scholarly journals Designing remote education in a VUCA world

2020 ◽  
Vol 20 ◽  
pp. 45-52
Author(s):  
Anand Pultoo ◽  
Avinash OOJORAH
Keyword(s):  
Best Practices ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
New Technologies ◽  
Remote Education ◽  
School Closures ◽  
Potential Benefits ◽  
Remote Learning

The goal of this article is to identify and share the best practices and innovations to enable teaching and learning to take place during times of VUCA (Volatile, Uncertain, Complex, and Ambiguous) such as the coronavirus pandemic. This will help lay the foundations for more inclusive and equitable approaches to education when the crisis subsides. The main response to school closures is to dive headlong into academic cyberspace and remote learning, creating a human-machine symbiosis. Ideally, specific contents, learning outcomes, and a set of instructions are desirable. Different media and technologies can be used to assist students to learn in different ways and achieve different outcomes, thus also individualizing learning more. Technologies can be compared along several characteristics. These characteristics form a basis for analyzing new technologies, to see where they fit within the existing environment, and to evaluate their potential benefits and limitations. Nowadays, technologies have a tendency to become more ‘communicative’ and ‘media rich’, thus offering educators and students powerful tools to attain desired learning outcomes.

scholarly journals SLM-OJ: Surrogate Learning Mechanism during Outbreak Juncture

2020 ◽  
Vol 6 (5) ◽  
pp. 162-167 ◽  
Author(s):  
Shahzad Ashraf ◽  
Zeeshan A. Arfeen ◽  
Muhammad A. Khan ◽  
Tauqeer Ahmed
Keyword(s):  
Distance Learning ◽  
Best Practices ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Epidemic Outbreak ◽  
Learning Mechanism ◽  
Technology Students ◽  
Potential Benefits ◽  
Media And Technology ◽  
And Training

During epidemic outbreak it is hard to continue formal leaning and training routines specially when whole world is facing corona virus fistula. It is crucial to identify and share the best practices and innovations to enable teaching and learning to take place during outbreak juncture. This will reinforce the basis for more sustainable and balanced schooling solutions as the crisis decreases. The biggest solution to cuts of schools is to plunge into cyberspace and distance learning, establishing a symbiosis between humans and the computers. Ideally, specific contents, learning outcomes, and a set of instructions are desirable. Use various media and technology, students can learn more in different ways and obtain varying results at various levels. Technologies can be compared along several characteristics. These features form a foundation for evaluating emerging innovations, seeing where they fit into the current environment and determining their potential benefits and limitations. Today, technology appears to become more communicative and richer in media, thereby giving educators and students powerful resources to achieve desired learning outcomes.

New Technologies in the Politics Classroom: Using Internet Classrooms to Support Teaching and Learning

Politics ◽  
2003 ◽  
Vol 23 (1) ◽  
pp. 66-73 ◽  
Author(s):  
Donna Lee
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Personal Experience ◽  
Teaching And Learning ◽  
New Technologies ◽  
Critical Evaluation ◽  
Undergraduate Teaching ◽  
Learning And Teaching ◽  
Rigorous Research ◽  
Active Learning Strategies

This article introduces some ideas about using internet classrooms to enrich the experience of those learning and teaching politics. It draws and reflects upon my three-year experience of using internet classrooms to teach politics in optional and compulsory politics undergraduate modules, providing critical evaluation of the successes and problems involved. Much of what the article discusses can be applied to most, if not all, politics modules and will be useful to those wishing to use new technologies to support active learning strategies in their undergraduate teaching. The article is based on personal experience and student evaluations, rather than any rigorous research of learning outcomes. As such, I do not set out to prove that using internet classrooms has pedagogical advantages over using only traditional methods, and I am not arguing a case for or against using either.

scholarly journals Virtual reality in biology: could we become virtual naturalists?

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Juliano Morimoto ◽  
Fleur Ponton
Keyword(s):  
Natural History ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Evolutionary Biology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mixed Reality ◽  
Current Knowledge ◽  
The Future ◽  
The Times

AbstractThe technological revolution of past decades has led teaching and learning of evolutionary biology to move away from its naturalist origins. As a result, students’ learning experiences and training on the science of natural history—which entails careful observations and meticulous data curation to generate insight—have been compromised compared with the times of the pioneers in the field. But will technology cause the extinction of natural history in its traditional form? In this essay, we provide a visionary—albeit not yet possible—perspective of the future of natural history in the technological era. We review the main concepts and applications of key state-state-of-the-art technologies to the teaching and learning of Biology including Virtual and Mixed Reality (VMR). Next, we review the current knowledge in artificial life, and describe our visionary model for the future of natural history voyages—the BioVR—which is an immersive world where students can experience evolution in action, and also shape how evolution can occur in virtual worlds. We finish the essay with a cautionary tale as to the known negative sides of using VMR technologies, and why future applications should be designed with care to protect the intended learning outcomes and students’ experience. Our aim is to stimulate debates on how new technologies can revolutionise teaching and learning across scenarios, which can be useful for improving learning outcomes of biological concepts in face-to-face, blended, and distance learning programmes.

scholarly journals Agricultural organizations as participants in professional and public accreditation of staff training quality in agricultural economy

2020 ◽  
Vol 27 ◽  
pp. 00145
Author(s):  
F.T. Nezhmetdinova ◽  
G. R. Fassakhova ◽  
N. Kh. Sharypova ◽  
L. M. Faizrakhmanov
Keyword(s):  
Best Practices ◽  
Learning Outcomes ◽  
Staff Training ◽  
New Technologies ◽  
Agricultural Producers ◽  
External Assessment ◽  
Training Quality ◽  
Effective Instrument ◽  
Training Professional

Modern changes in agricultural market raise the issue of staffing quality. However, there is a real gap between the needs of specific agricultural producers and those workers who come to this sphere after graduating from agricultural universities. There is a number of ways and forms to decrease this gap. One of these tools is an independent external assessment of the quality of learning outcomes in the form of professional and public accreditation, conducted by employers. At the same time, it has not yet become an effective instrument in Russian, but there are some legislative grounds for it. The paper presents the analysis of successful international experience of professional and public assessment of agricultural educational programs, including the universities of North America. In the context of the globalization of agriculture, the implementation of new technologies and food security provision, the introduction of the best practices of public and professional accreditation into the Russian system of training professional agrarian personnel is of particular importance.

scholarly journals Assessing Outcomes of Simulation in Communication Sciences and Disorders

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Erin Clinard
Keyword(s):  
Best Practices ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
Assessment Process ◽  
Evidence Based ◽  
Scholarship Of Teaching ◽  
Simulation Research ◽  
Simulation Based

Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research is in its beginning in CSD. Building the evidence to inform systematic integration of simulation into CSD curricula and to further best practices in our field is essential. Further, to advance the Scholarship of Teaching and Learning (SoTL) in simulation, researchers and instructors must disseminate their findings, measures and tools, assessment processes, and even simulation scenarios. Dissemination serves to enhance evidence-based education practices and further validate the assessment processes we are using to ensure quality simulation.

Pengaruh konsep diri, self efficacy dan motivasi terhadap Learning outcome mata pelajaran Aqidah Akhlak di kelas XI MA Pacet Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Happy Ikmal
Keyword(s):  
Learning Outcomes ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Regression Coefficient ◽  
T Test ◽  
Self Concept ◽  
Working Hypothesis ◽  
Calculation Results ◽  
The Right

Teaching and learning activities is a conscious activity and aims. Therefore, for these activities can be run well and achieve the expected goals, it must be done with the strategy or the right learning approach .. The purpose of this study were: 1) to describe the influence of Self-Concept on the results of studying chemistry at Class XI MA Pacet Mojokerto. 2) Describe the effect of self-efficacy on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 3) Describe the effect of motivation on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 4) Describe the relationship Self-concept, self-efficacy and motivation to Results studied chemistry at Class XI MA Pacet Mojokerto. From the results of the analysis can be summarized as follows: 1) There is a significant relationship between self-concept of the Learning outcomes chemistry inquiry model. T test against self-concept variables (X1) obtained regression coefficient (B) 0.440 (44.0%), coefficient (Beta) 0.091, tcount of 0.378 with significance 0.006 t. Because of the significance of t less than 5% (0.007 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 2) There is a significant relationship between self-efficacy toward chemistry Learning outcomes inquiry model. T test for Self-efficacy variable (X2) obtained regression coefficient (B) 0.329 (32.9%), coefficient (Beta) 0.124, tcount of 0.436 with a significance of 0.009 t. Because of the significance of t less than 5% (0.008 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 3) There is a significant relationship between motivation to learn chemistry results inquiry model. T test for motivation variable (X3) obtained regression coefficient (B) 0.130 (13.0%), coefficient (Beta) 0.065, tcount of 0.230 with a significance of 0.001 t. Because of the significance of t less than 5% (0.001 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) received 4) From the calculation results obtained Fhitung value 2,249 (significance F = 0.001). So Fhitung> F table (2,249> 2:03) or Sig F <5% (0.001 <0.05). It means that together independent variables consisting of variable self-concept (X1), Self-efficacy (X2), motivation (X3) simultaneously to variable results of studying chemistry (Y).

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IVC SEKOLAH DASAR NEGERI 108 PEKANBARU

2014 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Lazim. N ◽  
Zulkifli ' ◽  
Rima '
Keyword(s):  
Cooperative Learning ◽  
Social Science ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Average Score ◽  
Team Games ◽  
Social Science Study ◽  
Minimum Criteria ◽  
Daily Test

The problem on this research was that the low score of students’ learning on social science study. There werestill a lot of students that did not understand basic concepts and tended to memorize examples. It was showed by58,07% from 31 students achieving minimum criteria completeness (KKM) from students’ test score in IVCclass of SDN 108 Pekanbaru for Koperasi subject. The students’ average score was 62,4, and the KKM stated byschool was 68. Based on this problem it was needed to do an action research using cooperative learning modelsTeams Games Tournaments (TGT) type. This research aims to know whether the implementation of cooperativelearning models Teams Games Tournaments (TGT) type can improve students’ social science learningoutcomes at IVC class of SDN 108 Pekanbaru in 2013/2014 with 31students. This research was done in twocycles. First cycle consists of three meetings with one daily test and first tournament, and cycle II consists ofthree meetings with one daily test and second tournament. Instruments to collect data in this research areteacher’s observation sheets, students’ observation sheet, and tests. By implementing using cooperative learningmodels Teams Games Tournaments (TGT) type can improve students’ mathematics learning outcomes.Percentage of completeness in basic score was 54,8% (62,40 in average), and it changed into 77,4% (75,6 inaverage) in cycle I and 87,1% (81,1 in average) in cycle II. Percentage of teacher’ activity in cycle I was 81,9%and 92,3% in cycle II. Then percentage of students’ activity in cycle I was 75,4% and 92,2% in cycle II. Fromthose data it proves that the implementation of cooperative learning models Teams Games Tournaments (TGT)type can improve students’ learning outcomes at IVC class of SDN 108 Pekanbaru.Key Words : cooperative teaching and learning model, Teams Games Tournaments (TGT),learning outcomes

PENERAPAN STRATEGI CONTEXTUAL TEACHING AND LEARNING (CTL)UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI

2016 ◽  
Vol 5 (2) ◽  
pp. 320
Author(s):  
Siwi Enggar Makarti
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Analytical Techniques ◽  
Research Subjects ◽  
Student Activities ◽  
Student Activity ◽  
Average Value ◽  
Contextual Teaching

The background of this study is the low learning outcomes IPS. It is characterized by the acquisition of the average value of social studies students at 59.10 with the percentage of students learning completeness amounted to 50.00% from 20 students. This research is a classroom action research (PTK) which aims to improve student learning outcomes through the implementation of strategies IPS Contextual Teaching and Learning (CTL). This study was conducted in 010 primary schools Silikuan Ukui Hulu subdistrict, with research subjects fifth grade students with a number of 20 students. This study was conducted by two cycles. The data used in this study are the activities of teachers, student activities, and learning outcomes are collected using the observation technique teacher and student activities and written tests, while the analytical techniques used in this research is descriptive analysis. The study states that the acquisition of the activities of teachers and students and learning outcomes in each cycle has increased. This is supported by: (1) the percentage of activity the teachers in the first cycle of the first meeting by 45%, in the first cycle of meetings II percentage teacher activity by 52%, the percentage of teacher activity in the second cycle of the first meeting by 65%, the percentage of teacher activity in the second cycle meeting II by 75%; (2) the percentage of student activity in the first cycle of the first meeting by 49%, in the first cycle of meetings II percentage of student activity by 60%, the percentage of the activity of students in the second cycle the first meeting by 63%, the percentage of student activity on the second cycle of meeting II by 79% ; (3) learning outcomes in basic score of 59,10.Dan which reached KKM 65 only 10 students or (50%). The first cycle of the average value obtained by the students reached 63.6. Students who achieve KKM there are 13 students or 65 (65%). Cycle II average value obtained students achieve value above 67 means the KKM. Students who reached the last 16 students or (80%).

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