APPLICATION OF INNOVATIVE TEACHING TOOLS IN THE TEACHING-LEARNING PROCESS OF OCCUPATIONAL MEDICINE IN TWO DIFFERENT SPANISH UNIVERSITIES: EXPERIENCES AND OUTCOMES

Education is a process that simplifies learning. It should be a continuous process in one’s life to attain success. Over the decades, Information and Communication Technologies (ICT) have gradually begun to play a very important role in education, with their usage in education is growing worldwide continuously. These methods allow access to information through the internet. In education, ICT is the method of teaching that uses information and communication technology to support, improve and optimize the transfer of information, in turn leading to the invention of smart education. This improves the quality of teaching, the learning process of students and ultimately facilitates e-learning. It is commonly believed that technology can empower educators and students, making substantial contributions to knowledge and achievement. This paper gives an insight into the various tools that help instructors to develop online course content using Learning Management System tools. These tools allow the instructors to conduct online classes from any location using tutor tools and desktop recording tools to record screen output for further use. The instructor can assess the students in their course using assessment tools and can also enhance teaching methods using innovative teaching tools. The paper also throws limelight on the feedback taken by the faculty as well as the students about the usage of various tools in higher education which helps in analyzing the best suitable tools.

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Gamification Assessment

Advances in Educational Marketing, Administration, and Leadership - Learning Styles and Strategies for Management Students ◽

10.4018/978-1-7998-2124-3.ch006 ◽

2020 ◽

pp. 94-110

Author(s):

Beatriz Corchuelo Martínez-Azúa

Keyword(s):

Learning Process ◽

Teaching Experience ◽

University Education ◽

Online Questionnaire ◽

Innovative Teaching ◽

The Core ◽

The Subject ◽

European Higher Education ◽

Teaching Learning ◽

Academic Year

University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.

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Teaching young learners a foreign language via tangible and graphical user interfaces

SHS Web of Conferences ◽

10.1051/shsconf/202110201014 ◽

2021 ◽

Vol 102 ◽

pp. 01014

Author(s):

Heracles Michailidis ◽

Eleni Michailidi ◽

Stavroula Tavoultzidou ◽

George F. Fragulis

Keyword(s):

User Interfaces ◽

Learning Process ◽

Educational Process ◽

Traditional Teaching ◽

Tangible Interfaces ◽

Innovative Teaching ◽

Young Learners ◽

New Concepts ◽

Teaching Learning ◽

User Friendly

The use of tangible interfaces in teaching has been proved more effective, user -friendly and helpful in collaborative learning departments, when compared to traditional teaching approaches. In particular, the tangible interface “Makey Makey” is a modern tool that enhances collaboration between pupils, with positive results in education, despite the limited research done on this interface so far. “Makey Makey” succeeds in motivating and engaging young learners in the learning process, showing better performance and scoring results. In addition, its use in teaching has been shown to benefit the learning process in every age learning group.The development and use of such an innovative teaching/learning approach helps young learners perceive the educational process in a different way and assimilate new cognitive fields more effectively. Moreover, educators profit as well, as they can eliminate difficulties and teach more efficiently using examples based on their teaching approach, while enhancing young learners’ parallel skills as well. This study will confirm previous research results stating that assimilation of new concepts is easier with tangible interfaces than with graphical ones, as well as that young learners participating in the survey have shown significant progress in knowledge acquisition when compared to their prior knowledge.

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Innovative Teaching & Learning Process Future Education Industry

10.34256/iorip20214 ◽

2020 ◽

pp. 39-41

Author(s):

Srinivas Kishan Anapu ◽

◽

Bindu Swetha Pasuluri ◽

Bala Dastagiri N ◽

Mani Mohan Trinath ◽

...

Keyword(s):

Learning Process ◽

Innovative Teaching ◽

Education Industry ◽

Teaching Learning ◽

Future Education

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PEMBELAJARAN DEMOKRATIS MENUJU PROFESIONALISME GURU

Jurnal Santiaji Pendidikan (JSP) ◽

10.36733/jsp.v3i2.495 ◽

2013 ◽

Vol 3 (2) ◽

pp. 213-225

Author(s):

I Nengah Sudja

Keyword(s):

Learning Process ◽

Innovative Teaching ◽

The Past ◽

Five Senses ◽

Teaching Learning

Learning is the process of changing behavior as an impact obtained by the five senses that is relatively permanent. In the teaching-learning process, the teachers need a situation and condition that are supportive and condusive. At the past, the students were afraid of their teachers. They were like in a jail. Meanwhile, in the present, the teachers need to understand the surrounding and the student’s chracteristics. Regarding on that notion, the teachers are expected to implement and stimulate the students with several methods of innovative teaching.

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Gamification Assessment

10.4018/978-1-6684-3710-0.ch004 ◽

2022 ◽

pp. 84-101

Author(s):

Beatriz Corchuelo Martínez-Azúa

Keyword(s):

Learning Process ◽

Teaching Experience ◽

University Education ◽

Online Questionnaire ◽

Innovative Teaching ◽

The Core ◽

The Subject ◽

European Higher Education ◽

Teaching Learning ◽

Academic Year

University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.

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Intergrating Dale’s and Bloom’s Theory into NFT as a Pedagogy for Teaching Accounting to Non-Financial Students

10.31730/osf.io/xnbe2 ◽

2020 ◽

Author(s):

King Costa ◽

Nisi Thusi

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Integrated Approach ◽

Active Role ◽

Relevant Information ◽

Assessment Process ◽

Learning Performance ◽

Student Centered ◽

Innovative Teaching ◽

Teaching Learning

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

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Actitudes de los profesores ante la integración de las TIC en la práctica docente: estudio de un grupo de la Universidad de Valladolid

Edutec Revista Electrónica de Tecnología Educativa ◽

10.21556/edutec.2011.35.416 ◽

2011 ◽

pp. a160 ◽

Cited By ~ 1

Author(s):

Susana Álvarez ◽

Carmen Cuéllar ◽

Belén López ◽

Cristina Adrada ◽

Rocío Anguiano ◽

...

Keyword(s):

Learning Process ◽

Organizational Support ◽

University Teachers ◽

Educational Environments ◽

Ict Competence ◽

Innovación Educativa ◽

Spanish Universities ◽

Teachers Attitudes ◽

Attitudinal Dimension ◽

Teaching Learning

Debido al proceso de adaptación y convergencia en el que nos hallamos inmersos en la actualidad y a la incorporación de los nuevos planes europeos de enseñanzas universitarias, resulta necesario plantear la inclusión de metodologías activas en el proceso de enseñanza-aprendizaje que, por una parte, prioricen la participación activa de los alumnos en este proceso y, por otra, establezcan una relación diferente entre docentes y discentes. Son muchas las acciones de innovación educativa que se están poniendo en práctica en la Universidad española, con el fin de superar los esquemas didácticos tradicionales y lograr una enseñanza de calidad, objetivos fundamentales del proceso de convergencia europea que se está viviendo en la actualidad. El éxito de estas iniciativas, muchas de ellas apoyadas en las denominadas Tecnologías de la Información y de la Comunicación (TIC) depende, por una parte, de la actitud y del compromiso de los docentes con el cambio metodológico y, por otro, del apoyo que se les brinda desde la institución universitaria para satisfacer sus necesidades formativas y facilitar, así, la incorporación de estos nuevos recursos al proceso de enseñanza-aprendizaje (E/A).Este artículo presenta un estudio de las actitudes de los profesores de la Facultad de Traducción e Interpretación de la Universidad de Valladolid (España) hacia la integración de las TIC en su práctica docente, ya que consideramos que la dimensión actitudinal representa un elemento clave para la renovación pedagógica exigida por el Espacio Europeo de Educación Superior (EEES).University teachers’ attitudes towards the educational use of ICTs: the case study at the University of ValladolidAbstractThe process of European convergence and harmonization and the EHEA-adaptation plan that our universities are implementing nowadays entail not only a methodological change- that is the introduction of active methodologies that emphasize the role played by students in their own learning process- but also a change in the role assumed by teachers in the teaching-learning process. Spanish universities are currently carrying out many experimental and innovative educational projects which try to overcome traditional methodological limitations in order to guarantee solid and quality educational programs in our higher education institutions. Achieving success in innovative instructional practices-most of them based on ICTs- depends both on university teachers' attitude and commitment to the methodological changes involved and on the institutional and organizational support provided by universities in order to enhance ICT competence development of teachers. That is teachers’ attitudes towards ICTs, which in most cases are related to their ICT competence level, play a crucial role in implementing new innovative tools in the teaching-learning process.This research article shows the attitudes of a group of teachers of the Faculty of Translation and Interpreting (University of Valladolid) to the educational use of ICTs, as we consider that the attitudinal dimension is a key issue in the integration of technology into educational environments.

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PENGUASAAN GURU MATEMATIKA SEKOLAH MENENGAH TERHADAP PEMBELAJARAN INOVATIF BERBASIS PENELITIAN MELALUI KEGIATAN LESSON STUDY

Edusentris ◽

10.17509/edusentris.v3i3.232 ◽

2016 ◽

Vol 3 (3) ◽

pp. 227 ◽

Cited By ~ 1

Author(s):

Euis Eti Rohaeti ◽

Heris Hendriana

Keyword(s):

Mathematics Teachers ◽

Learning Process ◽

Lesson Study ◽

Teaching And Learning ◽

Learning Approaches ◽

Study Program ◽

High Association ◽

Innovative Teaching ◽

Teachers And Students ◽

Teaching Learning

This is a descriptive study aimed to examine mathematics teachers’ ability to master various research-based innovative teaching approaches and their ability to plan, implementi, and assess their teaching and learning procesess. The subjects of this study are 16 mathematics teachers from four different districts in West Java who collaborated with 8 post-gradute students of STKIP Siliwangi Bandung as a part of Lesson Study program. The instruments of this study are an observation sheet and writen and oral interview with the teachers. The study revealed that:1) The teachers’ ability on mastering various innovative teaching learning approaches based on a research was at low level; 2) Teachers’ ability on planning, implementing, and assessing their teaching and learning process was at medium level; 3) There is high association between teachers’ ability on mastering various innovative teaching learning approaches based on a research and their abilities on planning and implementing teaching-learning process; 4) There is medium associationbetween teachers’ ability on mastering various innovative teaching learning approaches based on a research and their ability on assessing their teaching-learning process; 5) Lesson Study Activities between teachers and students as an effort to share reseacrh outcomes of university lecturers with school teachers. ABSTRAKPenelitian ini merupakan penelitian deskriptif yang bertujuan menelaah penguasaan guru matematika terhadap beragam pembelajaran inovatif berbasis penelitian yang dikaitkan dengan kemampuan guru dalam merencanakan, melaksanakan dan mengevaluasi pembelajaran yang dilakukannya. Subjek penelitian terdiri dari 16 orang guru sekolah menengah yang berasal dari 4 kabupaten yang berbeda di Jawa Barat yang berkolaborasi dengan 8 mahasiswa pasca sarjana Pendidikan Matematika dari sebuah STKIP di Badung dalam rangka kegiatan Lesson Study. Pengambilan data dilakukan melalui observasi pembelajaran dan wawancara lisan dan tertulis dengan guru tersebut. Hasil penelitian menunjukkan bahwa: 1) Penguasaan guru matematika terhadap beragam pembelajaran inovatif berbasis penelitian masih berada pada level rendah; 2) Kemampuan merencanakan, melaksanakan, dan mengevaluasi pembelajaran berada pada level sedang; 3) Terdapat asosiasi yang tinggi antara penguasaan guru matematika terhadap beragam pembelajaran inovatif berbasis penelitian dengan kemampuan merencanakan dan melaksanakan pembelajaran; 4) Terdapat asosiasi yang sedang antara penguasaan guru matematika terhadap beberapa pembelajaran inovatif berbasis penelitian dengankemampuan mengevaluasi pembelajaran; 5) KegiatanLesson Study antara guru dan mahasiswa merupakan upaya mendiseminasikan hasil penelitian para akademisi kepada guru di sekolah.

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