scholarly journals How Multimodal Examinations Can Increase Sustainable Student Gain by Aligning Teaching and Assessment

2021 ◽  
Vol 7 (2) ◽  
pp. 73-76
Author(s):  
Michael Gundlach ◽  
Martin Baumann ◽  
Ulrich M. Engelmann
Keyword(s):  
Engineering Students ◽  
Time Lag ◽  
Point Of View ◽  
University Education ◽  
Controlled Study ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
University Graduates ◽  
Practical Skills ◽  
Science And Engineering

Abstract Modern industry and multi-discipline projects require highly trained individuals with resilient science and engineering back-grounds. Graduates must be able to agilely apply excellent theoretical knowledge in their subject matter as well as essential practical “hands-on” knowledge of diverse working processes to solve complex problems. To meet these demands, university education follows the concept of Constructive Alignment and thus increasingly adopts the teaching of necessary practical skills to the actual industry requirements and assessment routines. However, a systematic approach to coherently align these three central teaching demands is strangely absent from current university curricula. We demonstrate the feasibility of implementing practical assessments in a regular theory-based examination, thus defining the term “blended assessment”. We assessed a course for natural science and engineering students pursuing a career in biomedical engineering, and evaluated the benefit of blended assessment exams for students and lecturers. Our controlled study assessed the physiological background of electrocardiograms (ECGs), the practical measurement of ECG curves, and their interpretation of basic pathologic alterations. To study on long time effects, students have been assessed on the topic twice with a time lag of 6 months. Our findings suggest a significant improvement in student gain with respect to practical skills and theoretical knowledge. The results of the reassessments support these outcomes. From the lecturers´ point of view, blended assessment complements practical training courses while keeping organizational effort manageable. We consider blended assessment a viable tool for providing an improved student gain, industry-ready education format that should be evaluated and established further to prepare university graduates optimally for their future careers.

scholarly journals Acquisition of Knowledge and Practical Skills after a Brief Course of BLS-AED in First-Year Students in Nursing and Physiotherapy at a Spanish University

2019 ◽  
Vol 16 (5) ◽  
pp. 766 ◽  
Author(s):  
Carlos Méndez-Martínez ◽  
Santiago Martínez-Isasi ◽  
Mario García-Suárez ◽  
Medea Aglaya De La Peña-Rodríguez ◽  
Juan Gómez-Salgado ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Quality Criteria ◽  
Western World ◽  
First Year ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Training Methods ◽  
Practical Skills ◽  
Cross Sectional

Out-of-hospital cardiorespiratory arrest is one of the leading causes of death in the Western world. Early assistance with quality Cardiopulmonary Resuscitation (CPR) and the use of a defibrillator may increase the percentage of survival after this process. The objective of this study was to evaluate the effect of CPR training and the management of an Automatic External Defibrillator (AED). A descriptive, cross-sectional, observational study was carried out among students in the first year of a Nursing and Physiotherapy degree of the University of León. To achieve this goal, a theoretical-practical educational intervention of four hours’ duration which included training on CPR, AED and Basic Life Support (BLS) was carried out. A total of 112 students were included. The results showed an increase in theoretical knowledge on BLS as well as on CPR and AED, and practical skills in CPR and AED management. A theoretical exposition of fifteen minutes and the practical training of CPR wasenough for the students to acquire the necessary theoretical knowledge, although the participants failed to reach quality criteria in CPR. Only 35.6% of students reached the right depth in compressions. Also, ventilation was not performed properly. Based on the results, we cannot determine that the percentage of overall quality of CPR was appropriate, since 57.6% was obtained in this respect and experts establish a value higher than 70% for quality CPR. There was a clear relationship between sex, weight, height and body max index (BMI), and quality CPR performance, being determinant variables to achieve quality parameters. Currently, Basic Life Support training in most universities is based on training methods similar to those used in the action described. The results obtained suggest implementing other training methods that favour the acquisition of quality CPR skills.

scholarly journals APPLICATION OF THE SECURITY.CRYPTOGRAPHY CLASS LIBRARY FOR PRACTICAL TRAINING OF SPECIALISTS FROM THE CYBER SECURITY

2019 ◽  
pp. 44-53 ◽  
Author(s):  
Yulia Zhdanovа ◽  
Svitlana Spasiteleva ◽  
Svitlana Shevchenko
Keyword(s):  
Cyber Security ◽  
Practical Knowledge ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Information Protection ◽  
Application Development ◽  
Development Environment ◽  
Security Issues ◽  
Secure Programming

The article deals with the problem of training modern specialists of the specialty "125 - Cyber Security". Issues of providing students with specialized and professional knowledge and skills in cryptographic protection of the information are considered. The necessity of obtaining practical knowledge on information protection with a certain amount of theoretical knowledge for future cybersecurity specialists has been substantiated. Through the analysis of literature and the use of own experience, the essence and structure of the concept of "competence on cryptographic protection of the information" have been determined. Formation of these competencies have been carried out within the framework of interdisciplinary links of educational disciplines, namely: "Applied Cryptology", "Secure Programming". The list of requirements for professionally significant characteristics of a cybersecurity specialist in the field of cryptographic protection of information has been determined. An overview of cryptographic libraries has been conducted and the main criteria for selecting the cryptographic service and the programming environment have been determined. The article demonstrates the need to use modern cryptographic .Net Framework services and the Microsoft Visual Studio application development environment to provide students with the knowledge and practical skills of information protection. The model of formation and development of competences on cryptographic protection of the information for students of the specialty “125-Cyber Security” has been developed and the ways of its realization at Borys Grinchenko Kyiv University have been offered. In the course of the research it was determined that in the programming of cryptographic protection mechanisms, practical skills of using cryptographic algorithms in the processing and transmission of data have been effectively formed. It is proved that the definition of the volume of theoretical knowledge and practical skills, taking into account the interdisciplinary connections of educational disciplines, allows preparing specialists with practical skills in cryptographic protection of the information. Such specialists are necessary for IT companies in the labor market.

Virtual investigative actions as a form of practical training

2017 ◽  
Vol 2 (3) ◽  
pp. 64-68 ◽  
Author(s):  
Лаврова ◽  
Oksana Lavrova ◽  
Шведов ◽  
Evgeniy Shvedov
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Criminal Procedure ◽  
Academic Disciplines ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Approaches To Teaching ◽  
New Approaches ◽  
Procedural Decisions

The necessity to form a legal type of thinking for cadets and listeners of higher education institutions of the Ministry of Internal Affairs of Russia, to develop the ability to independently make procedural decisions in specific legal situations presupposes the teacher's search for new approaches to teaching, including practical testing of the theoretical knowledge obtained on conditionally-factual material. In this aspect, the participation of cadets and listeners in the production of virtual (educational) investigative actions in carrying out practical exercises on the academic disciplines of the criminal procedure cycle and criminology is advisable. Practical training in a virtual form will allow the teacher to demonstrate to the students the procedural order and stages of investigative actions, teach them a legal assessment of the initial factual situation, instill practical skills in the activities of the investigator, inquirer, and determine the level of theoretical training for cadets and listeners.

scholarly journals Practical training of geographers: state and problems

2018 ◽  
Keyword(s):  
Cognitive Abilities ◽  
Educational Practice ◽  
Field Measurements ◽  
Botanical Garden ◽  
Professional Competencies ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Natural Objects ◽  
Visual Observations

The article deals with the place and significance of educational practice in the preparation of future geography specialists. On the example of educational practice in geography of specialty 014 Secondary Education (Geography) some aspects of its conduct on the basis of ethnographic material are considered. The article reveals the purpose of educational practice which is to consolidate the theoretical knowledge gained by the students during the study, acquiring and improving practical skills and abilities, mastering modern methods of field research. Tasks of the practice, which involve teaching students to use special devices and tourist equipment, correctly applying them in different types of geographic research, conducting visual observations, performing field measurements, carrying out scientifically substantiated room processing of empirical results are described. The stages (preparatory, field, and office) of educational practice and the base of its conducting are revealed (Sumy and its surroundings, Sumy region). The article also describes the results of training in geography according to the programs, such as applying the acquired theoretical knowledge for the formation of practical skills, demonstrating the ability to use special instruments of geographic research, organizing independent visual observations of natural objects and phenomena, performing field measurements, demonstrating the ability to perform graphic, map making and map measuring work, using professionally profiled knowledge and practical skills for the study of natural objects, processes and phenomena. Particular attention is paid to the description of unique local lore objects: Mount Zolotukha - the Romanian salt dome, a geological reserve of local importance, the Mohritsky landscape reserve of local importance, the Banytsky quarts quarry , the valley of the Psiol river (along the route Baranivka-Zelenyi Hai - in the vicinity of the town of Sumy), the Botanical Garden of A. S. Makarenko Sumy State Technical University - the object of the natural reserve fund of local importance, in its study students acquire professional competencies. The conclusion emphasizes that educational practice in geography is an integral part of the preparation of a highly skilled geographer; it enables students to consolidate their theoretical knowledge in the field, broadens their outlook and cognitive abilities, causes interest in geography, increases the effectiveness of learning and promotes the sound formation of professional competencies of students – geographers.

scholarly journals CrystalWalk: crystal structures, step by step

2017 ◽  
Vol 50 (3) ◽  
pp. 949-950 ◽  
Author(s):  
Fernando Bardella ◽  
Andre Montes Rodrigues ◽  
Ricardo Mendes Leal Neto
Keyword(s):  
Crystal Structures ◽  
Engineering Students ◽  
Materials Science ◽  
Internal Symmetry ◽  
Point Of View ◽  
Translational Symmetry ◽  
Science And Engineering ◽  
Visualization Software ◽  
Materials Science And Engineering ◽  
Basic Concepts

CrystalWalk is a crystal editor and visualization software designed for teaching materials science and engineering. Based on WebGL/HTML5, it provides an accessible and interactive platform to students and teachers by introducing a simplified crystallographic approach that creates crystal structures by combining a lattice with a motif without the use of its internal symmetry. CrystalWalk is the first software to use solely translational symmetry, aiming to introduce engineering students to the basic concepts of lattice and motif. Although very restrictive from the crystallographic point of view, CrystalWalk makes it simple for students to experiment, reproduce and visualize, in an interactive manner, most of the crystal structures that are commonly introduced in materials science and engineering curricula.

scholarly journals Pedagogical conditions for the development of students in industrial practice

2021 ◽  
Vol 284 ◽  
pp. 09017
Author(s):  
Uygun Urinov ◽  
Sevara Adizova
Keyword(s):  
Evaluation Process ◽  
Professional Activity ◽  
Control Group ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Industrial Practice ◽  
Manufacturing Enterprises ◽  
Experimental Works ◽  
Professional Capacity

The article covers the tasks of developing practical skills of the students through cooperation between higher education institutions and manufacturing enterprises. It has been stated that practical skills are mainly formed by consolidating the acquired theoretical knowledge in the process of internship in production. There are shown purposes and processes which lead to achieve them. It has been emphasized that professional activity in students is formed by completing tasks that require complex skills. There are some recommendations for organizing and holding internship at a stand. This article is defined experimental works on progressing professional capacity in process of practical training. The changes in the evaluation process at the final stage of the production internship and the levels of mastery introduced are discussed. According to the students, the internship process in the production has intensively increased their professional and practical skills. It is stated that during the internship, students were divided into two groups and experimental work was carried out in these two groups. It is also stated that the theoretical knowledge acquired by students is intended to develop practical skills through practical training. During the internship the groups were divided into a control group and an experimental group. It is stated that the internship was organized among the students. It was noted that the practical training of students in the control groups was traditionally organized, and the internship of the experimental groups was improved.

scholarly journals Formation Of Students 'Practical Skills In Technical Higher Education Institution And Production Enterprise

2020 ◽  
Vol 02 (10) ◽  
pp. 313-320
Author(s):  
Uygun Abdullayevich Urinov ◽  
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Point Of View ◽  
Practical Training ◽  
Practical Skills ◽  
Step Method ◽  
Manufacturing Enterprises ◽  
Whole Process ◽  
Learning By Imitation ◽  
High Level

This article presents methods and techniques for shaping and developing students’ practical skills through collaboration between the higher education systems and manufacturing enterprises. At the same time, the concept of "Learning" is widely covered by students: learning by imitation, by habit, by success, by trying, by making mistakes, by learning, by comprehension, by understanding. This reflects a four-step approach to develop practical skills of the student. Step 1 - Explanation - Interest - Information. Step 2 - Demonstration. Step 3 - Return as shown. Step 4 - Practise. The following scientific conclusions are made on the "four-step" method of learning: 1. Assimilation (learning), 2. "Learning through conditional reflexes" through repetition, 3. Stimulation (praise) on the results achieved in mastering. It is shown that actions within the reference text method are performed as follows: 1. Data collection. 2. Planning. 3. Decision making. 4. Implementation. 5. Checking. 6. Conclusion. In order to apply the project method in the whole process of practical training, the projects will be as follows: 1. Exact limited task, 2. Task is complex from the point of view of students and requires them to apply existing knowledge in other situations. 3. Independently perform a new task according to the plan with the acquired knowledge and skills. Students are described to use methods to build their skills and competencies at a high level through reference text and project methods. In the final stage, methods of assessing the practical skills formed in students are presented.

Praktyki studenckie w zakresie nauk pedagogicznych w polskiej i angielskiej edukacji akademickiej. Pragmatyczny aspekt akademickiej edukacji pedagogicznej

2018 ◽  
Vol XIV ◽  
pp. 129-139
Author(s):  
Justyna Modrzejewska ◽  
Jolanta Walaszek-Latacz
Keyword(s):  
Participant Observation ◽  
University Education ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Educational Facilities ◽  
Future Teachers ◽  
Childhood Education ◽  
The United Kingdom ◽  
The Uk ◽  
Sheer Number

The presented comparative analysis of internship systems typical of university stud-ies in the pedagogy of early childhood education in Poland and the United Kingdom aims to indicate the significance of this sphere of practical expertise for the process of future teachers’ university education. Theoretical knowledge, which is acquired due to the participation in university lectures and classes, must be supplemented by practical skills that can be only attained due to participant observation and taking relevant ac-tions in educational facilities. The number of hours spent on pedagogy internship for future teachers differs significantly in the Polish and English university education, which becomes evident when one realizes that UK students spend nearly ten times more hours on pedagogy internship than Polish students. Does it mean that a pedagogy student educated in the UK is better prepared for their future vocation than his/her equal in Poland? Since pedagogy internship constitutes a very significant (albeit not the only one) element of university education in pedagogy, the following analyses and considerations aim to initiate a debate concerning the issue. At this point, one has to emphasize that the sheer number of hours spent on pedagogy internship is definitely less significant that the quality, diversity, adequacy and orientation towards practical issues that characterize a given type of traineeship.

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