scholarly journals Catching the virus – a peer-to-peer game that encourages active participation in microbiology lectures

2022 ◽  
Vol 4 (1) ◽  
Author(s):  
Paul Dean
Keyword(s):  
Active Learning ◽  
Student Teacher ◽  
Active Participation ◽  
Peer To Peer ◽  
Learning Games ◽  
Competitive Edge ◽  
Lecture Room ◽  
Lecture Theatre

An important part of learning within lectures and classrooms is active participation, but this is sometimes difficult in larger lecture rooms. Questioning students is also not very fruitful in larger rooms for many reasons and invariably results in a wall of silence. Playing active-learning games changes the student–teacher dynamic and energizes the lecture room, making the lecture more memorable and worthwhile for the students. In our microbiological lectures, particularly lectures on virology and immunology, students play the ‘catch-the-virus’ game. As all students are in the game together, there is a competitive edge, and students forget about the anxiety of the the lecture theatre. Importantly, because of the nature of the game, the entire lecture room is involved, including students in the back rows. Interestingly, the recent coronavirus disease 2019 (COVID-19) pandemic, and its impact on student lives, makes the catch-a-virus game even more poignant.

The Future of Technology Enhanced Active Learning

2008 ◽  
pp. 348-375 ◽  
Author(s):  
Claus Pahl ◽  
Claire Kenny
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Process ◽  
Knowledge Construction ◽  
Active Participation ◽  
Learning By Doing ◽  
Learning Systems ◽  
Active Involvement ◽  
Future Developments ◽  
The Future

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learner-content interaction, is a central aspect of technology- enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined, and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap.

scholarly journals KONSTRUKTIVISME DALAM KEPERAWATAN: SUATU TELAAH PENGANTAR

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Yeni Rustina
Keyword(s):  
Active Learning ◽  
Nursing Care ◽  
Active Participation ◽  
Knowledge And Skills

AbstrakKeperawatan merupakan suatu disiplin yang menekankan pada partisipasi aktif klien dalam asuhan keperawatan. Hal ini selaras dengan paradigma faham konstruktivisme. Mereka menekankan pada proses pembelajaran aktif pembelajar dalam meningkatkan pengetahuan dan keterampilannya. AbstractNursing is a discipline which emphasizes on the client’s active participation in nursing care. This is congruent with the constructivist paradigm. They emphasize on the active learning of learners in enhancing their knowledge and skills.

scholarly journals Pricing decisions in peer-to-peer and prosumer-centred electricity markets: Experimental analysis in Germany and the United Kingdom

2021 ◽  
Author(s):  
Ulf J.J. Hahnel ◽  
Michael James Fell
Keyword(s):  
United Kingdom ◽  
Citizen Participation ◽  
Electricity Markets ◽  
Electricity Market ◽  
Supply And Demand ◽  
Energy Transition ◽  
Active Participation ◽  
Peer To Peer ◽  
Political Orientation ◽  
The United Kingdom

Prosumer-centred electricity market models such as peer-to-peer communities can enable optimized supply and demand of locally generated electricity as well as an active participation of citizens in the energy transition. An important element of active participation is the improved ability of community members to identify and choose who they transact with in a much more granular way than is usual. Despite this key novelty and the social core of prosumer-centred markets, little is known about how citizens would trade with different actors involved in the system. Here, we report a preregistered cross-national experiment in which we investigated individual trading preferences in a peer-to-peer community, including a variety of private and non-private trading actors. Our data from the United Kingdom (n=441) and Germany (n=440) shows that set buying and selling prices strongly vary, pointing to three systematically different trading strategies that individuals apply as a function of involved trading actor. Findings moreover reveal that trading decisions are determined by individuals’ political orientation, place attachment, and climate change beliefs as well as individual differences in trust in the involved trading actor. Finally, our results illustrate high consistency in trading preferences across nations. However, nation-level differences emerged when decisions were made publicly visible, emphasising the need to consider context-effects in peer-to-peer system design. Our results have implications for the development of prosumer-centred energy models and the design of interventions to increase citizen participation across national contexts.

Making Class Time Count

2021 ◽  
pp. 193-217
Author(s):  
Alice Katherine Shepherd
Keyword(s):  
Active Learning ◽  
Small Groups ◽  
Institutional Context ◽  
Student Perspectives ◽  
Large Cohort ◽  
Learning Approaches ◽  
Design Practice ◽  
Class Time ◽  
Lecture Theatre

This case study describes the ‘semi-flipped' redesign of an undergraduate Introductory Management Accounting module with a large cohort, using a newly refurbished ‘collaborative lecture theatre' at a large English research-intensive university. The chapter outlines the affordances of the collaborative lecture theatre and explains how these were used to promote the active application of theories and techniques in small groups during redesigned lecture sessions. The case considers the approach, design, practice, and space, and includes pedagogies readily transferable to other disciplines. The chapter considers the evaluation of the collaborative lecture theatre and the module redesign from staff and student perspectives. It identifies current challenges relating to the topic in the institutional context and concludes with recommendations and solutions for other institutions wishing to reconfigure spaces to promote active learning approaches.

Teacher Directed Active Learning Games

2008 ◽  
Vol 37 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Lori L. Scarlatos ◽  
Tony Scarlatos
Keyword(s):  
Active Learning ◽  
Learning Games

scholarly journals Active learning in the lecture theatre using 3D printed objects

F1000Research ◽  
2016 ◽  
Vol 5 ◽  
pp. 61
Author(s):  
David P. Smith
Keyword(s):  
Active Learning ◽  
Learning Strategy ◽  
Focal Point ◽  
Biological Molecules ◽  
Learning Tools ◽  
Core Knowledge ◽  
Lecture Theatre ◽  
3D Printed ◽  
The Difference ◽  
High Level

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.

scholarly journals Active Learning dalam Pembelajaran Akuntansi di SMA/SMK

2021 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Setyarini Santosa ◽  
Ika Pratiwi Simbolon ◽  
Vita Elisa Fitriana
Keyword(s):  
Active Learning ◽  
Subject Matter ◽  
Business Processes ◽  
Active Participation ◽  
Learning Materials ◽  
Learning Methods ◽  
Technological Developments ◽  
New Ideas

<p>Technological developments have a major impact on world businesses, such as technology-based companies. These changes also encourage for several adjustment in accounting scope. Therefore, educators are expected to be able to convey accounting knowledge in terms of its application concept in company business processes. To help delivering accounting skills, educators can use management methods in the form of active learning that focuses class activities in the active participation of each student. The purpose of this activity is for training educators to be able to apply appropriate active learning methods in accounting learning materials at SMA/SMK. When the training was conducted, each participant is invited to discuss and try to apply active learning methods. In addition, presenter also explain the data about effectiveness of active learning implementation which is shown through increasing students' understanding of the material being taught. At the end, discussions and trainings of active learning methods could provide new ideas for participants to deliver more varied subject matter.</p>

scholarly journals Active learning activities

2020 ◽  
Author(s):  
Lenita Brodin Berggren ◽  
Ika Jorum
Keyword(s):  
Active Learning ◽  
Computer Game ◽  
Peer Learning ◽  
Peer To Peer ◽  
Learning Activities ◽  
Learning Activity ◽  
First Year ◽  
New Knowledge ◽  
Learn By Doing ◽  
Live Action

First year architecture students are introduced to the library by taking part in an “Escape Room” activity in the KTH library. The aim of this initiative is to introduce the students to the library space and the library's resources in an interactive and playful way and to enable them to learn and reflect upon their learning within the frame of an active learning activity.1 Another objective with this active learning introduction is to engage students in a collaborative peer-to-peer learning activity that gives them opportunities to share knowledge and solve problems together. In this presentation, we will talk about the introduction in more detail and discuss the benefits of the live-action method as well as share results and improvements. “Escape room” is a live-action game, developed from a computer game. Gamification is a new trend in education to support cooperation, learn by “doing” and develop new knowledge through a more playful way.2 During the workshop, the students worked in groups, which gave them the opportunity to socialize and learn from each other while solving the tasks on time. The results of the students’ assessment after the game indicates that the students enjoyed the game, the teamwork, the competition and the creativity of the introduction compared to a lecture. They also found it a pedagogical way of learning about the library’s resources. During the workshop, the librarians had the opportunity to adjust instructions that were not clear enough. These adjustments effected the comments in the last group where some answers indicated a wish for more difficult clues.

Sign in / Sign up

Export Citation Format

Share Document