scholarly journals Exploring case based clinical learning in graduate-entry nursing

2019 ◽  
Vol 2 (1) ◽  
pp. 29-30
Author(s):  
Rachel Macdiarmid ◽  
Rhona Winnington ◽  
Eamon Merrick
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Design Research ◽  
Learning Experience ◽  
Authentic Learning ◽  
Educational Design ◽  
Design Based Research ◽  
Graduate Entry ◽  
Educational Design Research

The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Rico, 2012). In 2019 the MNSc was in its first iteration, therefore the three lecturers involved had scope to consider the design and delivery of the learning to best support student understanding and engagement. Together with institutional teaching and learning development mentors we brainstormed different approaches to teaching and learning. There is dearth of evidence regarding the development of clinical reasoning and critical thinking for post-graduate nursing students in Australasia. The aim was to develop teaching approaches that encouraged students to engage with the content and foster the development of critical thinking and clinical reasoning. Meyers and Nulty’s (2009) adoption of Biggs (2003) 3P Model of learning and teaching influenced the development of content across multiple discrete units of study. An evolving case study approach supported with podcasts was developed. The first evolving case study focused on a client with a rural New Zealand address and health status common to his age group and life experience. The podcasts aligned with the weekly development of the case. International content experts participated in topics as varied the management of analgesia, history of consent, and assisted dying and others. To iteratively explore and understand the effectiveness of this teaching approach the authors concurrently undertook research. Informed by educational design research (EDR) methodology we explore the process of constructing an authentic learning experience for students. Educational design research (EDR) evolved from design-based research and is recognised as being practical and eminently suitable to explore a small teaching and learning project (Jetinikoff, 2015; McKenney & Reeves, 2018). The aims of this research were to 1) explore and describe the process of constructing an authentic learning experience enabled by technology; and 2) understand and reflect on student learning using an evolving case-study with podcasted content. The research team is currently undertaking the reflection, adaption, and evaluation stage of the EDR methodology. The results of this and the theory stage will be resented at SoTEL. In this presentation, the analysis of the teaching teams’ reflections will be explored. Key to our discussion with the audience will be sharing our reflections and in turn seeking their advice to explore how to engage students in technology enhanced delivery in a fast-paced course. References: Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.). Maidenhead: Open University Press. Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English. English in Australia, 50(3), 56-60. McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge: https://ebookcentral.proquest.com/lib Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, (5), 565–577. Pellico, L.H., Terrill, E., White, P., & Rico, J. (2012). Integrative review of graduate entry programs. Journal of Nursing Education, 51(1), 29-37. http://dx.doi:10.3928/01484834-20111130-01. Stacey, G. Pollock, K., & Crawford, P. (2016). The rules of the game in graduate entry nursing: A longitudinal study. Nurse Education Today, 36, 184-189. http://dx.doi:10.org/10/1016/j.nedt.2015.09.016

scholarly journals To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

2021 ◽  
Vol 8 (1) ◽  
pp. 55-80
Author(s):  
Davut Gül ◽  
Bayram Costu
Keyword(s):  
Design Research ◽  
Learning Experience ◽  
Gifted Students ◽  
Educational Design ◽  
Multimodal Texts ◽  
Primary School Teachers ◽  
Descriptive Case Study ◽  
Educational Design Research ◽  
Online Tools

Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of inner and intermodal relations. The conclusion can be drawn that several educational design research should be increased to construct professional development courses for teachers about this issue. Learning and applying inner and intermodal relations are crucial for teachers of gifted students, in addition to having curiosity, they have a high cognitive level in different areas, thus they demand advanced forms of multimodal texts.

scholarly journals Development of a Science Module on Temperature and Heat Topics to Improve Critical Thinking and Collaboration Skills

2021 ◽  
Vol 9 (3) ◽  
pp. 285
Author(s):  
Mohamad Nor Aufa ◽  
Sutarto Hadi ◽  
Syahmani Syahmani ◽  
Rusmansyah Rusmansyah ◽  
Muhammad Hasbie ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Small Group ◽  
Science Teachers ◽  
Design Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literature Study ◽  
Educational Design ◽  
Educational Design Research

This study aims to produce a science module based on mobile-collaborative-based science learning (m-CBSL) with the topic of temperature and heat and describe the resulting module's validity and practicality. The research design was Educational Design Research (EDR). The data collection techniques used were literature study, walkthrough, interview, and questionnaire. The instrument used in this study was a questionnaire of validity and practicality. Data analysis techniques include descriptive data analysis, validation sheets, and questionnaires. Module validation sheets were given to 5 validators. In contrast, practicality sheets were given to 9 students of class VII SMP Negeri 12 Banjarmasin (small group) and 62 students and three science teachers at SMP Negeri 6 & 12 Banjarmasin field test. The validity questionnaire analysis results concluded that the validity of the module was 3.71 "very valid" categories. The practicality level based on the teacher's questionnaire scored 87.04 in the "very practical" category. The small group questionnaire scored 85.19 in the "very practical" category, and the field trial questionnaire scored 86.42 in the "very practical" category. It means that the m-CBSL based science module is valid and practical in the learning process to improve critical thinking skills and collaboration.

scholarly journals Open Source Online Learning in Rural Communities

2018 ◽  
pp. 61-84 ◽  
Author(s):  
Gary L. Ackerman
Keyword(s):  
Decision Making ◽  
Rural Communities ◽  
Open Source ◽  
Teaching And Learning ◽  
Design Research ◽  
Technology Planning ◽  
Educational Design ◽  
Educational Design Research ◽  
Technology Leaders ◽  
The Right

Anyone is free to use open source software without the need to purchase the right to install it. Despite its appeal to school and technology leaders in rural communities, they are less likely to install it than others. In this chapter, three cases in which open source technology was installed to support teaching and learning in three rural communities are described. In each, the systems were deployed and refined using decision-making grounded in educational design research. The projects are detailed, and the method of technology planning is assessed. Unanswered questions are also addressed.

scholarly journals ReleQuant – Improving teaching and learning in quantum physics through educational design research

2015 ◽  
Vol 11 (2) ◽  
pp. 153-168 ◽  
Author(s):  
Berit Bungum ◽  
Ellen K. Henriksen ◽  
Carl Angell ◽  
Cathrine W. Tellefsen ◽  
Maria Vetleseter Bøe
Keyword(s):  
Teaching And Learning ◽  
Quantum Physics ◽  
Design Research ◽  
Design Principles ◽  
Research Literature ◽  
Physics Teaching ◽  
Educational Design ◽  
Teaching Module ◽  
Educational Design Research ◽  
Wave Particle Duality

Quantum physics and relativity are demanding for teachers and students, but have the potential for students to experience physics as fascinating and meaningful. Project ReleQuant engaged in educational design research to improve teaching and learning in these topics in Norwegian upper secondary schools. The paper focuses on the first cycle of development of a teaching module on quantum physics and how design principles were developed. We construct the design principles by reviewing relevant research literature and conducting three pilot studies. The process resulted in the following principles for designing the quantum physics teaching module: 1) clarify how quantum physics breaks with classical physics; 2) use simulations of phenomena that cannot be experienced directly; 3) provide students to use written and oral language; 4) address and discuss wave-particle duality and the uncertainty

Design and Development Research in Instructional Technology

2011 ◽  
pp. 1-23
Author(s):  
Nor Aziah Alias ◽  
Sulaiman Hashim
Keyword(s):  
Design Research ◽  
Lessons Learned ◽  
Development Research ◽  
Design And Development ◽  
Educational Design ◽  
Design And Development Research ◽  
Educational Design Research ◽  
Traditional Research ◽  
Study Evaluation

This chapter introduces the reader to design and development research (Richey & Klein, 2007) which is theory driven, action and interventionist orientated, participant centred and collaborative. The features of this research are similarly explicated in the methodology of design experiment (Brown, 1992; Collins, 1992), development research (Van Den Akker, 1999), formative research (Reigeluth & Frick, 1999) and design based research (Bannan-Ritland, 2003). Of late, the term “educational design research” has been profusely utilized to signify this approach (Plomp & Nieveen, 2009; Van Den Akker, Gravemeijer, Mckenney & Nieveen, 2006; Vos, DeVesse & Rassul, 2006; Kelly, Lesh & Baek, 2008). Design and development research combines both pragmatic design and traditional research methods and tools such as case study, evaluation, expert reviews and interviews, allowing the appropriate method to be selected for the appropriate task and to answer specific research questions. Most importantly is the potential of design and development research to spur innovation. This chapter will act as an anchor for the rest of this book that aims to illustrate cases put forward by authors from different educational research backgrounds. The aspects of design and development research unique to each chapter are explicated as lessons learned and are expected to guide novice and proficient IT researchers.

scholarly journals PENGEMBANGAN ASESMEN MODEL STEM PADA KONSEP TERAPUNG MELAYANG TENGGELAM UNTUK MEMFASILITASI KETERAMPILAN SAINTIFIK ANAKUSIA DINI

2020 ◽  
Vol 4 (1) ◽  
pp. 145-156
Author(s):  
Sina Sofariah ◽  
Edi Hendri Mulyana ◽  
Dindin Abdul Muiz Lidinillah
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Design Research ◽  
Early Childhood Development ◽  
Learning Experience ◽  
Childhood Development ◽  
Assessment Process ◽  
Educational Design ◽  
Educational Design Research ◽  
Assessment Techniques

Early Childhood Education has the principle of learning to play while learning. PAUD has a specificity in the assessment process. The assessment process is an integral part of the learning process. The assessment is holistic and includes all aspects of early childhood development. For the purpose of assessment to be achieved, educators should have knowledge of various assessment techniques. Assessment techniques in PAUD include observation, performance, work, and anecdotes. Assessment of early childhood covers all aspects of development tailored to the objectives, learning process, and learning experience of children. Assessment can be used as a tool to detect early when there are children who have problems in progress, so that will get a handlers early. Based on the underlying problem of the research, researchers chose the Educational Design Research (EDR) method that is considered to be related to the needs. The EDR method used refers to the MCKenney model Reeves, consisting of three stages of research i.e. analysis and exploration phase, design and construction phase and evaluation and reflection stages. As mentioned earlier, the required assessment should be in accordance with the needs of the field. So these needs are the basic idea of development. The products developed are further validated by the expert validator and are deemed worthy to be used in learning activities, especially in educational institutions that become research venues. Pendidikan anak usia dini memiliki prinsip dalam pembelajaran yaitu bermain sambil belajar. PAUD memiliki kekhususan dalam proses asesmen. Proses asesmen merupakan bagian yang tak terpisahkan dari proses pembelajaran. Asesmen bersifat menyeluruh (holistik) yang mencakup semua aspek perkembangan anak usia dini. Agar tujuan asesmen dapat tercapai, hendaknya pendidik memiliki pengetahuan tentang berbagai teknik penilaian. Teknik asesmen di PAUD antara lain observasi, unjuk kerja, hasil kerja, dan anekdot. Asesmen pada anak usia dini mencakup semua aspek perkembangan yang disesuaikan dengan tujuan, proses pembelajaran, serta pengalaman belajar anak. Asesmen dapat dijadikan sebagai alat untuk mendeteksi sejak dini ketika ada anak yang mengalami permasalahan dalam perkembangan, sehingga akan memperoleh penangan sejak dini. Berdasaarkan pokok permasalahan yang menjadi dasar penelitian, peneliti memilih metode Educational Design Research (EDR) yang dianggap relavan dengan kebutuhan. Metode EDR yang digunakan mengacu pada model MCKenney Reeves, terdiri dari tiga tahapan penelitian yakni tahap analisis dan eksplorasi, tahap desain dan kontruksi serta tahap evaluasi dan refleksi. Sebagaimana telah dijelaskan sebelumnya bahwa asesmen yang dibutuhkan harus sesuai dengan kebutuhan dilapangan. Maka berbagai kebutuhan tersebut dijadikan ide dasar pengembangan. Produk yang dikembangkan selanjutnya divalidasi oleh validator ahli dan dinyatakan layak untuk digunakan dalam kegiatan pembelajaran, khususnya di lembaga pendidikan yang menjadi tempat penelitian.

scholarly journals Pengembangan Self-help Bok Dengn Program Making Friends With Yourself Untuk Meningkatkan Self-compassion Peserta Didik Kelas X SMA Negeri 38 Jakarta

2020 ◽  
Vol 9 (2) ◽  
pp. 126-137
Author(s):  
Wening Cahyawulan ◽  
Brilliyana Kartika Sari Dewi
Keyword(s):  
Design Research ◽  
Educational Design ◽  
Design Based Research ◽  
Self Compassion ◽  
Educational Design Research ◽  
Self Help ◽  
Making Friends

Penelitian ini dilakukan untuk mengembangkan self-help book dengan program making friends with yourself  untuk meningkatkan self-compassion peserta didik kelas X SMA Negeri 38 Jakarta. Metode penelitian yang digunakan dalam penelitian ini adalah DBR yang merupakan akronim dari Design Based Research  atau biasa disebut Educational Design Research yang terdiri dari tiga tahapan inti yakni (1) Analisis dan Eksplorasi, (2) Desain dan Konstruk, (3) Evaluasi dan Refleksi. Penelitian ini hanya dilakukan sampai tahap evaluasi. Penelitian dilakukan di SMA Negeri 38 Jakarta. Subjek penelitian ini adalah 154 peserta didik kelas X SMA Negeri 38 Jakarta. Dalam mengumpulkan data, peneliti menggunakan teknik penyebaran angket dan wawancara pada peserta didik. Hasil uji validasi dengan ahli media, skor yang didapatkan sebesar 77,27% (layak) dengan keunggulan memiliki desain yang menarik, pemilihan ukuran dan bentuk yang tepat, serta tujuan materi dapat tersampaikan. Sedangkan hasil uji validasi dengan ahli materi mendapatkan skor sebesar 91,25% (sangat layak) yang artinya self-help book yang dikembangkan telah sesuai dengan program making friends with yourself.  Pengembangan self-help book memberikan informasi mengenai self-compassion, serta keterampilan dalam mengembangkan self-compassion. Kata Kunci: Self-Help Book, Self-Compassion. 

Open Source Online Learning in Rural Communities

2021 ◽  
pp. 354-377
Author(s):  
Gary L. Ackerman
Keyword(s):  
Decision Making ◽  
Rural Communities ◽  
Open Source ◽  
Teaching And Learning ◽  
Design Research ◽  
Technology Planning ◽  
Educational Design ◽  
Educational Design Research ◽  
Technology Leaders ◽  
The Right

Anyone is free to use open source software without the need to purchase the right to install it. Despite its appeal to school and technology leaders in rural communities, they are less likely to install it than others. In this chapter, three cases in which open source technology was installed to support teaching and learning in three rural communities are described. In each, the systems were deployed and refined using decision-making grounded in educational design research. The projects are detailed, and the method of technology planning is assessed. Unanswered questions are also addressed.

scholarly journals Educational Design Research: A primer

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sebastian H.D. Fiedler
Keyword(s):  
Design Research ◽  
Research Community ◽  
Workflow Model ◽  
Educational Design ◽  
Design Based Research ◽  
Educational Design Research

This editorial article introduces the overall conceptualisation of the journal EDeR - Educational Design Research and its review- and workflow model. In addition, it provides an overview of all contributions that made it into Issue 1 of EDeR, before it invites the wider Design-Based Research community to participate in the overall project in a variety of roles and functions.

scholarly journals PENGEMBANGAN LEMBAR KERJA SISWA MENGGUNAKAN MODEL CONTEXTUAL TEACHING LEARNING DENGAN STAREGI REACT PADA MATERI PEMBAGIAN

2020 ◽  
Vol 6 (2) ◽  
pp. 274-285
Author(s):  
Nina Nurhalimah ◽  
Dindin Abdul Muiz Lidinillah ◽  
Oyon Haki Pranata
Keyword(s):  
Teaching And Learning ◽  
Design Research ◽  
Educational Design ◽  
Educational Design Research ◽  
Contextual Teaching ◽  
Teaching Learning

Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk menghasilkan bahan ajar berupa lembar kerja siswa menggunakan model Contextual Teaching and Learning dengan strategi REACT pada materi pembagian. lembar kerja siswa membantu untuk menambah informasi mengenai materi dan konsep yang sedang dipelajari, Hal ini didasarkan pada hasil studi pendahuluan melalui wawancara yang telah dilakukan yang menunjukkan bahwa guru menggunakan Lembar Kerja Siswa untuk membantu dalam pembelajaran. Dengan Lembar Kerja SIswa yang dibuat secara menarik dan sistematis dapat membantu siswa untuk belajar lebih aktif baik secara mandiri maupun berkelompok, Hal ini diharapkan dapat meningkatkan ke aktifan dan motivasi pembelajaran. Desain penelitian yang digunakan adalah model Educational Design Research (EDR) menurut McKenney & Reaves Penelitian ini melibatkan dosen,guru, dan siswa Sekolah Dasar. Lembar kerja siswa yang dikembangkan memuat konsep operasi hitung pembagian untuk siswa kelas II Sekolah Dasar serta isi dari lembar kerja siswa menghubungkan dengan model Contextual Teaching and Learning dengan strategi REACT yang terdapat pada kompetenasi dasar yang sesuai dengan kurikulum 2013.

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