scholarly journals Enhancing students’ employability skills and experiential learning through integration of Xero software

2021 ◽  
Author(s):  
Greg Jones ◽  
Hazel Jones ◽  
Dom Pensiero ◽  
Claire Beattie
Keyword(s):  
Student Outcomes ◽  
Learning Opportunities ◽  
Employability Skills ◽  
Knowledge And Skills ◽  
Regional University ◽  
Assessment Tasks ◽  
Accounting Unit ◽  
Teaching Team ◽  
Accounting Software ◽  
Enhanced Learning

Introducing XERO Accounting software into a core accounting unit can have many benefits for students, including improving their professional skills and enhancing their employability. However, it is important that students gain knowledge and skills in all aspects of the software as well as understanding the accounting processes that underlie the software’s operations. This paper presents an overview of implementation of Xero software, in a core accounting course, at a regional university in Australia. Student numbers ranged from 24-63 across the semesters studied. We highlight and discuss the processes adopted to appropriately scaffold students’ learning and assessment. We assess the effectiveness of the intervention by observing student engagement with specially developed videos and measuring student results in associated assessment tasks over three offerings of the course. The provision of a suite of learning opportunities, (training and use of excel and Xero accounting software) translated to improved student outcomes on the technologyrelated assessment items. Few students who viewed the learning videos contacted the course teaching team for further assistance, suggesting the videos were an effective resource that provided enhanced learning opportunities for students. These findings provide advice and information regarding the issues associated with integrating accounting software for other teaching teams or institutions considering similar applications in their courses or programs.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Telling Reflections: Teaching Sustainably in a Complex Learning Environment

2016 ◽  
Vol 32 (1) ◽  
pp. 80-90 ◽  
Author(s):  
Debbie Prescott
Keyword(s):  
Environmental Sustainability ◽  
Teacher Educator ◽  
Learning Design ◽  
Contextual Cues ◽  
Online Delivery ◽  
Regional University ◽  
Assessment Tasks ◽  
Environmentally Responsive ◽  
Diverse Student ◽  
Student Cohorts

AbstractThis article examines learning design in a postgraduate preservice teacher setting. The overarching aim was to embed environmentally responsive approaches throughout two companion units for diverse student cohorts. This article reports on a teacher educator self-study in a regional university with extensive online delivery for large units (300–800 students) in a 1-year course. The author examines how assessment tasks in literacy- and numeracy-oriented units are designed to meaningfully integrate environmental sustainability using contextual cues, collaborative learning, complex tasks, and reflexivity. The author argues for the use of these four key guidelines of environmentally responsive pedagogies alongside environmental education programs to emphasise messages of sustainability even in units that are not traditionally environmentally oriented. Challenges include problematising the nature of effective teaching and dealing with the complexities of purposeful learning. Innovative unit learning design alone, however, is inadequate if the surrounding systems are fragmented and seen as separate to learning about sustainability.

scholarly journals Enhancing Students’ Confidence in Employability Skills through the Practice of “Recall, Adapt and Apply”

2017 ◽  
Vol 7 (3) ◽  
pp. 55
Author(s):  
Alison J. Sinclair
Keyword(s):  
Biological Sciences ◽  
Prior Knowledge ◽  
Employability Skills ◽  
Project Work ◽  
Knowledge And Skills ◽  
Essential Step ◽  
New Challenges ◽  
High Level ◽  
Fail Safe ◽  
Safe Set

The ability to apply prior knowledge to new challenges is a skill that is highly valued by employers, but the confidence to achieve this does not come naturally to all students. An essential step to becoming an independent researcher requires a transition between simply following a fail-safe set of instructions to being able to adapt a known approach to solve a new problem. Practical laboratory classes provide an ideal environment for active learning, as the primary learning objective of these teaching sessions is to gain skills. However, laboratory handbooks can be presented as a series of fail-safe recipes. This aids the smooth running of practical classes but misses the opportunity to promote engagement with the underlying theory and so develop confidence in recalling approaches and adapting them to a new problem. To aid the development of employability skills, a practical laboratory series was developed for Bioscience teaching that requires on-the-spot decision-making, the recall of skills and their adaptation to new challenges. After using this approach, the proportion of student’s expressing a high level of confidence with each of eight key employability skills rose by between 9 and 35% following the practical sessions, showing that the approach of recalling, adapting then applying prior knowledge and skills can increase the confidence that students have in their employability related skills. The approach was developed for use within biological sciences practical laboratories but the principles can be adapted to any discipline involving project work.

Implementation Fidelity and the Design of a Fractions Intervention

2019 ◽  
Vol 42 (4) ◽  
pp. 217-230 ◽  
Author(s):  
Lindy Crawford ◽  
Barbara Freeman ◽  
Jacqueline Huscroft-D’Angelo ◽  
Sarah Quebec Fuentes ◽  
Kristina N. Higgins
Keyword(s):  
Learning Disabilities ◽  
Conceptual Understanding ◽  
Student Outcomes ◽  
Implementation Fidelity ◽  
Learning Opportunities ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Tier Ii ◽  
Higher Order Learning ◽  
And Mathematics

Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and mathematics education. Four steps undertaken in the development of a Tier II fraction-based mathematics intervention designed to improve the conceptual understanding of students with learning disabilities or difficulties are described in this article: (a) articulation of a logic model, (b) delineation of intervention components, (c) analysis of reliability data related to implementation fidelity, and (d) pilot testing to measure implementation fidelity and student outcomes. Results of the pilot study demonstrated no significant effect for the component of technology; however, significant pre–post differences were found in the performance of all groups on their conceptual understanding of fractions as numbers.

Impact of Using Blackboard on Vocabulary Acquisition: KKU Students’ Perspective

2020 ◽  
Vol 10 (5) ◽  
pp. 598
Author(s):  
Hadeel Ali Hussain Alamer
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Action Plan ◽  
Learning Opportunities ◽  
Negative Attitudes ◽  
Knowledge And Skills ◽  
Item Questionnaire ◽  
And Performance ◽  
The University ◽  
The Impact

This research aims to investigate the impact of employing the learning management system (Blackboard) on attitudes of King Khalid University (KKU) students. The research examines the students' knowledge and skills in employing the Blackboard in their learning process, and investigates the elements, which influence the students' attitude and performance in using Blackboard in classroom instruction from their perspectives. To this end, the author has selected a sample of 34 of KKU students, where they have been requested to complete a 14-item questionnaire. Findings of the current study revealed that KKU students faced several difficulties in learning English language vocabulary. Consequently, the students have developed negative attitudes towards English vocabulary. The study found that Blackboard had a little influence on the attitude and performance of the KKU students in vocabulary learning. The study also showed that there were some limitations in the use of Blended Learning. It needs an action plan in order to make supportive learning opportunities for  the university students.

The effect of simulator use on students' skill enhancements

2017 ◽  
Vol 4 (2) ◽  
pp. 253-256
Author(s):  
Seda Karacay Yikar
Keyword(s):  
Decision Making ◽  
Nursing Education ◽  
Problem Solving ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Learning Opportunities ◽  
Specific Situation ◽  
Psychomotor Skills ◽  
Problem Solving Skills ◽  
Knowledge And Skills

Nursing education is a training that requires many cognitive and psychomotor skills to be given to the students. Especially, it is expected that students should do every application skillfully before going out to hospital practice.This study was carried out in order to determine the effect of simulation usage on nursing skill development.These work is a review.There are many advantages to using the simulation in nursing education. These; critical thinking, clinical decision-making and problem-solving skills, a specific situation,skill in simulated education and a case example case can be revitalized versatile. Thus, it is possible to provide students with active learning opportunities to create coherent and comparable experiences; Help students integrate knowledge and skills. Through simulation laboratories, students develop their practice and as a result, mistakes they may make can be reduced.  Keywords: Simulation; nursing education; skill development in nursing.   

Tales of the peoples of Eurasia. The Cunning Science

2020 ◽  
Author(s):  
E.E. Khabunova
Keyword(s):  
Graduate Students ◽  
Fairy Tales ◽  
Development Program ◽  
International Project ◽  
State University ◽  
Strategic Development ◽  
Knowledge And Skills ◽  
Regional University ◽  
Wide Range ◽  
Plot Type

The book "Tales of the peoples of Eurasia. The Cunning Science ” is a bilingual collection of texts of fairy tales of Abkhazians, Circassians, Altaians, Bashkirs, Bretons, Buryats, Vepsians, Gagauz, Irish, Kazakhs, Kalmyks, Germans, Ossetians, Russians, Xinjiang Oirats, Tatars, Uzbeks, Frenchmen, Chechens Yakuts. The geography of the distribution of the plot “the Cunning Science” is quite extensive and the ways of its migration are noted in the fabulous folklore of various peoples, countries and continents. The collection includes fairy tales with the plot type “cunning science”. It tells about a student who has studied wonderful knowledge and skills and has surpassed his teacher in this art. A series of magical transformations of the student in various animals, birds and objects helps him to escape from the teacher’s persecution. The texts of tales were prepared by a group of folklorists - participants of the international project “Tales of the Eurasian Peoples. The Cunning Science ”, within the framework “Strategic Development Program of “Kalmyk State University named after B. B. Gorodovikov " as a core-regional university for the period 2017-2021." The publication is intended for folklorists, linguists, ethnologists, anthropologists, cultural scientists, as well as for students and graduate students of philological department and for a wide range of readers interested in folklore and culture of the peoples of Eurasia.

Affinity spaces: How young people live and learn on line and out of school

2018 ◽  
Vol 99 (6) ◽  
pp. 8-13 ◽  
Author(s):  
James Paul Gee
Keyword(s):  
Young People ◽  
School System ◽  
Learning Opportunities ◽  
The Internet ◽  
Formal Approach ◽  
Knowledge And Skills ◽  
Affinity Spaces ◽  
Powerful Learning ◽  
On Line ◽  
K 12

In the digital age, young people’s most powerful learning opportunities often occur online, in experiences and environments created by people working outside of the K-12 school system. In a sense, the internet has given new life to an older, less formal approach to education, in which individuals seek out and learn from others who share their interests. While schools remain critically important, teachers need to understand that more and more of their students are looking elsewhere to develop their knowledge and skills.

scholarly journals Escape Education: A Systematic Review on Escape Rooms in Education

2020 ◽  
Author(s):  
Alice Veldkamp ◽  
Liesbeth van de Grint ◽  
Marie-Christine Knippels ◽  
Wouter van Joolingen
Keyword(s):  
Systematic Review ◽  
Game Design ◽  
Student Outcomes ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
New Learning Environments ◽  
New Learning ◽  
The World ◽  
Need To Evaluate ◽  
Global Increase

The global increase of recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. In different disciplines, educators appear to have different motives to use aspects such as time constraints or teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Other educators base their choices on common practices in recreational escape rooms. However, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches are recommended. These and more results lead to recommendations for developing and implementing escape rooms in education, and will help educators creating these new learning environments, and eventually help students’ foster knowledge and skills more effectively.

scholarly journals Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School

2021 ◽  
Vol 46 (7) ◽  
pp. 97-113
Author(s):  
Kathryn Gibbs ◽  
◽  
Wendy Beamish ◽  
Keyword(s):  
Secondary School ◽  
Differentiated Instruction ◽  
Administrative Support ◽  
School Leaders ◽  
Learning Opportunities ◽  
Experienced Teachers ◽  
Small Scale ◽  
Australian Study ◽  
Structured Interviews ◽  
Assessment Tasks

Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised concerns about limited time for planning and instruction while school leaders expressed concerns about the adjustment of assessment tasks and feedback on progress to individual students. These findings provide starting points for more in-depth investigations at secondary schools. Implications linked to teacher preparation and administrative support in schools are presented.

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