scholarly journals A systematic approach to learning design for supervisor training in a specialist medical college

2021 ◽  
Author(s):  
Jorge Reyna ◽  
Victoria Baker-Smith ◽  
Ellen Cooper
Keyword(s):  
Teaching And Learning ◽  
Systematic Approach ◽  
Learning Experience ◽  
Medical Council ◽  
Learning Design ◽  
Digital Learning ◽  
Theoretical Frameworks ◽  
Supervisor Training ◽  
Educational Approach ◽  
Approach To Learning

Specialist medical education aims to develop clinical knowledge in conjunction with professional attributes such as communication skills, collaboration, health advocacy, management, and professionalism. RANZCO is undertaking a 3-year curriculum redesign plan that incorporated feedback received from the Australian Medical Council and is moving towards a systematic approach to supervisor and trainee teaching and learning interventions to improve the quality of the learning experience. In parallel to the new curriculum, the college has established the Digital Learning Transformation initiative by developing theoretical frameworks to guide a systematic approach to learning design. The frameworks informed the design, implementation, and evaluation of interactive modules to support supervisors in educational topics. This concise paper aims to present the theoretical underpinning and the Modus Operandi of the intervention. The authors hope this initiative could inspire other medical colleges to take an evidence-based educational approach to supervisor training.

scholarly journals Toward a Learning Progression of Complex Systems Understanding

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Susan Yoon ◽  
Sao-Ee Goh ◽  
Zhitong Yang
Keyword(s):  
Complex Systems ◽  
Item Response ◽  
Teaching And Learning ◽  
Systematic Approach ◽  
Theory Model ◽  
Next Generation Science Standards ◽  
Science Standards ◽  
Approach To Learning ◽  
Written Responses ◽  
Learning Pathways

Recent research on what students know about complex systems shows that they typically have challenges in understanding particular system ideas such as nonlinearity, complex causality, and decentralized control. Yet this research has yet to adopt a systematic approach to learning about complex systems in an ordered way in line with the Next Generation Science Standards’ call for learning pathways that guide teaching and learning along a developmental continuum. In this paper, we propose that learning progressions research can provide a conceptual framework for identifying a learning pathway to complex systems understanding competence. As a first step in developing a progression, we articulate a sequence of complex systems ideas, from the least to most difficult, by analyzing students’ written responses using an item response theory model. Results show that the easiest ideas to comprehend are those that relate to levels or scales within systems and the interconnected nature of systems. The most difficult ideas to grasp are those related to the decentralized organization of the system and the unpredictable or nondeterministic nature of effects. We discuss implications for this research in terms of developing curricular content that can guide learning experiences in grades 8–12 science education.

Technology Tools for Teaching and Learning in Real Time

2019 ◽  
pp. 255-278 ◽  
Author(s):  
Emtinan Alqurashi
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Theoretical Frameworks ◽  
Online Classroom ◽  
Virtual Classrooms ◽  
Technology Tools ◽  
Use Of Technology

Digital technologies provide learners with the opportunity to be actively involved and engaged in the online learning experience. However, with the rapid growth of technology, it can be challenging for instructors to keep up with the changes and assess the effectiveness of new technologies within online learning environments. In order to successfully integrate technology, two theoretical frameworks are commonly used to evaluate instructional technology effectiveness: the SAMR and TPACK models. Although there are many studies that discuss theoretical frameworks for technology integration, there is still a need to discuss the practical use of technology tools in the live online classroom in higher education. This chapter provides instructors with a practical guide for evaluating and implementing synchronous tools to enhance the student experience and learning. It focuses on four components: virtual classrooms, individual activities, real-time assessments, and group work.

scholarly journals Responses to COVID-19 in Higher Education: Students’ Learning Experience Using Microsoft Teams versus Social Network Sites

2021 ◽  
Vol 13 (18) ◽  
pp. 10036
Author(s):  
Abu Elnasr E. Sobaih ◽  
Amany E. Salem ◽  
Ahmed M. Hasanein ◽  
Ahmed E. Abu Elnasr
Keyword(s):  
Social Network ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Social Network Sites ◽  
Public Institutions ◽  
Digital Learning ◽  
Education Students ◽  
Paired Samples ◽  
Learning Platform

The long-lasting impact of COVID-19 forced governments to continue with distance learning. Due to the absence of a formal digital learning management system (DLMS), public universities in many countries adopted social network sites (SNSs), e.g., Facebook and WhatsApp, and/or digital communication platforms, e.g., Microsoft (MS) Teams and Zoom for teaching and learning. This research investigates students’ learning experiences and responses to course/s incorporating SNSs and MS Teams as a sole distance learning platform during COVID-19. An online, pre-tested, questionnaire was used, directed at bachelor students in public institutions in Egypt, offering tourism and hotel programs, who received their courses using both SNSs and MS Teams. The results showed that the usage of both SNSs and MS Teams helped students to access information and learning resources, have good impact on their knowledge construction and critical refection, and report overall positive learning experience. The results of paired-samples t-test showed statistically significant differences between students’ experiences of course/s incorporating SNSs and MS Teams. However, students recorded limited support by their educators and peers and low participation in course activities that adopted MS Teams. They also reported poor assessment and feedback with course/s that incorporated SNSs. Hence, several implications for scholars, policymakers, and educators were presented for achieving better learning experience and to cope with the pandemic or similar crises, especially in universities with poor infrastructure, including unavailability of DLMS.

scholarly journals A journey through digital storytelling during COVID-19 Students preparedness to use technology for learning in the language classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 169-182
Author(s):  
Elma Marais
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Learning Experience ◽  
Teacher Educator ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Digital Learning ◽  
Digital Stories ◽  
Learning Competencies

The COVID-19 pandemic has forced lecturers at South African universities to reconceptualise their teaching and learning activities. Universities had to embark on remote teaching to salvage the 2020 academic year. This created the opportunity to draw on students’ creative and digital skills to promote digital storytelling as a way of enhancing their learning experience.   This article describes the journey of a teacher educator and a group of students registered for a language didactics module in an initial teacher education programme. Film study was traditionally presented through lively conversations in a contact session where students could exchange their perceptions and opinions regarding various aspects of film. Because of the COVID-19 lockdown this approach had to be reviewed. The lecturer in question employed digital learning competencies to transform learning through the innovative use of digital tools and resources to rethink student engagement with film. Students were invited to create digital stories. The outcome of the process not only improved their understanding of teaching film but also promoted their digital competencies and empowered them to create resources they could use in their careers.

scholarly journals Effectiveness of Blended Approach in Teaching and Learning of Language Skills in Saudi Context: A Case Study

2021 ◽  
Vol 14 (11) ◽  
pp. 118
Author(s):  
Jameel Ahmad
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Learning Experience ◽  
Dynamic Environment ◽  
Independent Learning ◽  
Digital Learning ◽  
Web Based ◽  
Face To Face ◽  
Audio Video

The blended approach serves as an effective interface between web-based and face-to-face teaching and learning of language skills. It offers the best of both and commoditizes broad-based teaching and learning avenues thereby bringing the whole teaching and learning process to life. An empirical study conducted on EFL/ESP teachers and learners of Saudi universities indicates that adopting a fully online or a fully offline approach is not as effective as a blended approach. The overwhelming majority of the respondents illustrate that a blended approach offers a rich variety of alternatives combining both online and offline platforms. It is also evident from the findings of the current study that even a technophobic teacher of the old generation can enrich his pedagogical effectiveness while navigating and integrating a vast variety of authentic online resources in his face-to-face teaching. Nevertheless, a learner can also learn language skills effectively by interacting with the dynamic instructors in a face-to-face environment and by repeatedly using online audio-video learning resources at his convenient time. In fact, modern learners are becoming more tech-savvy owing to an exponential growth of Internet usage during the current pandemic of COVID-19, and hence willing to embrace digital learning to enhance their learning experiences. So, let both get intertwined and go hand in hand to revitalize both teaching and learning activities. The amalgamation of the interactive dynamic environment of offline and individualized/independent learning online offers a rounded learning experience.  

scholarly journals Teaching and Learning Design Methods: Facing the Related Issues with TRIZ

2019 ◽  
Vol 1 (1) ◽  
pp. 589-598
Author(s):  
Lorenzo Fiorineschi ◽  
Francesco Saverio Frillici ◽  
Federico Rotini
Keyword(s):  
Problem Solving ◽  
Conceptual Design ◽  
Teaching And Learning ◽  
Design Method ◽  
Learning Experience ◽  
Design Methods ◽  
Learning Design ◽  
Professional Careers

AbstractDesign methods are claimed to support designers but, although they are largely taught in academia, their industrial uptake is still lacking. Many reasons have been identified about this flaw and some potential suggestions have been proposed and discussed in literature to overcome the problem. However, a further evidence is that although many students learn such methods from years, they partially or totally abandon the learned methods in their professional careers. This could partially explain the gap between academic and industrial diffusion of design methods. Literature provides suggestions for improving the learning experience of students but different didactical contexts may need more tailored solutions. The work shown in this paper exploits the problem solving potentialities of the TRIZ toolset to provide hints for improving a course focused on teaching a systematic conceptual design method. A set of suggestions has been obtained together some guidelines for applying the considered TRIZ tools to other didactical contexts.

A Cloud Based Solution for Smart Education

2020 ◽  
Vol 11 (2) ◽  
pp. 28-37 ◽  
Author(s):  
M. Afshar Alam ◽  
Anam Saiyeda
Keyword(s):  
Cloud Computing ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Educational Television ◽  
Smart Cities ◽  
Learning Experience ◽  
Learning System ◽  
Digital Learning ◽  
Smart Learning ◽  
Smart Cars

This article describes how in the current digital era, smart is the latest buzzword. From smartphones, smart homes, smart cars to smart cities every technological as well as traditional device is becoming smarter. In the field of education digital learning has always been present daring back to the educational television shows. Now it has evolved into e-learning, m-learning and now s-learning. Campuses are becoming smart with the use of latest technologies like IoT and cloud computing. Smart learning is the use of all these latest paradigms in order to optimize the teaching and learning experience. It enhances the traditional classroom environment to make learning more fruitful. Cloud computing is now invading all realms, as it reduces dependency on hardware and reduces cost and the headache of maintenance. Cloud technology can be integrated with learning to make learning smarter. We propose a solution to combine these both in order to get an optimized learning system which will help students in self-evaluation and will use cloud to provide its services.

scholarly journals Usabilità ed efficacia di ambienti di apprendimento digitale in ambito linguistico

2021 ◽  
Vol 8 (2) ◽  
pp. 142-160
Author(s):  
Alice Gasparini
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Sono State ◽  
Point Of View ◽  
Digital Learning ◽  
Face To Face ◽  
Sono Stati ◽  
Computer Mediated ◽  
Palabras Clave ◽  
Software Monitoring

La pandemia scoppiata nel 2020 ha determinato il trasferimento della didattica in presenza a una mediata da uno schermo. Il cambiamento ha posto l’attenzione su tale modalità sollevando domande sulla sua organizzazione. Il contributo esplora tali temi e si focalizza sugli spazi formativi digitali, analizzati dal punto di vista dell’usabilità: tale concetto racchiude l’efficacia, la piacevolezza, la facilità d’uso di un sistema (Nielsen, 1994). In questo studio, sono stati presi in considerazione due sistemi: Moodle e WordPress. Entrambi hanno come obiettivo finale la gestione di contenuti digitali, ma con finalità diverse. Nelle due piattaforme, opportunamente allestite, sono state implementate alcune risorse aperte di italiano come L2. Per la raccolta di dati sono stati impiegati un software di monitoraggio del comportamento degli utenti, interviste e questionari. L’analisi dei dati ha fatto emergere indicazioni sull’esperienza di apprendimento degli utenti e sul loro comportamento, nonché sull’efficacia degli ambienti e dei materiali Parole chiave: AMBIENTI DI APPRENDIMENTO DIGITALI, ITALIANO L2, USABILITÀ, ANALISI DELL’APPRENDIMENTO Since the explosion of the pandemic in 2020, teaching and learning practices have been forced to switch from a face-to-face model to one mediated by a screen. This change has placed intense attention on the character of computer-mediated instruction. This paper explores these themes and focuses on formative digital spaces, analyzed from the point of view of usability: this concept includes efficacy and the ease and pleasantness of use of a system (Nielsen, 1994). In this study, two systems were considered: Moodle and WordPress. They share the goal of managing digital content, albeit with different objectives. In both platforms, accessible, open-source L2 Italian materials were made available. For the data collection, interviews, questionnaires, and software monitoring users’ behavior were employed. The analysis of the data sheds light on the learning experience of the users and their behavior, as well as on the efficacy of the environments and materials. Key words: DIGITAL LEARNING SETTINGS, ITALIAN L2, LEARNING ANALYTICS Desde la explosión de la pandemia en 2020, las prácticas de enseñanza y aprendizaje se han visto obligadas a pasar de un modelo presencial a uno mediado por una pantalla. Este cambio ha focalizado la atención en el carácter de la enseñanza mediada por computadora. Este artículo explora estos temas y se centra en los espacios formativos digitales, analizados desde el punto de vista de la usabilidad. Este concepto incluye la eficacia, la facilidad y el agrado del uso de un sistema (Nielsen, 1994). En este estudio, se consideraron dos sistemas: Moodle y WordPress. Ambos comparten la finalidad de gestionar los contenidos digitales, aunque con objetivos diferentes. En las dos plataformas se ofrecieron materiales accesibles y de código abierto de italiano como segunda lengua. Para la recogida de datos se emplearon entrevistas, cuestionarios y programas informáticos de monitorización del comportamiento de usuarios y usuarias. El análisis de los datos arroja luz sobre la experiencia de aprendizaje de las personas usuarias y su comportamiento, así como sobre la eficacia de los entornos y de los materiales. Palabras clave: ENTORNOS DE APRENDIZAJE DIGITAL, ITALIANO COMO SEGUNDA LENGUA, ANÁLISIS DE APRENDIZAJE

scholarly journals The Challenges and Initiatives of Teaching Product Design’s Course Online During the COVID-19 Pandemic in Malaysia

2021 ◽  
Vol 36 (1) ◽  
pp. 113-133
Author(s):  
Muhammad Jameel Mohamed Kamil ◽  
Mohd Najib Abdullah Sani
Keyword(s):  
Product Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Design ◽  
Online Environment ◽  
Online Teaching And Learning ◽  
Approach To Learning ◽  
Design Learning ◽  
Teaching And Learning Environment ◽  
Barriers And Challenges

Due to the COVID-19 pandemic, most of the schools and universities around the globe, including Malaysia, were compelled to cease their operations and migrate to online teaching and learning environment. Along with this ‘forced approach’ to learning, the educators were faced with several barriers and challenges that need to be addressed. This paper intends to determine the challenges of teaching and learning Product Design courses in Malaysian universities using the online environment during the COVID-19 pandemic. It also highlights some of the strategies and initiatives adopted and adapted by the lecturers of this course in surmounting those challenges. Using a real-time video interview, data were collected from 10 respondents from various faculties of Malaysian higher education institutions offering product design courses. The findings of the study point to a range of difficulties in teaching Product Design courses online, including the need for more delicate interactions to ensure efficiencies in teaching and learning design courses, as well as the evaluation methods to achieve design learning and design outcomes.

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