scholarly journals Student-centered Pedagogy and Real-world Research: Using Documents as Sources of Data in Teaching Social Science Skills and Methods

2017 ◽  
Vol 46 (1) ◽  
pp. 62-74 ◽  
Author(s):  
Magali Peyrefitte ◽  
Gillian Lazar
Keyword(s):  
Social Science ◽  
Real World ◽  
Group Work ◽  
Experiential Knowledge ◽  
First Year ◽  
Teaching Session ◽  
Student Centered ◽  
Archival Material ◽  
Design And Implementation ◽  
Analytical Skills

This teaching note describes the design and implementation of an activity in a 90-minute teaching session that was developed to introduce a diverse cohort of first-year criminology and sociology students to the use of documents as sources of data. This approach was contextualized in real-world research through scaffolded, student-centered tasks focused on archival material and contemporary estate agents’ brochures so as to investigate changes in the suburbs that surround a university in north London. To contribute to the growing discussion on pedagogic dialogical spaces in teaching research methods, we provide empirical evidence of students’ greater engagement via group work and the opportunity to draw on experiential knowledge in analyzing sources. Beyond stimulating students’ engagement with research skills and methods, the data also show the value of our approach in helping students develop their analytical skills, particularly through a process of comparison and contrast.

Improved Outcomes after Reperfusion Therapies for Ischemic Stroke: A “Real-world” Study in a Developing Country

2020 ◽  
Vol 17 (4) ◽  
pp. 361-375
Author(s):  
Victor C. Schulz ◽  
Pedro S.C. de Magalhaes ◽  
Camila C. Carneiro ◽  
Julia I.T. da Silva ◽  
Vivian N. Silva ◽  
...  
Keyword(s):  
Ischemic Stroke ◽  
Real World ◽  
Time Window ◽  
Functional Dependence ◽  
Developed Countries ◽  
First Year ◽  
Middle Income ◽  
Probability Of Survival ◽  
Stroke Center ◽  
Cerebral Reperfusion

Background: It is unknown if improvements in ischemic stroke (IS) outcomes reported after cerebral reperfusion therapies (CRT) in developed countries are also applicable to the “real world” scenario of low and middle-income countries. We aimed to measure the long-term outcomes of severe IS treated or not with CRT in Brazil. Methods: Patients from a stroke center of a state-run hospital were included. We compared the survival probability and functional status at 3 and 12 months in patients with severe IS treated or not with CRT. From 2010 to 2011, we performed intravenous reperfusion when patients arrived within 4.5 h time-window (IVT group) and after 2011, mechanical thrombectomy (MT) combined or not with intravenous alteplase (IAT group). Those who arrived >4.5 h in 2010-2011 and >6 h in 2012-2017 did not undergo CRT (NCRT group). Results: From 2010 to 2017, we registered 917 patients: 74% (677/917) in the NCRT group, 19% (178/917) in the IVT group and 7% (62/917) in the IAT group. Compared to the NCRT group, IVT patients had a 28% higher (HR: 0.72; 95% CI 0.53-0.96) 3-month adjusted probability of survival and risk of functional dependence was 19% lower (adjusted RR: 0.81; 95% CI 0.73-0.91). For those who underwent MT, the adjusted probability of survival was 59 % higher (HR: 0.41; 95% CI 0.21-0.77) and the risk of functional dependence was 21% lower (adjusted RR: 0.79; 95% CI 0.66-094). These outcomes remained significantly better throughout the first year. Conclusion: CRT led to better outcomes in patients with severe IS in Brazil.

Facilitating Student Learning in Accounting through Scaffolded Assessment

2015 ◽  
Vol 31 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Anne Abraham ◽  
Hazel Jones
Keyword(s):  
Formative Assessment ◽  
Real World ◽  
Authentic Learning ◽  
Learning Design ◽  
Sociocultural Context ◽  
Design And Implementation ◽  
Qualitative Feedback ◽  
Technological Tools ◽  
Authentic Learning Experiences ◽  
Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

scholarly journals Mortality in older adults following a fragility fracture: real-world retrospective matched-cohort study in Ontario

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Jacques P. Brown ◽  
Jonathan D. Adachi ◽  
Emil Schemitsch ◽  
Jean-Eric Tarride ◽  
Vivien Brown ◽  
...  
Keyword(s):  
Cohort Study ◽  
Hip Fracture ◽  
Fragility Fracture ◽  
Mortality Risk ◽  
Real World ◽  
First Year ◽  
Matched Cohort ◽  
Matched Cohort Study ◽  
Fracture Cohort ◽  
One Year

Abstract Background Recent studies are lacking reports on mortality after non-hip fractures in adults aged > 65. Methods This retrospective, matched-cohort study used de-identified health services data from the publicly funded healthcare system in Ontario, Canada, contained in the ICES Data Repository. Patients aged 66 years and older with an index fragility fracture occurring at any osteoporotic site between 2011 and 2015 were identified from acute hospital admissions, emergency and ambulatory care using International Classification of Diseases (ICD)-10 codes and data were analyzed until 2017. Thus, follow-up ranged from 2 years to 6 years. Patients were excluded if they presented with an index fracture occurring at a non-osteoporotic fracture site, their index fracture was associated with a trauma code, or they experienced a previous fracture within 5 years prior to their index fracture. This fracture cohort was matched 1:1 to controls within a non-fracture cohort by date, sex, age, geography and comorbidities. All-cause mortality risk was assessed. Results The survival probability for up to 6 years post-fracture was significantly reduced for the fracture cohort vs matched non-fracture controls (p < 0.0001; n = 101,773 per cohort), with the sharpest decline occurring within the first-year post-fracture. Crude relative risk of mortality (95% confidence interval) within 1-year post-fracture was 2.47 (2.38–2.56) in women and 3.22 (3.06–3.40) in men. In the fracture vs non-fracture cohort, the absolute mortality risk within one year after a fragility fracture occurring at any site was 12.5% vs 5.1% in women and 19.5% vs 6.0% in men. The absolute mortality risk within one year after a fragility fracture occurring at a non-hip vs hip site was 9.4% vs 21.5% in women and 14.4% vs 32.3% in men. Conclusions In this real-world cohort aged > 65 years, a fragility fracture occurring at any site was associated with reduced survival for up to 6 years post-fracture. The greatest reduction in survival occurred within the first-year post-fracture, where mortality risk more than doubled and deaths were observed in 1 in 11 women and 1 in 7 men following a non-hip fracture and in 1 in 5 women and 1 in 3 men following a hip fracture.

scholarly journals Development of Professional Attributes through Integration of Science and Practice at First-Year Pharmacy Level

Pharmacy ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 4
Author(s):  
Theo J. Ryan ◽  
Sheila A. Ryder ◽  
Deirdre M. D’Arcy ◽  
John M. Quigley ◽  
Nyin N. Ng ◽  
...  
Keyword(s):  
Group Work ◽  
Core Competency ◽  
World Health ◽  
First Year ◽  
Integrated Learning ◽  
Student Survey ◽  
Curricular Integration ◽  
Who Analgesic Ladder ◽  
Personal Skills ◽  
Time Required

The design, implementation and evaluation of a year 1 pharmacy-integrated learning component, using the World Health Organisation’s (WHO) analgesic ladder as a scaffold for case-based learning, is described. A novel aspect of the integrated component is the mapping of the cases to the national Core Competency Framework (CCF) for Pharmacists in Ireland and to the school’s own cross-cutting curricular integration themes. The integrated cases were student led and delivered through peer-to-peer teaching for 68 first-year pharmacy students. The integrated cases mapped strongly to three of the CCF’s domains, namely, personal skills, organisation and management skills and supply of medicines. With regard to the school’s curricular integrative themes, the cases mapped strongly to the curricular integration themes of professionalism and communications; medicines sourcing, production and use; and safe and rational use of medicines. Highlights from an anonymous online student survey were the recognition by students of the importance of core science knowledge for practice, the enabling of integrated learning and the suitability of the integrated component for entry-level. While a majority of students were found to favour individual work over group work, future iterations will need to consider a greater degree of group work with a view to reducing the volume of content and time required to complete the cases.

Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

Most Difficult Topic in Social Science Curriculum as Perceived by Elementary Level Student-Teachers

2021 ◽  
pp. 236-247
Author(s):  
R. Vinodh Kumar ◽  
M. Vakkil
Keyword(s):  
Social Science ◽  
Student Teachers ◽  
Tamil Nadu ◽  
Science Curriculum ◽  
Sampling Technique ◽  
First Year ◽  
Elementary Teacher Education ◽  
Tamil Nadu State ◽  
Interest And Motivation ◽  
And Training

The study was conducted to identify the most difficult topic in elementary teacher education first-year social science curriculum as perceived by the student-teachers by using survey research design. The study also investigated the underlying reasons responsible for the student-teachers' difficulties in learning different topics. 218 student-teachers were selected using convenience sampling technique from five District Institutes of Education and Training (DIET), in Tamil Nadu State (India) for the study. The instrument used for data collection was a checklist designed by the researchers to elicit information from the student-teachers. The data collected were analysed using frequencies and percentages. The results showed that the topic namely, 'Reading the Globe, Maps and Atlas' was perceived as the most difficult topic in social science curriculum. The results also showed that teaching the topic without using the maps, lack of previous knowledge about the maps, the existence of vague concepts, heavy content load, and lack of interest and motivation to learn map concepts were the main reasons responsible for the student-teachers' difficulties in learning the topic.

scholarly journals COLLABORATORS AND HECKLERS: Performative Pedagogy and Interruptive Processes

2017 ◽  
Vol XI (1) ◽  
pp. 33-71
Author(s):  
Lee Campbell
Keyword(s):  
Life Experiences ◽  
Real Life ◽  
Learning Activity ◽  
First Year ◽  
Art Practice ◽  
Teaching Session ◽  
Performative Pedagogy ◽  
Effective Use ◽  
Collective Survival ◽  
Activity Design

Arguing for the positive disruptive nature of interruption, this paper concentrates on my current performative and pedagogic usage of interruption within my teaching as the means to achieve three aims: 1) develop aspects of practice discussed in my doctoral thesis ‘Tactics of Interruption: Provoking Participation in Performance Art’ (Campbell 2016) related to the focused usage of interruptive processes in contemporary art practice (Arlander 2009: 2) provide students with direct experience of how interruption may command immediate reaction and force collaborative means of working, i.e. collective survival tactics to deal with interruption; and 3) theorise, articulate and demonstrate how interruption relates to critical reflection (on the part of both student and teacher), extending the ideas of Maggi Savin-Baden (2007) to propose interruption as reflection. To achieve these aims, the paper discusses how I have implemented interruption into learning activity design and evidences how I have created activities that aim to help students understand collaborative learning in cross-disciplinary projects through an effective use of realia (interruption is part of real life). I discuss one first year teaching seminar at Loughborough University in March 2015 (and subsequent related iterations) combining performance, fine art and collaboration methodologies where students directly engaged in a range of activities not displaced from their own life experiences; there was heavy student engagement in digital technologies, and interruption. The main outcomes of the teaching session support and go beyond the aims by relating to: a) experiential learning related to the interplay between ‘collaboration’ and ‘interruption’; b) performative pedagogy and inclusion; c) the interplay between teaching, liveness and interruption; and d) performative pedagogy and the exchange of power relation.

scholarly journals Beyond the Museum Walls: Developing Inexpensive Discovery Trunks for k-12

2018 ◽  
Vol 2 ◽  
pp. e25925
Author(s):  
Julia Robinson
Keyword(s):  
Low Cost ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered ◽  
Analytical Skills ◽  
New Knowledge ◽  
State Educational ◽  
Problem Solvers ◽  
K 12

Discovery Trunks - specimen-based educational kits - use museum collections and standardized curricula to catalyze critical thinking skills through inquiry learning. Inquiry learning facilitates the development of new knowledge by examining a novel situation in light of past experience - a crucial skill for a child in today’s unpredictable world. Inquiry learning empowers students by making them stronger and more confident in their discovery and synthesis of information. Discovery Trunks enhance learning opportunities for students, promote the parent institutions, and develop new audiences by taking the institutional mission beyond classroom walls. Such Trunks contain authentic, real world objects and inquiry lessons that align with state educational standards. Discovery Trunks encourage contemplative analytical skills, thoughtful communication, thorough exploration of a topic, and cultivate a citizenry of open-minded problem solvers. Through inquiry-based learning, we see key components of this personal investigation exemplified through student-centered, student-driven activities that connect new knowledge and prior knowledge. This presentation will deconstruct these multidisciplinary kits and their contents to guide museum professionals to explore effective, high value, low cost materials and methods to produce and advertise educational kits to the community. Offered as an essential outreach component, these educational kits cultivate tomorrow’s thinkers, movers, and laborers in an ever-changing society.

Sign in / Sign up

Export Citation Format

Share Document