USE OF GEOMETRIC TRANSFORMATIONS FOR THE DEVELOPMENT OF SPATIAL PERCEPTIONS IN KINDERGARTEN THROUGH THE IMPLEMENTATION OF COMPETENCY-BASED LEARNING APPROACH

2021 ◽  
Author(s):  
Krasimira Dimitrova
Keyword(s):  
Learning Approach ◽  
Geometric Transformations ◽  
Competency Based

scholarly journals Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

2020 ◽  
Vol 21 (4) ◽  
pp. 683-696
Author(s):  
Ilse Johanna Sistermans
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Problem Based Learning ◽  
Health Science ◽  
Learning Activities ◽  
Learning Approach ◽  
Competency Based Education ◽  
Case Based Learning ◽  
Competency Based ◽  
Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

Enhancing the quality of supervision: description and initial outcomes of a blended-learning approach to RANZCP supervisor accreditation

2020 ◽  
pp. 103985622092887
Author(s):  
Stephen Parker ◽  
Nicola Warren ◽  
Sarah Hamilton ◽  
Sidney Cabral ◽  
Jimsie Cutbush
Keyword(s):  
Blended Learning ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Accreditation Process ◽  
Free Text ◽  
Learning Approach ◽  
Supervisor Training ◽  
Competency Based ◽  
Interactive Workshop

Objective: Evaluation of a blended learning adaptation of the accreditation process for supervisors in the Royal Australian and New Zealand College of Psychiatrists’ (RANZCP) Competency-Based Fellowship Program. Method: The adaption of the accreditation process is described, and a mixed-methods approach was taken in its evaluation. Descriptive statistics are presented for participant responses to and engagement with interactive workshop elements. The Wilcoxon signed ranks test was applied to examine the change in participants’ confidence in their understanding of the expectations of a supervisor at the commencement and conclusion of the workshop. Free text evaluative responses were subject to qualitative content analysis. Results: Most participants expressed a preference for the blended learning workshop format and indicated that live polling improved the learning experience. Additionally, participants expressed greater confidence in their understanding of the expectations of the supervisor role following workshop completion. Conclusions: The blended learning approach to supervisor training was preferred by participants and may provide a model to be adopted by other training committees and institutions.

scholarly journals Project-based Learning Approach to Marketing Competencies Development

2021 ◽  
Vol 91 ◽  
pp. 01004
Author(s):  
Radim Dušek
Keyword(s):  
Project Based Learning ◽  
Job Applicants ◽  
Learning Approach ◽  
Marketing Communication ◽  
Communication Course ◽  
Key Competencies ◽  
Competency Based ◽  
Competencies Development ◽  
Positive Effect ◽  
South Bohemia

Due to the requirements for matching the needs of employers with the job applicants’ skills, companies increasingly tend to use a key competency-based approach to select new marketers. The aim of this paper is to determine if the project-based learning method has helped developing economic university students’ key competencies that are essential in the marketing related jobs. For testing and developing such key competencies, the method of project-based learning have been implemented into the Marketing communication course at the Faculty of Economics, University of South Bohemia in Czech Republic. Results show that innovated course had a positive effect especially on the development of abilities to work effectively in team, assessing and analysing information or work independently.

scholarly journals Diseño y validación de una Escala de Competencias Específicas para Graduados en Pedagogía (ECEG-P)//Design and validation of the specific competences for graduates in Pedagogy scale (ECEG-P)

2019 ◽  
Vol 30 (3) ◽  
pp. 84
Author(s):  
Jesús García-Álvarez ◽  
Mar Lorenzo Moledo ◽  
Ana Vázquez-Rodríguez
Keyword(s):  
Learning Approach ◽  
Cronbach’S Alpha ◽  
Santiago De Compostela ◽  
Cronbach's Alpha ◽  
Educational Provision ◽  
A Value ◽  
Convergence Process ◽  
The World ◽  
Competency Based ◽  
The University

RESUMENLa introducción del enfoque de aprendizaje por competencias, consecuencia del proceso de convergencia europea, ha supuesto para el titulado en Pedagogía una mayor profesionalización de su formación. No obstante, dicho planteamiento requiere de procesos de revisión y evaluación que garanticen un vínculo efectivo entre la oferta educativa y el mundo laboral. En este contexto, el objetivo del presente trabajo es abordar el diseño y validación de la Escala de Competencias Específicas para Graduados en Pedagogía (ECEG-P). En el estudio participaron 275 egresados del Título de Grado en Pedagogía de la Universidade de Santiago de Compostela. Se analizaron las propiedades psicométricas de la ECEG-P por medio de análisis factoriales, análisis de correlaciones, y fiabilidad a través del alfa de Cronbach. Los resultados obtenidos informan de una estructura compuesta por dos factores, con un valor de alfa de Cronbach superior a .96 en ambos casos. Las correlaciones entre las competencias específicas y el nivel de ajuste de la formación a las necesidades del mercado laboral son significativas, apoyando la validez de constructo de la escala. Se obtuvieron valores alfa de Cronbach de .98, evidenciando la consistencia interna del instrumento. En conclusión, los resultados aconsejan la utilización de la ECEG-P en el estudio de las competencias específicas del graduado en Pedagogía. ABSTRACT The introduction of the competency-based learning approach as a consequence of the European convergence process, has meant for the graduate in Pedagogy a greater professionalization of their training. However, this approach requires processes of review and assessment that guarantee an effective link between the educational provision and the world of work. In this context, the aim of this paper is to design and validate the Specific Competences for Graduates in Pedagogy Scale (ECEG-P). The study involved 275 graduates in Pedagogy from the University of Santiago de Compostela. The psychometric properties of the ECEG-P were examined through factor analysis, correlation analysis, and reliability (Cronbach's alpha). The results report a two-factor structure, with a value of Cronbach’s Alpha above .96 in both cases. The correlations between the specific competences and the level of adjustment of the training to employment are significant, supporting construct validity of the scale. Cronbach's alpha values of .98 were obtained, highlighting the internal consistency of the instrument. In conclusion, the results suggest the use of the ECEG-P in the study of the specific competences of the graduate in Pedagogy.

Training Aides to Screen Children for Speech and Language Problems

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide
Keyword(s):  
Rural Areas ◽  
Large Scale ◽  
School Personnel ◽  
School Age Children ◽  
Speech And Language ◽  
Elementary School Age ◽  
Evaluation Procedures ◽  
Language Problems ◽  
Competency Based ◽  
Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

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