Developing a 3D animation tool to improve veterinary undergraduate understanding of obstetrical problems in horses

2020 ◽  
Vol 187 (9) ◽  
pp. e73-e73 ◽  
Author(s):  
Ruifeng Gao ◽  
Jing Liu ◽  
Shangfei Jing ◽  
Wei Mao ◽  
Pengfei He ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Three Dimensional ◽  
Traditional Teaching ◽  
3D Animation ◽  
Learning Tools ◽  
Self Assessment ◽  
Education Outcomes ◽  
The Third ◽  
Traditional Teaching Methods ◽  
Interchange Format

BackgroundMany challenges are encountered in both teaching and learning veterinary obstetrics. This may be due to outdated teaching materials, as the main model of content transmission remains centred around text and images.MethodsVisualisation methods such as three-dimensional (3D) and Graphics Interchange Format (GIF) tools were applied in an attempt to improve obstetrics education outcomes in the third-year class. Traditional teaching methods were utilised in the fourth-year and fifth-year students.ResultsThese supplementary tools significantly increased the third-year students’ final examination results compared with the results of fourth-year and fifth-year students (P<0.05). These examinations were designed to evaluate comprehension of the subject matter. Self-assessment questionnaire results further indicated that 3D animation and GIF promoted learning efficiency.ConclusionIncorporation of 3D animation learning tools into the veterinary curriculum is predicted to better prepare students for the management of obstetrical cases after graduation.

scholarly journals Smartphone + Teaching: Delivery of an Undergraduate Surveying Course Using Rain Classroom

2020 ◽  
Vol 12 (4) ◽  
pp. 151
Author(s):  
Weifang Yang ◽  
Haowen Yan
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
New Technology ◽  
University Education ◽  
Traditional Teaching ◽  
Learning Tools ◽  
Teaching Mode ◽  
Leading Role ◽  
Traditional Teaching Methods ◽  
Other Information

Traditional teaching methods using a blackboard, PowerPoint presentations and resources available through the Internet still play a leading role in university education. The popularity of smartphones and the use of We-Media and other information communication technologies have introduced the possibility of new teaching methods. This new technology combined with a constant endeavor at institutions of higher education to find more efficient teaching and learning tools brings us to a new teaching mode named "smartphone+". This represents an integration of traditional teaching tools and smartphones and can be realized using currently-available smartphone-based APPs. A practical application of the smartphone+ teaching mode has been implemented using the Rain Classroom APP in a surveying course for undergraduates majoring in Geomatics at Lanzhou Jiaotong University. The experiment has shown that the Rain Classroom-based smartphone+ teaching mode is an efficient method of conveying subject matter and is a valuable supplement to traditional teaching modes. It has a number of advantages over traditional teaching methods including online quizzes and tests, real time assessments, fast interaction, before-class preview and after-class online assessments.

Virtual Territorial Heritage in Education through mLearning Resources

2016 ◽  
pp. 162-195 ◽  
Author(s):  
Jorge Joo Nagata ◽  
José Rafael García-Bermejo Giner ◽  
Fernando Martínez-Abad
Keyword(s):  
Teaching And Learning ◽  
Historical Context ◽  
Optimized Design ◽  
Traditional Teaching ◽  
Navigation Systems ◽  
Learning Tools ◽  
Pedestrian Navigation ◽  
Learning Platform ◽  
Historical Heritage ◽  
Mobile Context

This research aims to establish the meanings and relations that exist between creating educational content for an application featuring Mobile Pedestrian Navigation Systems (MPNS) and Augmented Reality (AR), and the processes involved in Mobile Learning (mLearning). In this mobile context, the study aims to develop a training process linked to territorial information about the corresponding architectural and historical heritage of the cities of Salamanca (Spain) and Santiago (Chile), proving their educational importance. Methodologically, this research focuses on two main areas: (1) The optimized design of a learning platform with AR and MPNS resources in a historical context; and (2) the validation of the software's educational effectiveness in relation to other traditional teaching and learning tools. Finally, the study is in the process of creating a thematic heritage model determining the scope of this tool in the processes of mLearning, considering the elements of identity and local culture.

Virtual Territorial Heritage in Education through mLearning Resources

2018 ◽  
pp. 345-377
Author(s):  
Jorge Joo Nagata ◽  
José Rafael García-Bermejo Giner ◽  
Fernando Martínez-Abad
Keyword(s):  
Teaching And Learning ◽  
Historical Context ◽  
Optimized Design ◽  
Traditional Teaching ◽  
Navigation Systems ◽  
Learning Tools ◽  
Pedestrian Navigation ◽  
Learning Platform ◽  
Historical Heritage ◽  
Mobile Context

This research aims to establish the meanings and relations that exist between creating educational content for an application featuring Mobile Pedestrian Navigation Systems (MPNS) and Augmented Reality (AR), and the processes involved in Mobile Learning (mLearning). In this mobile context, the study aims to develop a training process linked to territorial information about the corresponding architectural and historical heritage of the cities of Salamanca (Spain) and Santiago (Chile), proving their educational importance. Methodologically, this research focuses on two main areas: (1) The optimized design of a learning platform with AR and MPNS resources in a historical context; and (2) the validation of the software's educational effectiveness in relation to other traditional teaching and learning tools. Finally, the study is in the process of creating a thematic heritage model determining the scope of this tool in the processes of mLearning, considering the elements of identity and local culture.

Assessment of Active Learning

2011 ◽  
Author(s):  
Kay Gibson ◽  
Carolyn M. Shaw
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Traditional Teaching ◽  
Video Content ◽  
Self Assessment ◽  
Learning Techniques ◽  
Traditional Teaching Methods ◽  
Measurement Tools ◽  
Active Learning Strategies ◽  
Assessment Techniques

With the shift in learning objectives that were more focused on the development of skills and processes, new assessment techniques were required to be developed to determine the effectiveness of new active-learning techniques for teaching these skills. In order for assessment to be done well, instructors must consider what learning objective they are assessing, clarify why they are assessing and what benefits will derive from the process, consider whether they will conduct assessments during or after the learning process, and specifically address how they will design solid assessments of active learning best suited to their needs. The various types of assessment for active-learning strategies include written and oral debriefing, observations, peer- and self-assessment, and presentations and demonstrations. In addition, there are several different measurement tools for recording the assessment data, including checklists and student surveys. A final aspect to consider when examining assessment techniques and measurement tools is the construction of an effective rubric. Ultimately, further research is warranted in the learning that occurs through the use of active-learning techniques in contrast with traditional teaching methods, the “portability” of active-learning exercises across cultures, and the use of newer media—such as internet and video content—as it is increasingly incorporated into the classroom.

An Evaluation of Technology Integration in Teaching Statistics

2012 ◽  
Vol 7 (2) ◽  
pp. 16-27
Author(s):  
Abdellatif Tchantchane ◽  
Pauline Fortes ◽  
Swapna Koshy
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Positive Perception ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Traditional Teaching Methods ◽  
Technology Intervention ◽  
The Subject ◽  
Overall Performance

Teaching and learning in higher education has been influenced by the rapid rate of innovation in technology. A technology intervention was used to teach Foundation Statistics. This paper reports students’ performance relative to those taught statistics using traditional teaching methods. Failure rate was reduced from 34% with traditional teaching to only 14% with the inclusion of technology, and in order to measure students’ perception towards the integration of technology in the subject, a total of 144 students of 30 different nationalities were surveyed at the end of the semester before the final examination. The analysis of the survey highlighted the students’ positive perception independent of their overall performance. Overall, the survey expressed a significant result showing that the use of technology helped students to perform better.

Philosophical Guidelines for the Social Studies

2014 ◽  
pp. 53-70 ◽  
Author(s):  
Daniel W. Stuckart
Keyword(s):  
Social Studies ◽  
Teaching Methods ◽  
Human Activities ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Traditional Teaching ◽  
The Social ◽  
Traditional Teaching Methods ◽  
Philosophical Framework ◽  
Effective Use

The purpose of this chapter is to place the use of Digital Tools and Artifacts (DTAs) within the context of John Dewey’s philosophy, and along the way, articulate guidelines for integrating technology in the Social Studies. Despite persistent calls for the integration of DTAs, social studies researchers still report low-level cognitive uses and overwhelmingly traditional teaching methods. By constructing a philosophical framework based on Deweyan thought, one can test research and ideas, perhaps leading to the more purposeful and effective use of these tools and artifacts in teaching and learning. Philosophy is an instrument for criticizing and reconstructing human activities, and scholars belatedly credit Dewey as a pioneer in the technology branch.

Application of Modern Teaching Method in Structure of Hydroelectric Power Station in Vocational College

2011 ◽  
Vol 219-220 ◽  
pp. 279-283
Author(s):  
Yong Xia Tao ◽  
Jian Ling Tan
Keyword(s):  
Teaching Methods ◽  
Vocational Training ◽  
Teaching Method ◽  
Three Dimensional ◽  
Building Construction ◽  
Hydroelectric Power Station ◽  
Traditional Teaching ◽  
Hydroelectric Power ◽  
Three Dimensional Model ◽  
Traditional Teaching Methods

Highly skilled capacity is the aim of vocational training about the course of hydropower building construction. Modern teaching methods have some prosperity, such as immediacy, interaction, imagination and so on .These modern means break the bottleneck of traditional teaching methods. With the help of three-dimensional model and flash animation, which do help students make a good understanding of the course and master the skills.

scholarly journals Desafios da família e professores na prática educativa: Escola secundária urbana e rural em Angola

2021 ◽  
pp. 1-27
Author(s):  
Manuel Caluvi Nicolau
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Process ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
School Network ◽  
Qualitative Descriptive ◽  
Urban And Rural Areas

The research aimed to characterize the challenges of family and teachers during the educational practice carried out in the teaching and learning process in secondary schools in the urban and rural areas in Huila, Angola. The reason for the investigation lies in the fact that there are no studies that make reference to this theme in the educational context of Angola. This is a case study investigation of qualitative, descriptive and interpretative character, which analyzes a real situation in its real context. It had an intentional sample of 24 participants. The in-depth interviewing and content analysis were used to collect process and interpret the information. The results show many difficulties in the educational process, such as: predominance of traditional teaching methods, more precarious school network in the rural area, excessive number of students per class making it difficult to evaluate, mostly illiterate families and with unsatisfactory involvement in the educational process, deficient punctuality of the actors, there is not uniformity in teaching affecting the quality of teaching. Therefore, to improve the quality of educational practice it is essential to invest in the training of actors, build, equip schools and confer good participatory management.

scholarly journals Teaching And Learning Outside The Box And The Soft-Side Of Teaching Model

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Leslie Leong
Keyword(s):  
21St Century ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Educational Institutions ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Effective Teacher ◽  
Traditional Teaching Methods ◽  
Outside The Box

Traditional teaching methods have been tested, examined and many have been published in a variety of disciplines. However, newer paradigms of teaching have evolved due to the availability of technology that is implemented in many educational institutions. Besides adopting technology as a means to teaching effectiveness, the ‘soft-side’ of teaching are apparent among the more educated and more knowledgeable learners. Teachers are transforming from a ‘figure-head’ to a ‘participant.’ This study discussed the newer technology to be utilized in the classrooms and proposed a ‘soft-side’ teaching model for the ‘new’ effective teacher in the 21st century. Teaching and learning outside the box are discussed.

scholarly journals Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

2021 ◽  
Vol 11 (10) ◽  
pp. 579
Author(s):  
Ruchira Gangahagedara ◽  
Muditha Karunarathna ◽  
Wasantha Athukorala ◽  
Shyamantha Subasinghe ◽  
Prabath Ekanayake
Keyword(s):  
Sri Lanka ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Traditional Teaching ◽  
Distant Learning ◽  
Traditional Teaching Methods ◽  
Peripheral Areas ◽  
Teaching Learning

Sri Lanka’s education system was suddenly shifted from classroom-based free education to online-based distance learning as an emergency teaching and learning method (ETLM) in response to the COVID-19 pandemic lockdown. This study examines how various stakeholders used online-based distant learning as an ETLM, and highlights the lessons learned from such a transition in Sri Lanka through a case study of the Kandy education zone (KEZ), in response to the country’s COVID-19 pandemic lockdown. We obtained the data through a questionnaire survey from 19 schools in KEZ, selecting the teachers, students, and parents as a survey sample. The findings revealed that nearly 64.7% of teachers used social media for the teaching–learning process (TLP), 27.9% used standard online teaching platforms, and only 7.4% used traditional teaching methods during the pandemic lockdown. Additionally, 36.5% of teachers and 41.2% of students favored the WhatsApp mobile application for the TLP, while others preferred other applications. However, during the COVID-19 lockdown, most of the less privileged schools in the peripheral areas of the KEZ adopted traditional teaching methods (TTM). The extent of the gap in ETLM adaptation and the driving factors that led to observable discrepancies between privileged and non-privileged schools, even in the urban settings of the KEZ, are also discussed in this study. These findings are significant in terms of educational policy making and management. Overall, this research contributes to understanding the ETLM adaptation of the KEZ by proposing policy directions that policymakers and other higher education authorities in the country should consider in an emergency.

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