Self‐guided field trips take invertebrate zoology students away from their screens and into the environment for hands‐on learning

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

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Supporting Older Adults and Caregivers Through Integrative Service Learning During COVID

Innovation in Aging ◽

10.1093/geroni/igaa057.3503 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 958-958

Author(s):

Keith Chan ◽

Sarah LaFave ◽

Maggie Ratnayake ◽

Christina Marsack-Topolewski ◽

Jillian Graves ◽

...

Keyword(s):

Older Adults ◽

Service Learning ◽

Community Resources ◽

Learning Models ◽

Process Data ◽

Community Based ◽

Age In Place ◽

Home Based ◽

Hands On ◽

Hands On Learning

Abstract There is a growing population of older adults who are living longer and acquiring chronic illness and disabilities, making it difficult for them to complete everyday activities and age in place. More than 2 million of these older adults are homebound and 5 million need help leaving their homes. They experience social isolation, food insecurity, and lack of connection to community resources which has intensified since the pandemic. Integrative service learning models can provide home-based support to older adults while offering valuable, hands-on learning experiences for students. This study examined findings for a community-based program which trained university students to provide practical home-based support for older adults and their caregivers. Data was collected for 109 older adults who were connected with student trainees. Students provided services with groceries, companionship, and help accessing needed services. Findings from t-test results using the UCLA Loneliness Scale indicated that older adults reported less loneliness after engagement with students (mean difference = 6.15, t = 3.14, df = 82, p < 0.01). Qualitative process data suggested that older adults benefited from services and a connection to their assigned students prior to and during the pandemic. Student trainees reported that the experience enriched their learning and reaffirmed their commitment to working with older adults. Community-based service learning can address home-based needs of older adults and their caregivers and enhance learning opportunities for students. Policies and practice can support a pipeline of geriatric health professionals through innovative service learning models to benefit older adults, caregivers and students.

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Teaching molecular techniques at home: Molecular biology labs that can be performed anywhere and enable hands‐on learning of restriction digestion/ligation and DNA amplification

Biochemistry and Molecular Biology Education ◽

10.1002/bmb.21517 ◽

2021 ◽

Author(s):

Michelle M. Barthet

Keyword(s):

Molecular Biology ◽

Dna Amplification ◽

Molecular Techniques ◽

Restriction Digestion ◽

Hands On ◽

Hands On Learning ◽

At Home

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Open-Ended Curiosity-Driven Fluids Lab Project

Volume 2, Fora: Cavitation and Multiphase Flow; Advances in Fluids Engineering Education ◽

10.1115/fedsm2017-69211 ◽

2017 ◽

Author(s):

Thomas G. Shepard ◽

Christopher Haas ◽

Rajagopala Menon

Keyword(s):

Fluid Mechanics ◽

Undergraduate Curriculum ◽

Self Determination Theory ◽

Field Trips ◽

Student Interest ◽

Great Opportunity ◽

Hands On ◽

Design Build ◽

Course Material ◽

Positive Results

The lab component of a fluid mechanics course permits a great opportunity for students to engage with course material. These labs can take many forms including field trips, guided inquiry exercises, formulaic lab exercises, practical/hands-on skill development, CFD and design-build-test projects to name a few. Previous literature on self-determination theory suggests that many positive results can be gained by giving students a choice in their studies. Related literature on the importance of curiosity in students suggests similar benefits. This paper describes a multi-week lab experience where students were given the opportunity to study anything remotely related to fluid mechanics with very few restrictions on implementation. The project goals were proposed by a student, or a team of two students, and then refined with the assistance of the course instructor to ensure proper scope. Pre-project surveys were used to gage the importance students place on studying material which is of personal interest and to determine how other parts of the undergraduate curriculum match up with student interest. Post-project surveys were used to gather input on the student experience of completing the curiosity project. This paper details the results from the various assessments and discusses feedback from the course instructor, lab instructors and students relating to project implementation, opportunities for improvement and some of the advantages of such a lab experience.

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STEAM Around the World: Successfully Incorporating Hands-On Learning and Diversity into Children's Programming

Journal of Library Administration ◽

10.1080/01930826.2017.1392223 ◽

2018 ◽

Vol 58 (2) ◽

pp. 174-182

Author(s):

Claire Bartlett ◽

Laura Bos

Keyword(s):

Hands On ◽

The World ◽

Hands On Learning ◽

Children's Programming

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Blockchains: An Experiential Accounting Learning Activity

Journal of Emerging Technologies in Accounting ◽

10.2308/jeta-2020-009 ◽

2021 ◽

Author(s):

Lorraine S. Lee ◽

Deniz Appelbaum ◽

Richard Mautz III

Keyword(s):

Conceptual Understanding ◽

Emerging Technologies ◽

Accounting Students ◽

Learning Activity ◽

Learning Approach ◽

Technology Change ◽

Accounting Curriculum ◽

Hands On ◽

Hands On Learning ◽

Rapid Pace

Organizations such as the AASCB and the Pathways Commission (2012) recommend that emerging technologies be included in the accounting curriculum. Yet the inclusion of emerging technologies represents a challenge for accounting educators due to the complexity and uncertainty associated with many technologies, as well as the rapid pace of technology change and innovation. This paper answers the call by the Pathway Commission (2012) for additional research focused on enhancing learning experiences to better reflect current and emerging technologies. Using an experiential learning approach (Butler, Church, and Spencer (2019), we create a hands-on, learning activity focused on blockchains in order for accounting students to gain a conceptual understanding of blockchains and its applications and implications beyond bitcoins.

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