scholarly journals Crafting a DIY Campervan and Crafting Embodied, Gendered Identity Performances in a Hyper-masculine Environment

2019 ◽  
Vol 4 (1) ◽  
pp. 351-380
Author(s):  
Phiona Stanley
Keyword(s):  
Self Directed Learning ◽  
Gendered Identity ◽  
Instructional Videos ◽  
Hands On ◽  
Directed Learning ◽  
Multi Media ◽  
Craft Skills ◽  
The Moment ◽  
Individual Self ◽  
Sydney Australia

This paper presents a multi-media textual collage that shows rather than tells the lived experiences of my conversion of a DIY campervan over several months in a diesel mechanic workshop in Sydney, Australia. This is a “small culture,” (Holliday, 1999) to which I gained limited access as I developed craft skills and the confidence to speak back to relative, milieu-specific, gendered power. I use autoethnographic textual fragments written shortly after the moment to depict the struggle to acquire skills, build confidence, and cross “small” cultures in an unusual crafting context. Grounded theoretical insights are suggested as they relate to three things. First, I examine the nature of individual, self-directed learning as engendered by the non-expert, hands-on doing of craft supported by YouTube instructional videos. Second, I consider positive and negative affective identity factors, particularly feelings of competence or incompetence and challenges to my own (female, middle-aged, injured, and non-expert) embodiment. Third, I consider the collaborative, discursive ways in which hegemonic and non-hegemonic masculinities were talked into being as contingent, relational identities against the foil of a constructed “other.”

The impact of complete denture making instructional videos on self-directed learning of clinical skills

2015 ◽  
Vol 59 (2) ◽  
pp. 144-151 ◽  
Author(s):  
Haruka Kon ◽  
Michael George Botelho ◽  
Susan Bridges ◽  
Katherine Chiu Man Leung
Keyword(s):  
Clinical Skills ◽  
Complete Denture ◽  
Self Directed Learning ◽  
Instructional Videos ◽  
Directed Learning ◽  
The Impact

scholarly journals A Review of MOOCs Implementation in Malaysian Higher Education System

2019 ◽  
Vol 4 (2) ◽  
pp. 1-14
Author(s):  
Naemah Abdul Wahab ◽  
Jamal Othman ◽  
Rozita Kadar ◽  
Saiful Nizam Warris
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Instructional Delivery ◽  
Self Directed Learning ◽  
Factors Affecting ◽  
Higher Education System ◽  
Directed Learning ◽  
The Moment

Massive Open Online Courses (MOOCs) is a present technological innovation of teaching and learning in the modern higher education landscape. MOOCs have reformed the manner of instructional delivery by the educators as well as the way learners acquire their knowledge. For this reason, this study explores the definitions of MOOCs, its characteristics, benefits as well as drawbacks and MOOCs practices in Malaysia. We also look into the assessments and grading practices in MOOCs as well as factors affecting learners’ readiness to MOOCs. Lastly, we discussed some suggestion and future directions for achieving a successful MOOCs implementation in higher education settings. From all the studies done in the recent years, we can perceive that Malaysia has taken the latest step in modernizing the method of instructional delivery in higher learning institutions through the implementation of MOOCs. Although at the moment, MOOCs in Malaysia uses its own mold by blending the traditional classroom setting with only 30 percent of MOOCs used as the online instructional approach, it still encourages learners to adapt with self-directed learning and exploring various ICT tools, inspires the educators to develop updated instructional skills and provide opportunity of lifelong learning experiences to diverse learners’ backgrounds. These lifelong learning practices offer open and flexible education for the entire population, either formally or informally. Recently, Malaysian MOOCs are seen progressing towards providing professional development and training courses in future that goes beyond the need of higher education and university students.

scholarly journals PROMOTING COLLABORATIVE, SELF-DIRECTED, HANDS-ON LEARNING IN ENGINEERING DESIGN IN UNDERGRADUATE AND GRADUATE TEACHING

2011 ◽  
Author(s):  
Khosrow Farahbakhsh
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Pollution Prevention ◽  
Learning By Doing ◽  
Problem Definition ◽  
Self Directed Learning ◽  
Laboratory Design ◽  
Hands On ◽  
Directed Learning ◽  
Design Skills

The face of engineering education is rapidly changing as more emphasis is placed on a self-directed, problem-based and design-driven approach. The School of Engineering at the University of Guelph has recognized the importance of engineering design education by introducing capstone design courses and encouraging incorporation of design in many senior-level courses. Two recent initiatives include inclusion of a student-led laboratory design project in the Mass Transfer Operations course (ENGG*3470) and a self-directed, problem-based approach to teaching a new graduate course in Pollution Prevention Engineering (ENGG*6790). Both courses placed a significant emphasis on “learning by doing” and importance of “self-directed learning”. Both courses also encouraged the development of various design skills such as problem definition, information collection, collaboration, innovation, communication, life-cycle costing, etc. This paper provides insights on these two courses and the approaches used to ensure a collaborative, hands-on and self-directed learning experience for students.

scholarly journals Virtual Reality Simulation Technology for Cardiopulmonary Resuscitation Training: An Innovative Hybrid System With Haptic Feedback

2019 ◽  
Vol 50 (1) ◽  
pp. 6-22 ◽  
Author(s):  
Omamah Almousa ◽  
Joana Prates ◽  
Noor Yeslam ◽  
Dougal Mac Gregor ◽  
Junsong Zhang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Cardiopulmonary Resuscitation ◽  
Hybrid System ◽  
Haptic Feedback ◽  
Human Model ◽  
Chest Compressions ◽  
Self Directed Learning ◽  
Hands On ◽  
Directed Learning ◽  
Cpr Training

Objective. Although cardiopulmonary resuscitation (CPR) skills are lifesaving skills, the gap between awareness and actual training remains significant. Advances in technology are shaping the future of education and innovative learning solutions are essential to facilitate effective and accessible training. This project objective is to develop a self-directed educational system for hands-on CPR training using virtual reality (VR) technology. Methods. HTC VIVE was the chosen VR engine, and Unity3D was the software used for development. CPR skills including chest compressions, rescue breathing, and automated external defibrillator (AED) are taught in VR through focused instructions, demonstrations, and simulated interactive scenarios with hands-on training sessions. A tracking system was designed using virtual planes and VIVE-Tracker for accurate measurements of chest compressions (rate, depth, and recoil), hands’ position and AED. A real mannequin was integrated in the VR space and overlaid with virtual 3D-human model for realistic haptic feedback and hands-on training. VIVE-controller was used for precise calibration between the mannequin location in real environment and the virtual human model in VR space. Results. The VR-CPR prototype was designed to be generic, approachable, and easy to follow. Realism and interaction were achieved through 3D virtual scenes simulating common sites at which cardiac arrest may occur. Variety in scenarios and gamification features like scoring and difficulty levels of training were made to enhance users’ engagement. The VR-mannequin hybrid system enabled quality training and immersive learning experience. Further, real-time feedback and scoring system are built for self-directed learning and optimal performance. Conclusions. The developed VR-hybrid product is a structured educational tool for hands-on CPR training and ongoing practice. This innovative technology provides self-directed learning with no restrictions of time, place, or personnel, which are the main challenges with current traditional courses. This product is a promising CPR training initiative in the evolution of digital education.

scholarly journals Moving Hands-On Mechanical Engineering Experiences Online: Course Redesigns and Student Perspectives

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Jaclyn E Johnson ◽  
Nancy B Barr
Keyword(s):  
Conceptual Knowledge ◽  
Mechanical Engineering ◽  
Student Perspectives ◽  
Engineering Practice ◽  
Practice Session ◽  
Self Directed Learning ◽  
Face To Face ◽  
Hands On ◽  
Directed Learning ◽  
And Performance

Hands-on lab experiences are essential for enabling students to be successful engineers, especially those who identify as kinesthetic learners. This case study describes how a Mechanical Engineering Practice course sequence was redesigned during the COVID-19 emergency transition to remote learning and examines how students responded to these changes. The remote course included videos of Graduate Teaching Assistants conducting data acquisition phases of the practice session to replace hands-on experiments. To understand student perspectives and performance, researchers reviewed approximately 400 reflective essays from Spring 2020, and compared assignment submissions between Fall 2019 and Spring 2020. Results suggest that some students perceived the loss of hands-on activities as detrimental to their learning and it was not comparable to face-to-face counterparts. Furthermore, students felt forced to develop self-directed learning skills. However, in contrast to student comments in reflective essays, comparisons of assignment submissions suggested that students in Spring 2020 did not receive lower grades or have a reduced demonstration of conceptual knowledge obtained in the course.

Preparing Adult Learners for Success in Blended Learning through Onboarding: A pilot study

eLearn ◽  
2021 ◽  
Vol 2021 (9) ◽  
Author(s):  
Anita Samuel ◽  
Steven Durning ◽  
Holly Meyer
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Online Discussion ◽  
Discussion Board ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Online Discussion Board ◽  
Hands On ◽  
Directed Learning ◽  
Evaluation Survey

Blended learning offers adult learners unique opportunities for instructional continuity given work and personal commitments. However, learners participating in blended learning may experience a sense of isolation and/or problems with technology. To address the challenges of a blended program, an expanded orientation, called ?onboarding,? was designed to ensure learners feel connected to their program and clearly understand the programmatic requirements. Onboarding spans six months and includes a series of activities to provide learners with technological, interaction, and self-directed learning skills needed to succeed in a blended program. Results from the evaluation survey reveal that learners feel most engaged with the program through one-to-one interactions with their academic advisors and interactions with peers in an online discussion board. In addition, learners primarily found the onboarding process straightforward and mostly expressed a desire for more explicit instructions. The onboarding, catering to adult learner needs, provides a combination of personal interactions and self-paced activities, offers hands-on experience of the technologies that learners will be using in the program, and contextualizes all the technical activities within programmatic requirements. Providing a comprehensive onboarding process can help returning learners in their transition to blended learning

Collaborative E-Learning Using Wikis

2009 ◽  
pp. 37-54 ◽  
Author(s):  
Charlotte Brack
Keyword(s):  
Peer Assessment ◽  
Social Software ◽  
First Year ◽  
Peer Production ◽  
Self Directed Learning ◽  
E Learning ◽  
New Students ◽  
Directed Learning ◽  
Transition Issues ◽  
Individual Self

Within the notion of Web 2.0, social software has characteristics that make it particularly relevant to ELearning, aligning well with a social constructivist approach to learning encompassing peer production and review of curriculum content. In this chapter examples of the use of social software are described and ways in which they draw on these characteristics are discussed. An intensive three week program of study online has been developed for students who have not completed year 12 biology and who are entering first year medical studies. The program incorporates individual self-directed learning and collaborative projects. The latter include a debate and competition between groups involving the creation of a Wiki. Social software, the Wiki, enabled peer learning activities including peer support, and the shared peer production and review of learning materials. The social software also provided mechanisms for developing generic skills and contributed to transition issues for new students. Incorporation of social bookmarking into the project may extend the potential for connected knowledge with a broader concept of peers and peer assessment.

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