudo produzidos de setembro de 1997 a outubro de 1998 por um grupo de 11 professores de escola pública que aderiram voluntariamente ao Projeto Formar, de formação continuada de professores no trabalho patrocinado pela Aracruz Celulose S.A., em parceria com cinco municípios do Espírito Santo e a Rede Interdisciplinar de Educação, com sede em Vitória. O objetivo do Projeto é examinar o desenvolvimento da competência dos professores na condição de leitores e escritores durante o período, como resultado de atividades teóricopráticas presenciais e a distância. O desempenho do grupo mostra uma variação ao longo de uma hierarquia que começa em ø, isto é, um texto que copia literalmente o original, e aproxima-se da escrita autônoma com uma compreensão mais clara do material lido. Esse movimento é marcado por avanços e retrocessos, revelando uma correlação entre melhoria do conteúdo do relatório e emergência de problemas gramaticais o que, aparentemente, é um estágio obrigatório no desenvolvimento da competência comunicativa, via escrita. Palavras-chave: educação presencial e a distância; formação continuada dos professores no trabalho; competência leitora e escritora; interdisciplinaridade; integração entre teoria e prática. Abstract This study focusses on 10 reports produced from September 1997 to October 1998 by a group of 11 public school teachers who voluntarily joined Formar, a continuous in-service teacher education project funded by Aracruz Celulose S. A., in partnership with five municipalities and the Interdisciplinary Education Network, in Vitória, the capital city. Its aim is to examine the improvement of the teachers' competence as readers and writers, along that period, as a result of distance and in praesentia theoretical and practical teaching activities. The Group's written performance shows a variation along a hierarchy that starts at Ø, that is, a text which is a literal copy of the original, and proceeds until it reaches the stage of near-autonomous writing with a clearer comprehension of the material read. This movement is marked by advances and setbacks, unveiling a correlation between improved text content and the emergence of grammatical problems which, apparently, is a necessary path to the development of communicative competence via writing. Keywords: distance and in praesentia education; continuous in-service teacher education; reading and writing skills; interdisciplinary courses; integration between theory and praxis.

scholarly journals Planning for Student Variability

2015 ◽  
Vol 21 (1) ◽  
Author(s):  
Bruce W. Quaglia
Keyword(s):  
Students With Disabilities ◽  
Music Theory ◽  
Course Design ◽  
Universal Design For Learning ◽  
Inclusive Classroom ◽  
Practical Applications ◽  
Design For Learning ◽  
History Of ◽  
Flexible Framework ◽  
The Individual

Universal Design for Learning (UDL) embodies a set of principles for developing accessible curricula and inclusive classroom learning environments. It is a flexible framework that can be adapted to the individual needs and predilections of a diverse set of learners, including students with disabilities. UDL can reduce the need for individual accommodations for disabled students, but its goal is to enhance learning for all students. Research and practical applications have demonstrated that designing curricula that are intended to provide greater access to learners who are in the margins also benefits many other learners. The objective of UDL is to develop expert learners throughout a curriculum by providing multiple means for learning, engagement, and demonstration at each level of instruction. The core music theory and musicianship curriculum taught at most colleges and universities will benefit from the guidelines established for UDL, and these are adaptable to various forms of curricular content. This article provides an overview of the history of UDL and its guidelines, and then proposes strategies for their implementation that are specific to music theory and musicianship pedagogy at the planning phase of course design, including assessment. The discussion engages learning typologies as a means for addressing learner variability throughout the course design.

Sign in / Sign up

Export Citation Format

Share Document