Continuing education in statistics: A programme based on learning objects and blended learning

2005 ◽  
Vol 5 (3) ◽  
Author(s):  
Helle Rootzén
Keyword(s):  
Blended Learning ◽  
Continuing Education ◽  
Learning Objects

scholarly journals The Experience of Using the Scrum Process in the Production of Learning Objects for Blended Learning

2013 ◽  
Vol 12 (1) ◽  
pp. 29-41 ◽  
Author(s):  
Raphael Winckler de BETTIO ◽  
Denilson Alves PEREIRA ◽  
Ronei Ximenes MARTINS ◽  
Tales HEIMFARTH
Keyword(s):  
Blended Learning ◽  
Learning Objects

scholarly journals CREATION OF ELECTRONIC LEARNING OBJECTS FOR THE HIGH COGNITIVE LEVELS OF BLOOM’S DIGITAL TAXONOMY

2019 ◽  
Vol 31 (2) ◽  
pp. 585-590
Author(s):  
Evgenia Goranova
Keyword(s):  
Blended Learning ◽  
Learning Objects ◽  
Learning Objectives ◽  
Future Teachers ◽  
Digital Competence ◽  
Electronic Learning ◽  
Cognitive Levels ◽  
Digital Generation ◽  
E Learning ◽  
European Standards

The training of students - future teachers in Informatics and Informational Technologies is a responsible and multi-layered task. It requires future teachers to use the modern digital technologies providing the digital competence required by national and European standards; to know the current and perspective features of modern young people; to be skillful at software tools for creating electronic learning objects so that they can create effective blended learning in accordance with the generally accepted ergonomic and didactic aspects of pedagogical psychology; to apply digital training methodologies for training in computer science subjects; to define, research and find solution to scientific problems in their pedagogical practice.Changes in the characteristics of modern pupils that characterize them as a ‘Digital Generation’ genuinely generate the need for interactive e-learning, mobile and blended learning, especially in the field of computer sciences. Considering these facts parallel changes in the taxonomy of learning objectives have also emerged - from classic to revised to digital.To explore the problem of synchronizing the training of future teachers in Informatics and Informational Technologies in line with the dynamics of the learning objectives taxonomy, we use the following methods: we clarify the concepts of ‘blended learning’, ‘e-learning’, ‘m-learning’ and ‘electronic learning object’; we review the characteristics of the digital generation; we follow the evolution in the taxonomy of learning objectives; we clarify the levels of interactivity that are achieved when creating e-learning objects for blended learning implementation; we offer digital instrumentation and authoring tools that students acquire to create electronic learning objects for the high cognitive levels of Bloom's digital taxonomy - evaluation and creation.In conclusion, we comment on the advantages of being skillful at the toolkit for creating electronic learning objects of varying degrees of interactivity and suitable models for their inclusion in the Informatics and Information Technology teaching units in the implementation of blended learning.

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

2018 ◽  
pp. 317-331
Author(s):  
Emily Chapman-Waterhouse ◽  
Ayona Silva-Fletcher ◽  
Kim Whittlestone
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Learning Objects ◽  
Approach To Learning ◽  
Reusable Learning Objects ◽  
Computer Confidence ◽  
Key Drivers ◽  
The Impact ◽  
Published Research ◽  
Positive Effect

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

scholarly journals Responsive BScN Programming at Nipissing University: The Continuing Education of Ontario Nurses

2014 ◽  
Vol 40 (1) ◽  
Author(s):  
Scott Fitzgerald ◽  
Beverley Beattie ◽  
Lorraine Carter ◽  
Wenda Caswell
Keyword(s):  
Blended Learning ◽  
Continuing Education ◽  
Teaching And Learning ◽  
Leading Edge ◽  
Learning Program ◽  
Post Secondary ◽  
Online Technologies ◽  
Post Secondary Institution ◽  
Part Time ◽  
Face To Face Learning

Nipissing University in North Bay, Ontario, is currently the only post- secondary institution in that province to offer a part-time Baccalaureate of Science in Nursing (BScN) program for Registered Practical Nurses (RPNs) through a blended learning model. This program represents a “bridge” from the nurse’s college diploma and offers a curriculum that enables students to continue to practice nursing as they study. Since the program’s inception in 2010, over 500 students have been admitted, attesting to its need. Flexibility, access, partnership, and excellence in teaching and learning comprise the heart of this complex, innovative, and student-centred program. As a blended learning program, it uses synchronous and asynchronous online technologies to deliver theoretical content; these experiences are balanced with face-to-face learning in the clinical setting. Clinical learning is facilitated through partnership agreements with the students’ employers.This paper describes how this RPN to BScN blended learning program has brought Nipissing to a leading edge in continuing education for RPNs. It also demonstrates Nipissing University’s commitment to drive change in the world of professional and adult education. 

scholarly journals The effectiveness of blended learning continuing education program on toxoplasmosis for basic education teachers

2021 ◽  
Vol 10 (8) ◽  
pp. e43410817619
Author(s):  
Tercilia de Oliveira Rodrigues ◽  
Italmar Teodorico Navarro ◽  
Jancarlo Ferreira Gomes ◽  
Luzia Helena Queiroz ◽  
Sílvia Helena Venturoli Perri ◽  
...  
Keyword(s):  
Blended Learning ◽  
Continuing Education ◽  
Basic Education ◽  
Clinical Signs ◽  
Etiologic Agent ◽  
Virtual Learning Environment ◽  
Online Course ◽  
Education Professionals ◽  
Before And After ◽  
Open Question

Toxoplasmosis is a zoonosis of great importance for public health since it is referenced as causing changes in human fetuses and animals. This research aims at comparing the knowledge of 165 basic education professionals before and after a blended learning online course (180-hour) on toxoplasmosis. A health education course on major urban zoonoses was offered once a year between 2009 and 2013 on the Virtual Learning Environment TelEduc platform. An open question questionnaire on Toxoplasmosis was applied before and after the specific module, and the responses were categorized according to the literature review theme. The initial and final evaluations addressed issues such as toxoplasmosis etiologic agent, clinical signs in animals and humans, and form of transmission and prevention. Toxoplasmosis general knowledge increased significantly (p<0.0001) after the course. The results showed that the continuing education of teachers through Distance Learning and Blended Learning Course contributed to the acquisition of knowledge.

"You Can Take Out of it What You Want"

2010 ◽  
pp. 285-304 ◽  
Author(s):  
Debbie Holley ◽  
Lyn Greaves ◽  
Claire Bradley ◽  
John Cook
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Design ◽  
Global Learning ◽  
Higher Education Funding ◽  
Personalised Learning ◽  
Digital World ◽  
The University

This chapter shows how a suite of learning objects were developed by the Centre for Excellence in Teaching and Learning for Reusable Learning Objects (www.RLO-CETL.ac.uk), one of 74 CETLs being funded by the UK’s Higher Education Funding Council for England. The learning objects were used to support students within a blended learning context. It shows student personalised learning: learning that can be any time (in the 24 hour digital world), any place (the university experienced in the home or workplace), any where (limited only by the students choice and internet access – trains, boats, planes, global learning). It focuses on two case studies at UK Higher Education institutions that demonstrate any time, any place learning. London Metropolitan University (London Met) and Thames Valley University (TVU), have both used and reused learning objects in different contexts. In each case study the background and the resulting blended learning design is outlined, followed by evaluation data illustrating the student experience and how the learning design and the learning objects have encouraged personalised learning. The chapter concludes with the start of the third iteration of use – to facilitate informal learning ‘any where’, through the incorporation of learning objects that can be used on mobile phones.

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

2018 ◽  
pp. 1778-1792
Author(s):  
Emily Chapman-Waterhouse ◽  
Ayona Silva-Fletcher ◽  
Kim Whittlestone
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Learning Objects ◽  
Approach To Learning ◽  
Reusable Learning Objects ◽  
Computer Confidence ◽  
Key Drivers ◽  
The Impact ◽  
Published Research ◽  
Positive Effect

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

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