scholarly journals Reviving critical thinking and sense of ethics and humanity through “Exploring Human Enhancement Technology”

2019 ◽  
Vol 2 (3) ◽  
pp. 102
Author(s):  
Wika Hartanti ◽  
Nurazid Mahardinata ◽  
Soenarto Sastrowijoto
Keyword(s):  
Critical Thinking ◽  
Medical Practice ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Human Enhancement ◽  
Knowledge And Skills ◽  
Module Design ◽  
Enhancement Technology ◽  
Textual Data ◽  
Further Development

Background The advancement of human enhancement technology (HET) has raised concerns among bioethicist due to its potential to undermine human nature. The existence and application of this technology in medical practice is inevitable facts which shifted medical practice. Medical education institutions have no choice except to prepare and equip future doctors with moral and ethical capacity to deal with this challenge, hence the development of this HET module.ObjectiveOur study aimed to explore students’ perspectives and acceptance of the HET module.MethodWe asked students to write daily commentaries expressing their perspectives and acceptance throughout the module. Content analysis was performed on these textual data based on three main issues: (1) opinions on the module design (contents and methods); (2) reflections on overall learning experiences; and (3) applicability of the knowledge and skills. We analysed students’ grade to confirm achievements of learning objectives and effectivity of the module.Results A total of 78 medical students self-enrolled into this elective module in 2015 and 2016, and wrote daily commentaries posted online. Most students thought that the teaching methods were stimulating critical thinking, encouraging open-safe discussion, and sensitizing students to humanity issues. Topics related to ethics, humanities, and social sciences discussed were perceived as interesting and provided new perspectives. In overall reflection, students felt for the 1sttime in medical school they had an enjoyable yet life-changing learning experience through this module. Students were inspired to use the knowledge and skills gained from this module to be better doctors, deliver comprehensive patient care, and contribute more to humanity. The LOs were well achieved as indicated with the students’ understanding of the HET concept and discourses, and their ability to show critical analysis, build and present logical-ethical arguments, and suggest a recommendation for better HET application in their group as well as individual works.ConclusionThe module was delivered effectively and well accepted by the students. Most importantly, the module had successfully engaged students in various personalized form and influenced students’ positive transformation regarding personal, academic and professional commitments. The module showed potentials for further development and implementation as part of the mandatory medical curriculum. 

CONTENT OF TEACHING THE ELEMENTS OF ARTIFICIAL INTELLIGENCE IN A SCHOOL INFORMATICS COURSE

2020 ◽  
pp. 3-10
Author(s):  
I. V. Levchenko
Keyword(s):  
Artificial Intelligence ◽  
General Education ◽  
Extracurricular Activities ◽  
Information Technologies ◽  
Learning Experience ◽  
9Th Grade ◽  
Modern Information ◽  
Further Development ◽  
Form Variant ◽  
Theoretical Foundations

The article considers the feasibility of integrating artificial intelligence technologies into school education and identifies a problem in identifying didactic elements in the field of artificial intelligence, which must be mastered in a school informatics course. The purpose of the article is to propose variant of the content of teaching the elements of artificial intelligence for the general education of schoolchildren as part of the curricular and extracurricular activities in informatics. An analysis of the psychological, pedagogical and scientific-methodical literature in the field of artificial intelligence made it possible to identify the appropriateness of teaching schoolchildren the elements of artificial intelligence in the framework of a comprehensive informatics course, as the theoretical foundations of modern information technologies. Summarizing and systematizing the learning experience of schoolchildren in the field of artificial intelligence made it possible to form variant of the content of teaching the elements of artificial intelligence, which can be implemented in a compulsory informatics course for 9th grade, as well as in elective classes. The results of the study are the theoretical basis for the further development of the components of the methodological system of teaching the elements of artificial intelligence in a school informatics course. The research materials may be useful to specialists in the field of teaching informatics and to informatics teachers.

scholarly journals The More, The Better? A Case History Of Audit Committee Regulations

2013 ◽  
Vol 9 (2) ◽  
pp. 105-110
Author(s):  
Songtao Mo ◽  
Yifan Shi ◽  
Yajing Wang
Keyword(s):  
Corporate Governance ◽  
Critical Thinking ◽  
Case History ◽  
Audit Committee ◽  
Learning Experience ◽  
Audit Committees ◽  
Regulatory Environment ◽  
Regulatory Changes ◽  
Sarbanes Oxley ◽  
History Of

An understanding of changing auditing regulatory environment is vital in preparing students for the challenges in the accounting profession. The revised requirements for audit committees are one of the significant changes after the Sarbanes-Oxley Act of 2002. Presenting a case history of regulatory changes for audit committees, this study requires students to critically analyze information and to conduct research on auditing topics. Meanwhile, integrating further discussion on corporate governance into auditing class can enrich students learning experience by stimulating critical thinking.

scholarly journals The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 346-356
Author(s):  
H. Lestari ◽  
W. Sopandi ◽  
U. S. Sa'ud ◽  
B. Musthafa ◽  
D. Budimansyah ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Online Mentoring ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills. 

scholarly journals Students learning with interactive virtual math: an exploratory study in the classroom

2017 ◽  
Vol 1 (1) ◽  
pp. 80 ◽  
Author(s):  
Sônia Palha
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Tertiary Education ◽  
Learning Experience ◽  
Small Scale ◽  
School Students ◽  
Dynamic Events ◽  
The Subject ◽  
Scale Experiment ◽  
Further Development

Interactive Virtual Math (IVM) is a visualization tool to support secondary school students’ learning of graphs by dynamic events. In the prototype version students construct a graph and try to improve it themselves and with the feedback of the tool. In a small-scale experiment, which involved four classes at secondary and tertiary education and their mathematics teachers we investigated how the students used the tool in the classroom. In this study we focus on the students learning experience and the results are expected to provide knowledge and directions for further development of the tool. The corpus data consists of self-reported questionnaires and lessons observations. One main finding is that students, at different school levels, find the tool useful to construct or improve graphical representations and it can help to get a better understanding of the subject. The tool features that helped students most were the self-construction of the graphs and to get feedback about their own graph at the end. Other findings are that the students can work independently with the tool and we know more about the tool features that are attractive or need to be improved.

Can medical students teach? A near-peer-led teaching program for year 1 students

2012 ◽  
Vol 36 (3) ◽  
pp. 192-196 ◽  
Author(s):  
T. A. Jackson ◽  
D. J. R. Evans
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Teaching Style ◽  
General Medical Council ◽  
Student Outcome ◽  
Medical Council ◽  
Teaching Program ◽  
Active Teaching ◽  
Tutorial Program

The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among year 1 students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ∼30 students/group, and an active teaching approach was used in sessions where possible. Using anonymous evaluations, student feedback was collected for the program overall and for each tutorial. The program was voluntary and open to all first-year students, and 94 (of 138) medical students from year 1 at Brighton and Sussex Medical School were recruited to the study. The tutorial program was popular among students and was well attended throughout. Individual tutorial and overall program quantitative and qualitative feedback showed that students found the tutorials very useful in consolidating material taught within the module. Students found the small group and active teaching style of the near-peer tutors very useful to facilitating their learning experience. The end-of-module written examination scores suggest that the tutorials may have had a positive effect on student outcome compared with previous student attainment. In conclusion, the present study shows that a near-peer tutorial program can be successfully integrated into a teaching curriculum. The feedback demonstrates that year 1 students are both receptive and find the additional teaching of benefit.

Essential Skills for the 21st Century Workforce

2019 ◽  
pp. 134-147
Author(s):  
Maureen N. Short ◽  
Yolanda Keller-Bell
Keyword(s):  
Critical Thinking ◽  
Labor Markets ◽  
Technological Innovation ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Century ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Workforce Skills

This chapter contends that increasing technological innovation has disrupted and continues to disrupt the labor markets making some jobs obsolete and workers redundant. The key to success in the twenty-first century and future labor markets is to combine hard and soft skills into a comprehensive package tailored to specific needs including the ability to think clearly about complex problems, apply creative and innovation solutions to solve problems, and apply new knowledge and skills in new settings. This chapter will provide a discussion of some of the reasons underlying the demand for higher workforce skills and a descriptive overview of curricula and pedagogy that promote students' acquisition and application of critical thinking skills as well as other skills considered essential for 21st century workforce.

scholarly journals A systematic literature review of personalized learning terms

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Atikah Shemshack ◽  
Jonathan Michael Spector
Keyword(s):  
Learning Experience ◽  
Personalized Learning ◽  
Research Literature ◽  
Learning Models ◽  
Knowledge And Skills ◽  
Personal Bias ◽  
Cognitive Awareness ◽  
Personal Experiences ◽  
Knowledge Perspective ◽  
Meta Analyses

Abstract Learning is a natural human activity that is shaped by personal experiences, cognitive awareness, personal bias, opinions, cultural background, and environment. Learning has been defined as a stable and persistent change in what a person knows and can do. Learning is formed through an individual’s interactions, including the conveyance of knowledge and skills from others and experiences. So, learning is a personalized experience that allows one to expand their knowledge, perspective, skills, and understanding. Therefore, personalized learning models can help to meet individual needs and goals. Furthermore, to personalize the learning experience, technology integration can play a crucial role. This paper provides a review of the recent research literature on personalized learning as technology is changing how learning can be effectively personalized. The emphasis is on the terms used to characterize learning as those can suggest a framework for personalized and will eventually be used in meta-analyses of research on personalized learning, which is beyond the scope of this paper.

scholarly journals Research Based Learning (RBL): How to Improve Critical Thinking Skills?

2018 ◽  
Vol 42 ◽  
pp. 00042 ◽  
Author(s):  
Tri Saptuti Susiani ◽  
Moh Salimi ◽  
Ratna Hidayah
Keyword(s):  
Critical Thinking ◽  
Learning Experience ◽  
Self Regulation ◽  
Thinking Skills ◽  
Qualitative Approach ◽  
Critical Thinking Skills ◽  
Future Teachers ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quality Learning

Critical thinking is a part of the 21th century necessary skills trained to future teachers. Research-based learning (RBL) presents as an alternative learning model that can develop the critical thinking skills. This study aims at describing the effect of the implementation of the research-based Learning (RBL) to develop future teachers’ critical thinking skills. Qualitative approach was used in this classroom research. The participants in this study consisted of 106 future teachers. Data were collected using observation and test. The results of the research indicate that the implementation research-based learning (RBL) can develop critical thinking skills. It is proved by the fact that the students were able to show their interpretation, analysis, evaluation, inference and explanation abilities. Meanwhile, aspect of self- regulation ability has not yet been able to be found. This research were used to make more sure previous research that implementation of the RBL can improve the quality learning process and make positive changes for the students in the intellectual and emotional. This research provides a different learning experience which can develop critical thinking skill.

Iterative Live Case Projects

2018 ◽  
Vol 4 (4) ◽  
pp. 334-343
Author(s):  
David M. Hunt ◽  
Kirk Smith
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Learning Experience ◽  
Iterative Learning ◽  
Multiple Sources ◽  
Knowledge And Skills ◽  
Classroom Activities ◽  
Key Aspects ◽  
Summative Feedback ◽  
Problem Solving Task

Classroom methods that facilitate student learning from iteration have received little attention from scholars. Iterative learning requires students to repeat a problem-solving task in new contexts each time applying lessons from previous applications. Iterative learning formats improve students’ learning outcomes and help instructors ensure that knowledge and skills learned in the classroom transfer to other contexts. This article describes the sequential use of three live case projects as a method to deliver an iterative learning experience. Providing students both formative and summative feedback from multiple sources and designing assignments and classroom activities to accommodate 4-week project cycles are key aspects of implementing iterative projects. Instructors in a broad range of managerial courses can adapt this course design to achieve similar significant learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document