Green Brains & Ground Sloths: A Paleoecology-Based Exercise in Hypothesis Formation

2019 ◽  
Vol 81 (4) ◽  
pp. 229-233 ◽  
Author(s):  
Marcel Robischon
Keyword(s):  
Teaching And Learning ◽  
Central Element ◽  
Maclura Pomifera ◽  
Hypothesis Formation ◽  
Learner Centered ◽  
Object Based ◽  
Epistemic Curiosity ◽  
Large Animals ◽  
And Function ◽  
Ground Sloths

In organismic biology, the formation of ecological and evolutionary hypotheses on the basis of observable morphologies is a central element of research, and by extension of teaching and learning. Often it is necessary to take account of complex combinations of factors, some of which may be far from obvious. In the work described here, hypothesis formation and testing was exercised and studied in a learner-centered and object-based manner using an anachronistic, seemingly “nonsensical” plant, Maclura pomifera (Moraceae), in which the link between structure and function only becomes clear when considering past faunistic environments. The element of the unexpected and the allure of the large animals is thought to add to epistemic curiosity and student motivation to engage in the study of plants.

scholarly journals The Indirect Spaced Repetition Concept

2020 ◽  
Vol 9 (2) ◽  
pp. 9-16
Author(s):  
L Lafleur ◽  
Keyword(s):  
Performance Feedback ◽  
Teaching And Learning ◽  
Word Knowledge ◽  
It Infrastructure ◽  
Form And Function ◽  
Balanced Approach ◽  
Post Test ◽  
Prototype Software ◽  
And Function ◽  
Spaced Repetition

The main goal of this research is to systemize, build, and test prototype software to demonstrate Indirect Spaced Repetition (ISR) as a viable concept for Second Language Vocabulary Acquisition (SLVA). ISR is designed around well-founded spaced repetition and SLVA principles. Most importantly, it is based on Nation’s (2001) recommendation to consider all three tiers of word knowledge (meaning, form, and function/use) and subsequent 18 aspects of word knowledge for a more balanced approach in teaching and learning vocabulary. ISR prototype software was achieved in the conceptual phase of the research. The resulting prototype flashcard software was given an in-depth trial for a period of 2 weeks by seven university students. Participants were given a post-project survey to evaluate ISR software (ISRS) under four categories: enjoyment, usefulness, usability, and general consideration. Post-test survey findings showed above-average satisfaction and consideration to use such software in the future. However, these findings also revealed that some areas could be further improved, such as addressing some hardware/software issues (e.g., IT infrastructure problematics and lag) and integrating gamification elements (e.g., performance feedback/reports).

scholarly journals Visualization Performance Through Simulation Based Learning

2012 ◽  
Author(s):  
Thomas E. Doyle ◽  
David Musson ◽  
Jon-Michael J Booth
Keyword(s):  
Teaching And Learning ◽  
Outcome Expectations ◽  
High Fidelity ◽  
Positive Outcomes ◽  
High Fidelity Simulation ◽  
Simulation Function ◽  
Simulation Based Design ◽  
Simulation Based ◽  
Practice Of Medicine ◽  
And Function

The skill of visualization is fundamental to the teaching and learning of engineering design and graphics. Implicit in any skill is the ability to improve with training and practice. This study examines visualization performance using three teaching modalities of a Freshmen Design and Graphics course: 1) Traditional, 2) Project based Dissection, and 3) Simulation based Design. The first and second modalities focused assessment on the part/assembly form, whereas the third modality transitioned the outcome expectations to understanding and function of mechanism design. A shift of focus from Traditional (Form) to Simulation (Function) was expected to positively effect visualization performance. Analogously, medical education and practice also require visualization and high-fidelity simulation has provided numerous positive outcomes for the practice of medicine. Comparison of a random population of 375 from each year indicated a decline in the average visualization scores. Further analysis revealed that highest 100 and 250 exam score populations show improvement in average scores with consistent variance. This paper will examine simulation based learning in medicine and engineering, present our findings on the comparison between teaching modalities, and discuss the reasons for the unexpected bifurcation of results.

scholarly journals Large Animal Models of Vascularized Composite Allotransplantation: A Review of Immune Strategies to Improve Allograft Outcomes

2021 ◽  
Vol 12 ◽  
Author(s):  
Abraham J. Matar ◽  
Rebecca L. Crepeau ◽  
Gerhard S. Mundinger ◽  
Curtis L. Cetrulo ◽  
Radbeh Torabi
Keyword(s):  
Animal Models ◽  
Ex Vivo ◽  
Solid Organ Transplantation ◽  
Tolerance Induction ◽  
Large Animal ◽  
Solid Organ ◽  
Large Animal Models ◽  
Large Animals ◽  
And Function ◽  
Made In

Over the past twenty years, significant technical strides have been made in the area of vascularized composite tissue allotransplantation (VCA). As in solid organ transplantation, the allogeneic immune response remains a significant barrier to long-term VCA survival and function. Strategies to overcome acute and chronic rejection, minimize immunosuppression and prolong VCA survival have important clinical implications. Historically, large animals have provided a valuable model for testing the clinical translatability of immune modulating approaches in transplantation, including tolerance induction, co-stimulation blockade, cellular therapies, and ex vivo perfusion. Recently, significant advancements have been made in these arenas utilizing large animal VCA models. In this comprehensive review, we highlight recent immune strategies undertaken to improve VCA outcomes with a focus on relevant preclinical large animal models.

Effects of ICT on Teaching and Learning: A Review of Related Literature

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Benjamin Kwasi Amponsah ◽  
Francis Stonier
Keyword(s):  
Teaching And Learning ◽  
Human Life ◽  
Research Work ◽  
Real Life ◽  
Student Community ◽  
Active And Collaborative Learning ◽  
Learner Centered ◽  
Learning Conditions ◽  
Teaching Learning

The advent of ICT has made monumental changes in the world presently. This digital phenomenon has had effect in every facet of human life or endeavor. The introduction of ICT in education helped to improve the quality of education at the point where teaching and learning eventually became an engaging active process related to real life. The present study intends to collate the findings from a review of array of available literature related to the effects of ICT on education. The 21st century teaching and learning skills emphasize the need to transform the conventional teacher-centered pedagogy to more learner-centered methodology. Active and collaborative learning conditions facilitated by ICT helps to develop a knowledge-centered student community. This research work gives an insight into the use of ICT in the field of education, focusing on its impact on teaching learning process, quality, and accessibility of education, motivating learners, learning environment and students’ academic performance.

Quality Preparation of Mathematics and Science Teachers to Integrate ICT

2015 ◽  
pp. 29-53 ◽  
Author(s):  
John Njoroge Mungai
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Development Programs ◽  
Ict Integration ◽  
Learner Centered ◽  
Teacher Professional ◽  
Sub Saharan ◽  
Context Specific

This chapter clearly illustrates that emphasis on preparation of teachers to integrate ICT is gaining momentum in the education sector. Arguably, underpinning this emphasis is the convergence of assertions that ICT integration has the potential to enhance the quality of teaching and learning. Nonetheless, considering that the debate about effective teaching has overtime existed between two tensions, namely learner-centered and teacher-centered approaches, the additional concern now is how best to prepare teachers to integrate ICT. It is shown in this chapter that the best teaching approach is context specific since it facilitates the teachers' capacity to enhance student learning through quality teaching. The chapter reviews Teacher Professional Development programs in Sub-Saharan Africa and discusses what constitutes learner-centered education, ICT integration, and provides findings of a case study on preparation of science teachers using ICT.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

Emotional Elements in Learning Platforms in Open and Distributed Environments

2019 ◽  
pp. 125-148
Author(s):  
Lazarus Ndiku Makewa
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning System ◽  
Distributed Environments ◽  
Classroom Engagement ◽  
Learner Centered ◽  
E Learning ◽  
Learning Platforms ◽  
Multiple Challenges ◽  
Facilitated Learning

E-learning is viewed as an innovative approach for delivering quality-designed, learner-centered, interactive, and facilitated learning environments to all, anywhere, any moment by putting in use the skills, knowledge, and resources of diverse technologies together with other teaching and learning resources suited for open, and distributed learning environments. Success story in an e-learning system involves a clear process regarding planning, designing, developing, evaluating, and implementing online learning courses where interaction is actively encouraged and facilitated. Emotional experiences can easily provide multiple challenges to students' online and classroom engagement and academic performance. For example, academic fears have wide-ranging effects, affecting strategy use, classroom and/or online performance, and subject choice. This chapter will therefore discuss emotional elements and their impacts in learning platforms in open and distributed environments.

Information and Communication Technologies

2008 ◽  
pp. 1047-1065
Author(s):  
Glenn Finger ◽  
Maret McGlasson ◽  
Paul Finger
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Course Design ◽  
Communication Technologies ◽  
Learner Centered ◽  
Learning Stories ◽  
Information And Communication ◽  
Portfolio Approach

Teaching and learning in the 21st century should be markedly different from earlier times through the design of new teaching and learning environments. Through the presentation of three models of technology-rich learning environments (teacherdirected, learner-centered and mediated), this chapter provides a case study of the design and delivery of a course called Learning with Information and Communication Technologies (ICTs) guided by a mediated learner approach, using new approaches to using ICTs and assessment for learning as key course design drivers. That course aims to prepare future teachers who demonstrate strong theoretical and practical understanding of designing and creating effective ICT teaching and learning experiences, and are confident and proficient users of ICTs. We provide an analysis of the implementation of that course through the presentation of the learning stories and reflections of students. Specific discussion is provided about the conceptualization and implementation of an e-portfolio approach to promote deep learning.

A Vision for Deeper Agency and Personalization in Micro-Credentials

2021 ◽  
pp. 19-45
Author(s):  
Tara Laughlin
Keyword(s):  
Teaching And Learning ◽  
Great Promise ◽  
Workforce Readiness ◽  
Individual Learner ◽  
Future Of Work ◽  
Learner Centered ◽  
The Future ◽  
Educational Paradigm ◽  
The Individual ◽  
Current Systems

Current systems of education, both K12 and postsecondary, are leaving learners unprepared for the future of work. Standardized, compliance-oriented approaches to teaching and learning are inequitable and are not responsive enough to meet individual learner needs. A learner-centered educational paradigm has emerged which seeks to disrupt traditional models of education by centering the individual needs of learners in all learning experiences. At the same time, the alternative educational model of micro-credentialing holds great promise to improve workforce readiness. While the fields of learner-centered education and micro-credentials are simultaneously gaining traction, their possible intersections have yet to be fully explored. Micro-credentials have the potential to ready learners for the future of work while providing a deeply relevant, learner-centered experience. This chapter lays out a vision for exactly what this might look like and why it matters for learners.

Learner-Centered Pedagogies

2017 ◽  
pp. 373-390
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

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