Resources and new educational modules for Sustainable Finantial Literacy

2021 ◽  
Author(s):  
Elena Ruiz Larrocha ◽  
Elio Sancristobal ◽  
Manuel Castro ◽  
Inma Miralles ◽  
Mario Spatafora ◽  
...  
Keyword(s):  
Educational Modules

Expert survey and analysis of the results

2019 ◽  
Vol 85 (7) ◽  
pp. 73-82
Author(s):  
Vladimir O. Tolcheev
Keyword(s):  
Data Analysis ◽  
Research University ◽  
Statistical Processing ◽  
Educational Process ◽  
Expert Survey ◽  
Educational Modules ◽  
Training Modules ◽  
Engineering Institute ◽  
Good Agreement ◽  
Statistical Criteria

The issues of organizing an expert survey and carrying out statistical processing and analysis of the results are considered. The experts are the fifth-year students undergoing training at the Department of Management and Informatics «Moscow Power Engineering Institute» of the National Research University. The goal of the survey is revealing the disciplines that are most useful for employment in their specialty. We discuss the special features of the survey and a concept of «work in the specialty», with due regard for statistical reliability of the results. Data of written questionnaire gained in 2018 were processed and analyzed using cluster analysis (construction of dendrograms and application of the K-means method) and non-parametric statistical criteria (Friedman and Mann – Whitney – Wilcoxon). Data processing is implemented in the program STATISTICA. The analysis is carried out to reveal significant differences between the educational courses and assess the degree of consistency of the respondents to divide them into clusters that unite the students with similar judgments. Data analysis revealed that experts’ estimates in 2018 are in fairly good agreement with the estimates of previous studies; among the respondents there are three coalitions corresponding to the training modules «Software», «Management Theory», «Data Analysis»; the overall consistency of students in the two groups is very low (and, on the contrary, high in the identified clusters); grades are homogeneous and do not depend on training groups (and employment – unemployment of the respondents). The obtained results allow us to address a number of important questions regarding the ways of improving the educational process, e.g., to optimize yearly course hours for different educational modules.

Educational Modules on the Power-to-Gas Concept Demonstrate a Path to Renewable Energy Futures

2019 ◽  
Vol 96 (2) ◽  
pp. 248-255 ◽  
Author(s):  
Isabel Rubner ◽  
Ashton J. Berry ◽  
Theodor Grofe ◽  
Marco Oetken
Keyword(s):  
Renewable Energy ◽  
Energy Futures ◽  
Power To Gas ◽  
Educational Modules

Development and Evaluation of Global Child Health Educational Modules

PEDIATRICS ◽  
2013 ◽  
Vol 132 (6) ◽  
pp. e1570-e1576 ◽  
Author(s):  
T. A. Audcent ◽  
H. M. MacDonnell ◽  
K. A. Moreau ◽  
M. Hawkes ◽  
L. J. Sauve ◽  
...  
Keyword(s):  
Child Health ◽  
Educational Modules

scholarly journals Testing Creativity and Personality to Explore Creative Potentials in the Science Classroom

2021 ◽  
Author(s):  
Tamara Roth ◽  
Cathérine Conradty ◽  
Franz X. Bogner
Keyword(s):  
Science Classroom ◽  
Cognitive Learning ◽  
Personal Characteristics ◽  
Male Students ◽  
School Students ◽  
Fostering Creativity ◽  
Extreme Groups ◽  
Scientific Phenomena ◽  
Science Classes ◽  
Educational Modules

AbstractIntegrating creativity into science classes may pave the way to tapping complex scientific phenomena. Although not yet conclusively defined nor assessed using standardized measures, creativity is understood to support cognitive learning in formal and informal settings. However, the successful integration of creativity in educational modules depends on many factors. As our knowledge of how to identify these factors is still limited, teachers may have difficulties effectively monitoring and fostering creativity. Consequently, a valid means to measure creativity would help teachers to identify creativity and its influencing factors within the limited scope of science lessons. In the present study, we collected data from 538 Bavarian secondary school students (M ± SD = 16.96 ± 2.99; 65.4%, female) focussing on personality and creativity measures. Comparable to previous studies, two subscales for creativity were applied: act, comprising conscious and adaptable cognitive processes, and flow, describing a creative mental state of full immersion. Since personality is understood to be linked to creativity, we used the Big Five scale with its shortened item battery to assess personality. We found that personal characteristics such as conscientiousness and flow, openness and agreeableness, and extraversion and neuroticism were significantly correlated. Anticipated gender and age differences were only evident when extreme groups were compared: age influenced act in younger male students and flow in older female students. Drawing on the literature and our results, we suggest pedagogical approaches to provide opportunities for creativity in science classrooms.

The Feasibility of a Stroke Rehabilitation Educational Program for Occupational Therapy Students and Practitioners (Preprint)

2021 ◽  
Author(s):  
Valerie Newcomer ◽  
Megan Metzinger ◽  
Sydney Vick ◽  
Caroline Robertson ◽  
Taylor Lawrence ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Knowledge Translation ◽  
Feasibility Study ◽  
Educational Program ◽  
Occupational Therapy Students ◽  
Feedback Questionnaire ◽  
Educational Modules ◽  
Task Oriented ◽  
Pilot Feasibility Study ◽  
Stroke Assessment

BACKGROUND Gaps in knowledge translation of current evidence-based practice regarding stroke assessment and rehabilitation delivered through teletherapy can prevent occupational therapy students and practitioners from implementing current research findings to obtain the best possible results in practice. The purpose of this pilot feasibility study was to create an educational program to translate knowledge into practice about the remote delivery of stroke assessment and rehabilitation to occupational therapy students and practitioners. This study examined knowledge gained from specific educational modules and feedback of delivery with regards to design, feasibility, acceptability, and usability. Four areas of focus were addressed in the educational program including: knowledge translation (KT), task-oriented training (TOT), stroke assessments, and telerehabilitation. OBJECTIVE The purpose of this pilot feasibility study was to create an educational program to translate knowledge into practice about the remote delivery of stroke assessment and rehabilitation to occupational therapy students and practitioners. This study examined knowledge gained from specific educational modules and feedback of delivery with regards to design, feasibility, acceptability, and usability. Four areas of focus were addressed in the educational program including: knowledge translation (KT), task-oriented training (TOT), stroke assessments, and telerehabilitation. METHODS Two feasibility studies were conducted to assess knowledge gained via pretests and posttests of knowledge, followed by a System Usability Scale (SUS) and general feedback questionnaire. Participants in Study 1 were five current occupational therapy practitioners and one occupational therapy assistant. Initial recruitment of participants in Study 2 included ten current occupational therapy students, however only nine students participated in the modules. Four, one-hour modules were emailed weekly to participants over the course of four weeks, with each module covering a different topic (KT, TOT, stroke assessments, and telerehabilitation). Preliminary results were reviewed with median comparisons and nonparametric analyses of pretests and posttests of knowledge for each module. Descriptive statistics from the SUS and a general feedback questionnaire were used to gain overall comments regarding the educational program. RESULTS This study revealed statistically significant results related to increased scores of knowledge through a Wilcoxon Signed-Ranks Test for students, practitioners, and combined. The stroke assessments module for the practitioner study and the stroke assessments and telerehabilitation modules for the student study were found to be statistically significant for increases in knowledge. Task-oriented training, stroke assessments, and telerehabilitation were statistically significant for the combination of the two studies. The task-oriented training module for students and practitioners, and the knowledge translation and telerehabilitation modules for practitioners also demonstrated a notable trend towards significance. The majority of the educational modules had an above average score regarding feasibility as well as positive feedback for the educational program as a whole from the participants. CONCLUSIONS Overall, the results of this pilot study indicate that an online educational program is a feasible, informational method of increasing the translation of knowledge in the remote delivery of stroke assessment and rehabilitation. Occupational therapy students and practitioners found the information presented to be valuable and relevant to their future profession and current practice.

scholarly journals Ways to Reduce Risks When Building the Digital Economy in Russia. Educational Aspect

2019 ◽  
Vol 28 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Andrey I. Rudskoy ◽  
Alexey I. Borovkov ◽  
Pavel I. Romanov ◽  
Olga V. Kolosova
Keyword(s):  
Digital Economy ◽  
Educational Process ◽  
Primary Sources ◽  
Educational Institutions ◽  
Engineering Technology ◽  
Peter The Great ◽  
The Russian Federation ◽  
Educational Modules ◽  
Educational Aspect ◽  
Comprehensive Study

А group of authors of Peter the Great St. Petersburg Polytechnic University, working within the framework of the activity of Coordination Council for the Federal Educational and Methodical Associations on education in the field of “Engineering, Technology and Technical Sciences” have undertaken a comprehensive study dedicated to the processes of the digital economy formation. More than two hundred primary sources of reference have been analyzed. Several main groups of risks associated with the transition to global digitalization have been defined and classified. Further research results described in this article allow to characterize the specific features of the occurrence of risks in the Russian Federation and to determine the ways of reducing these risks.In addition to the six groups of risks which are currently possible to arise and which are characteristic of the entire world space, the authors have revealed a number of several additional risks typical only of Russia. One of the key areas in Russia that poses a whole range of various risks is the education system. The authors have analyzed and classified the policies and moves suggested by the researchers and politicians to reduce the likelihood of these specific risks occurrence.The qualitative leap of the educational process in Russia is possible only by means of the formation of some new competence profiles of educational institutions graduates with reference to the digital economy development conditions. The authors have defined seven types of competencies that are relevant for the transition of Russia to the digital economy and developed twelve pilot educational modules necessary for their formation.

scholarly journals New Educational Modules Using a Cyber-Distribution System Testbed

2018 ◽  
Vol 33 (5) ◽  
pp. 5759-5769 ◽  
Author(s):  
Jing Xie ◽  
Juan Carlos Bedoya ◽  
Chen-Ching Liu ◽  
Adam Hahn ◽  
Kudrat Jot Kaur ◽  
...  
Keyword(s):  
Distribution System ◽  
Educational Modules

Abstract TP383: Creating Educational Modules for Family Caregivers to Reduce Potentially Preventable Hospitalizations in Stroke Survivors

Stroke ◽  
2016 ◽  
Vol 47 (suppl_1) ◽  
Author(s):  
Linda L Pierce ◽  
Victoria Steiner
Keyword(s):  
Family Caregivers ◽  
Nurse Practitioners ◽  
Reading Level ◽  
Community Dwelling ◽  
Chronic Obstructive ◽  
Stroke Survivors ◽  
Comorbid Conditions ◽  
Preventable Hospitalizations ◽  
Potentially Preventable Hospitalizations ◽  
Educational Modules

Background and Issues: Preventable hospitalization utilization among stroke survivors is common. Although about 1/3 of potentially preventable hospitalizations are attributed to recurrent ischemic stroke, other comorbidities that lead to hospitalization are prevalent and need to be monitored. Timely and appropriate care for community-dwelling stroke survivors is critical. Since family caregivers provide the majority of care in the home, support and education of caregivers is essential to monitoring comorbid conditions. Purpose: This project’s aim was to develop brief educational modules on common comorbid conditions (e.g. chronic obstructive pulmonary disease, congestive heart failure, gastroenteritis); have family caregivers and nurse practitioners (NPs) review the content for validity; and then construct 8-10 minute voice-over PowerPoint presentations for each module. Methods: Based on evidence from randomized controlled trials, these modules were developed to provide caregivers with needed information to competently care for stroke survivors. Each module was concisely written at an 8th grade reading level and consists of: 1) a short introduction to the topic and key points; 2) what caregivers can do to alleviate the condition, should watch for, and should report to healthcare providers; 3) linked websites for more information and references; and 4) a four-question assessment about what they learned. Results: Once developed, these modules were evaluated by family caregiver (n=10) and NP (n=5) reviewers. The caregivers thought that the modules were appropriate in length to facilitate easy reading and understanding. The NPs noted that some content needed to be added, such as additional websites and drug information, but overall believed the modules contained supportive resources for caregivers. To provide an alternate learning modality, audio-presentations that highlight pertinent information for each module were then constructed. Conclusions: Registered nurses are well-suited to assess, teach, and support family caregivers. These modules are appropriate for inclusion in web-based or in-person education/support for these caregivers.

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