Unlocking the Educational Value of Large-Scale, Coastal-Ecosystem Restoration Projects: Development of Student-Centered, Multidisciplinary Learning Modules

2018 ◽  
Vol 34 (3) ◽  
pp. 738 ◽  
Author(s):  
Emad Habib ◽  
Matthew Deshotel ◽  
Doug Williams
Keyword(s):  
Large Scale ◽  
Ecosystem Restoration ◽  
Coastal Ecosystem ◽  
Student Centered ◽  
Educational Value ◽  
Learning Modules

scholarly journals Learning design for science education in the 21st century

2013 ◽  
Vol 45 (2) ◽  
pp. 404-421 ◽  
Author(s):  
Daniel Churchill ◽  
Mark King ◽  
Bob Fox
Keyword(s):  
Information Technology ◽  
Information Transfer ◽  
Conceptual Knowledge ◽  
Conceptual Models ◽  
Technology In Education ◽  
Learning Design ◽  
Student Centered ◽  
Learning Modules ◽  
Design For Science ◽  
Support Evaluation

Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ?learning design.? This paper introduces the RASE (Resources-Activity-Support-Evaluation) learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ?conceptual models? as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ?information transfer? models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

2020 ◽  
pp. 002246692095868
Author(s):  
Kristi L. Morin ◽  
Ann Sam ◽  
Brianne Tomaszewski ◽  
Victoria Waters ◽  
Samuel L. Odom
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Large Scale ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Learning Modules ◽  
School Based ◽  
Students With Autism ◽  
Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

Assessment Shouldn't Be a Pay-Per-View Activity

2020 ◽  
pp. 1618-1635
Author(s):  
Robert Williams ◽  
Dan Woods
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
National Level ◽  
The State ◽  
Assessment Instruments ◽  
High Stakes ◽  
Student Centered ◽  
Student Centered Learning ◽  
Criterion Referenced ◽  
Pencil And Paper

This chapter begins with a consideration of the state of school-based assessments as an unavoidable consequence of the contemporary societal emphasis on accountability and curricular prescriptions at the state and national level in the United States of America. Additionally, the authors comment upon the potential inaccuracies inescapable in large scale, high-stakes, standardized assessment instruments, especially when such instruments are turned to the task of evaluation—whether norm- or criterion-referenced—in a teaching and learning engagement. Likewise, the chapter concludes with suggestions and templates (elaborately configured with specific activities and assessment rubrics included) to support teachers who want to develop their own, rigorous, valid, and reliable assessments instruments embedded seamlessly in student-centered learning activities, and that accommodate the reality of literacy as a culturally situated behavior that, for contemporary learners, includes all manner of meaning-making in all manner of modalities from the pencil and paper to the purely electronic (and potentially wordless, at times) video- or audio-based.

scholarly journals Large Scale Ecosystem Restoration: Five Case Studies from the United States

2010 ◽  
Vol 16 (2) ◽  
pp. 151
Author(s):  
David Paull
Keyword(s):  
United States ◽  
Case Studies ◽  
Large Scale ◽  
Ecosystem Restoration ◽  
The United States

?It all comes down to leadership. You need it at all levels ? We all think we?re good at fighting. We?re not always quite as good at collaborating?.

Development of Problem-Based Learning Modules for Engineering Thermodynamics

2004 ◽  
Author(s):  
Karim J. Nasr ◽  
Bassem Ramadan ◽  
Prashant Ahire
Keyword(s):  
Knowledge Construction ◽  
Real Life ◽  
Problem Based Learning ◽  
Assessment Tools ◽  
Just In Time ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Practical Applications ◽  
Learning Modules ◽  
Curricular Materials

Problem-Based Learning (PBL) is an instructional approach that fosters active learning, supports knowledge construction, integrates disciplines, and naturally combines classroom learning with real-life applications. This approach can be described as student-centered and concept-embedded. This paper presents the development of curricular materials in Engineering Thermodynamics that are founded on PBL, supported by technology through simulations, and target higher levels of Bloom’s Taxonomy of Learning. Thermodynamics is restructured as modules presenting practical applications first whereas principles are introduced just-in-time and as encountered. Theoretical information is presented to support the understanding of knowledge as students apply inquiry-based learning. These modules are carefully designed to reflect traditional concepts but made more exciting as students discover the need for the laws and principles. The classroom format is interactive, cooperative and revolves around students’ needs. Formative and summative assessment tools are designed to examine the effectiveness of created modules.

A conceptual ecological model to facilitate understanding the role of invasive species in large-scale ecosystem restoration

2009 ◽  
Vol 9 (6) ◽  
pp. S150-S160 ◽  
Author(s):  
Robert F. Doren ◽  
Jennifer H. Richards ◽  
John C. Volin
Keyword(s):  
Invasive Species ◽  
Large Scale ◽  
Ecological Model ◽  
Ecosystem Restoration ◽  
Conceptual Ecological Model

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

scholarly journals INNOVATION OF STUDENT CENTERED LEARNING MODEL BASED ON MICROBLOGGING EDMODO

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Pirman Ginting ◽  
Yenni Hasnah ◽  
Mutia Febriyana
Keyword(s):  
Large Scale ◽  
Learning Model ◽  
Small Scale ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
Average Percentage ◽  
Model Based ◽  
Innovative Learning ◽  
E Learning

This study aims to produce an innovative learning model based on Microblogging Edmodo.  This research was conducted through the application of Research and Development (R&D) methods which included several stages of research, it is started from designing SCL learning models based on microblogging edmodo, validation, and trials (small and large scale). The results of the study showed that the innovation of student-centered learning models based on edmodo e-learning microblogging was feasible to be applied in the learning process. It can be seen from the validation reaches 79.16%. The feasibility of the application is also strengthened by the increasing of the average percentage from audience validation. It results of 77.33% in small-scale trials and 91.30% in large-scale trials. This percentage shows that SCL learning models based on e-learning microblogging edmodo can be applied to students

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