scholarly journals BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies

2020 ◽  
Vol 19 (4) ◽  
pp. ar53
Author(s):  
Alexa W. Clemmons ◽  
Jerry Timbrook ◽  
Jon C. Herron ◽  
Alison J. Crowe
Keyword(s):  
Learning Outcomes ◽  
Core Competencies ◽  
College Biology

This article presents the BioSkills Guide, a resource enumerating program- and course-level learning outcomes aligned with the six core competencies of Vision and Change. The learning outcomes were developed and then nationally validated using input from more than 600 college biology educators from a range of biology fields and institution types.

scholarly journals THE DEVELOPMENT OF SMART CIRCUIT MEDIA IN THIRD GRADE MATHEMATICS LEARNING AT MI PLUS AL ISTIGHOTSAH PANGGUNGREJO TULUNGAGUNG

2021 ◽  
Vol 6 (2) ◽  
pp. 32
Author(s):  
Natasha Nurhaida
Keyword(s):  
Research And Development ◽  
Learning Outcomes ◽  
Core Competencies ◽  
Mathematics Learning ◽  
T Test ◽  
Third Grade ◽  
Quality Aspects ◽  
Significant Difference ◽  
Feasibility Test ◽  
The Impact

Abstract: Smart circuits are learning media to be applied in Mathematics learning. This study aims to find out the development process, feasibility, and influence of smart circuit media in mathematics learning for third grade in Elementary School. This study used the Research and Development research method, with the Borg, and Gall model. The development begins with determining the core competencies, basic competencies, indicators and subjects for making questions. The researcher put stickers of interesting cartoon images on each plot on the wooden planks of this medium. The necessary media prerequisites include: dice, pawns, game hints, and a memory. After the media is made, a feasibility test analysis was done, before the t-test. The data collection instruments used questionnaires, observations, and interviews. The results of this study showed that: (1) The smart circuit media is feasible to implemented in improving mathematics learning outcomes. This can be seen from the results of feasibility test by media experts and material experts before it is implemented in the class which showed that the presentation aspect gets a percentage of 82.5% from the first media experts, and 90% from the second media experts; efficiency aspects was 81.25%, and 100%; and media quality aspects was 82.5% and 92.5%. (2) Based on the t-test result, it can be concluded that the smart circuit media can improve student learning outcomes. This is showed by the significant difference in learning outcomes between the experimental class, and the control class with a significance value of 0.014 < 0.05. The impact of this research is the students can understand the material in learning mathematics easily.PENGEMBANGAN MEDIA SIRKUIT PINTAR UNTUK MENINGKATKAN  HASIL BELAJAR SISWA PADA PEMBELAJARAN MATEMATIKAAbstrak: Sirkuit pintar adalah media pembelajaran yang menarik untuk diterapkan dalam pembelajaran Matematika. Penelitian ini bertujuan untuk mengetahui proses pengembangan, kelayakan, serta pengaruh media sirkuit pintar dalam pembelajaran matematika kelas III MI. Penelitian ini menggunakan metode penelitian Research and Development, dengan model Borg, and Gall. Pengembangannya dimulai dengan menentukan kompetensi inti, kompetensi dasar, indikator serta mata pelajaran untuk membuat pertanyaan. Peneliti menempelkan stiker gambar kartun yang menarik di setiap petak pada papan kayu media ini. Prasyarat media yang diperlukan antara lain: dadu, bidak, petunjuk permainan, dan bengkel ingatan. Setelah media dibuat, selanjutnya dilakukan analisis uji kelayakan, sebelum dilakukan uji-t. Instrumen pengumpulan data yang digunakan antara lain kuesioner, observasi, dan wawancara. Hasil penelitian ini menunjukkan bahwa: (1) Media sirkuit pintar ini layak digunakan dalam meningkatkan hasil belajar matematika. Hal ini dapat dilihat dari hasil uji kelayakan oleh ahli media, dan ahli materi sebelum diterapkan di lapangan yang menunjukkan bahwa aspek penyajian mendapatkan persentase sebesar 82.5% ahli media pertama, dan 90%  dari ahli media kedua; aspek efisiensi sebesar 81.25%, dan 100%; serta aspek kualitas media sebesar 82.5%, dan 92.5%. (2) Setelah dilakukan uji-t, dapat disimpulkan bahwa media sirkuit pintar dapat meningkatkan hasil belajar peserta didik. Hal ini dibuktikan dengan adanya perbedaan hasil belajar yang signifikan antara kelas eksperimen, dan kelas kontrol dengan nilai signifikansi 0,014 < 0,05. Dampak penelitian ini adalah peserta didik dapat memahami materi pada pembelajaran matematika dengan mudah.

WinChannel’s digital gambit to revitalize rural China

2019 ◽  
Vol 9 (1) ◽  
pp. 1-43
Author(s):  
Peter Moran ◽  
Daniel Han Ming Chng ◽  
Liman Zhao
Keyword(s):  
Learning Outcomes ◽  
Business Model ◽  
Rural China ◽  
Core Competencies ◽  
Case Series ◽  
Decision Point ◽  
Content Type ◽  
Academic Level ◽  
Trade Channel ◽  
The Right

Learning outcomes Following are the learning outcomes: to understand how the tools and frameworks of strategic analysis can be applied to understand the evolution of value creation and capture in the FMCG industry; to analyze the core competencies of a company and understand their relevance in this fast-changing industry; to understand how to evaluate the pros and cons of a certain strategy and business model; and to develop strategic recommendations. Case overview/synopsis The case series traces the developments in China’s FMCG industry from the early 2010s to 2017, in general, and the efforts of Beijing WinChannel Software Technology Co., Ltd. (WinChannel) and its affiliated company, Huixiadan, in their attempt to apply new digital technologies to transform the traditional trade channel, in particular. The decision point of Case A, in early 2015, is how WinChannel can help improve the reach and efficiency of the traditional trade channel and wonders if the emerging online/mobile B2B FMCG platforms are the right solution for the increasingly digitized FMCG retail industry in China. The decision point of Case B, at the end of 2017, is how could Huixiadan’s business model be sustainable and what it should do to withstand the competitive threats even as it tries to exploit opportunities in the traditional FMCG industry in China. Complexity academic level It can be used with MBAs, EMBAs and senior executives. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS: 11: Strategy.

Student and Faculty Perspectives on the Use of Movies in Public Health Pedagogy

2017 ◽  
Vol 4 (2) ◽  
pp. 131-139
Author(s):  
Christopher H. Wade ◽  
Tyler Barrientos ◽  
Marc Macarulay ◽  
Whitney Alderson ◽  
Portney C. Shibale ◽  
...  
Keyword(s):  
Public Health ◽  
Learning Outcomes ◽  
Cognitive Skills ◽  
Core Competencies ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Public Health Workforce ◽  
Cross Sectional ◽  
The Core ◽  
Health Related

Introduction. Movies can be used in public health pedagogy to illustrate concepts and build students’ connection to the material. This study describes the perspectives of undergraduates and faculty on effective strategies for using movies to achieve key public health learning outcomes. Method. In this cross-sectional study, a survey was administered to undergraduate majors in health studies ( n = 109) and faculty who teach health-related courses ( n = 27). The survey included measures of usage and attitudes toward pedagogical applications of movies, which were informed by Bloom’s Taxonomy and the Core Competencies for Public Health Professionals. Results. Students and faculty expressed favorable attitudes toward the use of movies in undergraduate public health education. Additionally, both groups endorsed the usefulness of movies for affective and cognitive learning outcomes, with appraisals of affective learning being significantly higher. Movies were most frequently applied to building the core public health competencies of analyzing public health issues, communicating effectively, relationship building, and cultural competency. Among students, 74% stated that watching health-related movies reinforced their current career trajectory, encouraged them to consider other careers, or changed their choice of career. Discussion. Preparation of the future public health workforce requires students to develop both cognitive skills and an emotional connection to efforts that address health-related challenges. The findings of this study indicate that movies support both types of learning outcomes and therefore deserve further investigation as pedagogical tool in population health instruction.

scholarly journals THE DEVELOPMENT OF STUDENT WORKSHEET BASED ON HIGHER ORDER THINKING SKILLS IN IMPROVING MATHEMATICS LEARNING OUTCOMES

2021 ◽  
Vol 5 (2) ◽  
pp. 200
Author(s):  
Retno Intan Kuswari ◽  
Choiruddin Choiruddin
Keyword(s):  
Learning Outcomes ◽  
Core Competencies ◽  
Mathematics Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
Basic Competencies ◽  
Practice Questions

The use of instruction tools that only explains the instruction material, but does not know the extent to which students' understanding causes the instruction process to be less than optimal. This study aims to find out the development process, feasibility, and the influence of using student worksheet based on higher order thinking skills in improving Mathematics learning outcomes at MIN 3 Tulungagung and SDI Qurrota A'yun Ngunut Tulungagung. This study uses the development research model of Borg, and Gall. The results show that: (1) The development of HOTS-based worksheets begins with preparing instruction materials in accordance with the Core Competencies and Basic Competencies listed in the 2013 Curriculum.Furthermore, the researcher makes examples of HOTS questions that are in accordance with the material that has been presented, making questions individual and group practice questions and then make competency test questions at the end of the chapter. (2) The worksheets based on HOTS are suitable for use in improving Mathematics learning outcomes. This can be seen from the results of due diligence by media and material experts. (3) There is an influence of using HOTS-based worksheets as indicated by the significant difference in learning outcomes between the experimental class that does instruction using HOTS-based worksheets and the control class that does instruction without HOTS-based worksheets. This is based on the data from the t-test results in which sig-2 0.040 <0.050 is obtained.

The Revised Model Tax Curriculum

2009 ◽  
Vol 24 (2) ◽  
pp. 141-156 ◽  
Author(s):  
Shirley Dennis-Escoffier ◽  
Beth B. Kern ◽  
Shelley C. Rhoades-Catanach
Keyword(s):  
Learning Outcomes ◽  
Core Competencies ◽  
Learning Objectives ◽  
Certified Public Accountants ◽  
American Institute ◽  
Accounting Faculty ◽  
Accounting Curriculum ◽  
Starting Point ◽  
The Matrix ◽  
Student Competencies

ABSTRACT: The American Institute of Certified Public Accountants (AICPA) first developed the Model Tax Curriculum (MTC) in 1996 and modified it in 1999. Subsequent changes in the accounting profession and education caused a reexamination of the MTC resulting in a complete revision in 2007. The revised MTC is learning outcome-based and views the accounting curriculum in its entirety. The revised MTC includes a detailed matrix relating its proposed learning outcomes to the AICPA core competencies and tax technical topics commonly included in tax curricula. The matrix offers accounting faculty one example of an approach to be used in achieving the MTC learning outcomes. This approach can serve as a useful starting point to faculty in formulating and documenting their own approaches to developing student competencies that achieve the revised MTC learning objectives. This paper details the development of the MTC and provides an overview of the revised MTC. It also offers pedagogical suggestions helpful for implementing the MTC.

scholarly journals A Delphi consensus study for teaching “Basic Trauma Management” to third-year medical students

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Joana Berger-Estilita ◽  
Sabine Nabecker ◽  
Robert Greif
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Clinical Skills ◽  
Core Competencies ◽  
Trauma Patients ◽  
Trauma Management ◽  
Delphi Consensus ◽  
Curricular Revision ◽  
Stakeholder Needs ◽  
Final Round

Abstract Background The Basic-Trauma Management (BTM) course has been taught to third-year medical students in small groups for many years without substantial changes. With the introduction of a new curriculum for Swiss medical students, it was necessary to revise the BTM content and re-align it. Our aim was to identify core competencies for the revised BTM course. Methods We applied a three-round step-wise Delphi consensus. First, we asked open-ended questions on what were the most important competencies to be taught for BTM; the second round used Likert scales to ensure agreement on the competencies; and the final round reached out for consensus on these BTM competencies. Stakeholders were selected based on their long-standing experience in teaching BTM and in managing trauma patients. Results Consensus was found on 29 competencies out of an initial 130 proposals. “Human Factors”, which had not been taught previously, scored relatively high, at 22%. The sole specific trauma skill agreed upon was the use of tourniquets. Conclusions This is an example of curricular revision of a clinical skills course after the introduction of a regulatory framework for undergraduate medical education. The revised course curriculum tailors the concepts and skills in trauma that fulfill stakeholder needs, and are in agreement with the new Swiss learning outcomes.

scholarly journals Measuring Attitudinal Learning Outcomes in Electronics and Communication Engineering Experimental Instructions

2019 ◽  
Vol 9 (1) ◽  
pp. 413-417
Keyword(s):  
Engineering Education ◽  
Learning Outcomes ◽  
Core Competencies ◽  
Experimental Studies ◽  
Autonomous Learning ◽  
Survey Method ◽  
Social Survey ◽  
Outcome Based Education ◽  
Communication Engineering ◽  
Actual Learning

In traditional time bound linear teaching practices, learning outcomes are difficult to measure from the actual learning happened, as autonomous learning is not explicitly considered. Research studies and documents available on the practice of Outcome Based Education and the subsequent design and development of Learning Outcomes for measuring core competencies along with skills and attitudes of learners, which specifically concentrating on the Laboratory experimental courses in Electronics and Communication engineering is very rare. This paper attempts to make an experimental study on a selected set of experiments, to draw conclusions on the effectiveness of measuring learning outcomes that actually encourage students for autonomous learning. Demography and the subjects considered for the experimental studies are presented along with statistical outputs. The results are encouraging and would throw more light for further research in this area. Besides, the results will be highly useful to the generic area of engineering education. Validation of the results is done by social survey method, which includes statistical analysis. The experimental students are however limited to Indian conditions (and the current practices followed) of engineering education.

scholarly journals The Development of Aquaponic Props for Elementary School Grade V as an Integrated Thematic Learning Media

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Ayub, Rufi’i ◽  
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Core Competencies ◽  
Student Learning Outcomes ◽  
Instructional Video ◽  
Thematic Learning

The development of integrated thematic learning media is still not much in elementary school. This condition is not in line with the 2013 KTSP approach in Indonesia. For this reason, it is necessary to develop a proper learning media for integrated thematic learning class V elementary school students. Aquaponic is one of the innovative media that is suitable for use in learning. This media can integrate several charge lessons to achieve core competencies in the current Grade V curriculum. The development model used is the Borg and Gall model. The trial steps of this media were carried out to 11 Grade V students of SDN Warungdowo I District Pohjentrek. There are two types of data obtained, namely qualitative data and quantitative data. Quantitative data is obtained from the Post Test value and the questionnaire deployment to the Grade V Students. Qualitative data were obtained from Teachers' interviews and suggestions, criticism, and responses from the validators. The validation carried out by the Material and Media experts was declared feasible. The validation score is 95% by a material expert, 98% by media expert, 100% by the colleagues' teachers, and 98% by the elementary education expert. It means that the feasibility level is excellent. The results showed that aquaponic props is perfectly suitable for the learning media of the respected school. This research is also supported by the existence of quantitative data from student learning outcomes after using the aquaponic props in learning shows the results of 100% of students can achieve basic competencies that exist in the linked lessons in integrated thematic learning. The use of appropriate learning media in Pancasila and civics education subjects will convey various concepts and facts so that students can use and remember longer the teacher's material. This research aims to develop instructional video media to assist students in learning Pancasila and civic education subjects. This research is development research that adopts the development stages of ADDIE. The results showed that the learning videos developed were easy for students to use and had a very high level of attractiveness, and could improve student learning outcomes.

scholarly journals Learning Outcomes of a Flipped Classroom Teaching Approach in an Adult-health Nursing Course: A Quasi-Experimental Study

2019 ◽  
Author(s):  
Jun-Yu Fan ◽  
Ying-Jung Tseng ◽  
Li-Fen Chao ◽  
Shiah-Lian Chen ◽  
Sui-Whi Jane
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Core Competencies ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Adult Health ◽  
Quasi Experimental ◽  
Health Nursing ◽  
Nursing Course

Abstract Background New teaching strategies must be developed not only to enhance nurse’s competence but also to allow nurses to respond to the complex health care needs of today’s society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program.Methods The study was a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 assigned to an experimental group and 198 to a control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students’ learning outcomes.Results The experimental group did show that there were statistically significant increases in overall scores for self-evaluated core competencies, the “self-modification” subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction.Conclusions A flipped classroom teaching approach had a positive impact on student’s learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for an RN-to-BSN program for today’s complex revolution in nursing curricula, and may enhance nursing students’ abilities to address numerous challenges.

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