scholarly journals Educational robotics and STEAM in early childhood education

2021 ◽  
Vol 1 (2) ◽  
pp. 72-81
Author(s):  
Dimitra Chaldi ◽  
◽  
Garyfalia Mantzanidou ◽  
Keyword(s):  
Communication Skills ◽  
Learning Process ◽  
Speech Therapy ◽  
Research Study ◽  
Real Life ◽  
Educational Robotics ◽  
Steam Education ◽  
Young Students ◽  
Two Phases ◽  
Educational Robots

The interest in the future configuration, focusing on the innovative technologies and more specifically on STEAM (Science, Technology, Engineering, Arts, Math), is remarkably increased. The value of STEAM education is undeniable as a means of developing basic skills and competencies of young students improving the learning process, developing communication skills, and solving real-life difficulties. The current research study was completed in the context of an actual learning process, with the view to study educational robotics in kindergarten students to engage them with STEAM education, using the programmable robot Bee-Bot® initially. The didactic intervention was held, which was developed in two phases. More specifically, a sample of 12 children (age range: 5–6 years old) took part in an intensive educational robotics lab for 16 sessions (4 weeks) by using a bee-shaped robot called Bee-Bot®. The results of our current research study revealed that STEAM education could also take place in a speech therapy clinic using the appropriate educational robots. Our young students developed and mastered knowledge in programming and computerizing, and algorithmic thinking with playful mod using educational robots, and they also built their vocabulary and develop communication skills.

scholarly journals ACTUALITY OF IMPLEMENTATION OF EDUCATIONAL ROBOTICS IN UKRAINIAN SCHOOL

2019 ◽  
pp. 324-344 ◽  
Author(s):  
Oksana Strutynska
Keyword(s):  
Learning Process ◽  
Applied Field ◽  
Real Life ◽  
School Curriculum ◽  
Educational Process ◽  
University Education ◽  
Educational Robotics ◽  
Global Trends ◽  
Life Problems ◽  
Educational Trend

The paper considers the questions of substantiation of relevance of educational robotics implementation in the learning process of Ukrainian schools. The current state of development of robotics as an applied field and as an educational trend is analyzed to solve the research problems. The analysis of the global trends in the development of robotics as an applied field has shown that robotics is one of the most intensively developing fields of science and technology. This leads to the conclusion that there is a need to train relevant specialists and to update the curriculum in school and university education according to the daily requirements. Therefore, the issue of robotics implementation into the learning process of secondary and higher education institutions as an obligatory component of training of future specialists in robotics and future robotics teachers is of particular importance. The analysis of the robotics development as an educational trend has shown that educational robotics is one of the most perspective and popular trends in STEM education. In addition, it is determined that learning via robotics provides students with the opportunity to solve real life problems that require knowledge of STEM subjects. Based on previous research, the author also clarifies the concept of educational robotics, substantiates the aim and main tasks of its implementation into the educational process of educational institutions, which, as a consequence, leads to the importance of solving the issue of training future robotics teachers. The paper also presents and analyzes the results of the conducted research among educators and scientists on determining the state of teaching of robotics in Ukrainian schools. Based on the obtained results, we can conclude that there is a need to implement of the educational robotics into the learning process of secondary education institutions as a compulsory component of the school curriculum. In particular, possible ways of implementation of the educational robotics in Ukrainian schools are defined.

Educational Robotics in Smart Learning

2019 ◽  
pp. 244-255
Author(s):  
Saravanan Venkataraman ◽  
Sunil Kumar Sharma
Keyword(s):  
Learning Process ◽  
Educational Robotics ◽  
Technological Advancement ◽  
Science Concept ◽  
Teaching Approaches ◽  
Smart Learning ◽  
And Mathematics ◽  
Teaching Learning ◽  
Educational Robots ◽  
Mathematics And Science

Science, technology, engineering, and mathematics (STEM) are the key courses for the students in the 21st century. There are several teaching approaches to improve the average scores in STEM education. Involvement of robots in the teaching-learning process plays an important role to transform and enhance the learning process. The technological advancement helps the students to translate the typical mathematics and science concept into real-word applications. In this chapter, some concepts of STEM have been implemented with the help of Bioloid educational robots. The educational robotics enhance the academic achievement of the students. The programming of the BioLoid robots is carried out using RoboPlus software, and the outcomes of the concrete mathematics concepts are shown physically.

The Development of the Communication Skills of Individuals Living in Homes for People with Disabilities

2012 ◽  
Vol 2 (2) ◽  
pp. 56-70
Author(s):  
Petr Kopečný
Keyword(s):  
Czech Republic ◽  
Case Studies ◽  
Social Services ◽  
Communication Skills ◽  
Speech Therapy ◽  
People With Disabilities ◽  
Educational Support ◽  
The Czech Republic ◽  
The Subject ◽  
The Given

This paper concentrates on the area of special educational support provided to individuals living in homes for people with disabilities in the Czech Republic and presents partial research results illustrating the state of the provision of speech therapy to users of social services facilities falling under the jurisdiction of the Ministry of Labour and Social Affairs. The subject of the research is an analysis of support for the development of the communication skills of pupils living in social services facilities. The partial results of the research outline the approaches employed by the managerial staff of the given facilities in implementing special educational procedures, describe forms of speech therapy provision in homes for people with disabilities, and compare the attitudes of teachers and social services staff to the development of communication with the importance attributed to it by speech therapists and demonstrated by the case studies performed.

A Family of Efficient Sloshing Liquid Dampers for Suppression of Wind-Induced Instabilities

2003 ◽  
Vol 9 (3-4) ◽  
pp. 361-386 ◽  
Author(s):  
V. J. Modi ◽  
A. Akinturk ◽  
W. Tse
Keyword(s):  
Energy Dissipation ◽  
High Efficiency ◽  
Damping Ratio ◽  
Real Life ◽  
Wind Tunnel Test ◽  
Tall Buildings ◽  
Two Phases ◽  
Liquid Dampers ◽  
Obstacle Geometry ◽  
Floating Particles

Bluff structures in the form of tall buildings, smokestacks, control towers, bridges, etc., are susceptible to vortex resonance and galloping type of instabilities. One approach to vibration control of such systems is through energy dissipation using sloshing liquid dampers. In this paper we focus on enhancing the energy dissipation efficiency of a rectangular liquid damper through the introduction of two-dimensional obstacles as well as floating particles. The investigation has two phases. To begin with, a parametric free vibration study aimed at the optimization of the obstacle geometry is undertaken to arrive at configurations promising increased damping ratio and hence higher energy dissipation. The study is complemented by an extensive wind tunnel test program, which substantiates the effectiveness of this class of damper in suppressing both vortex resonance and galloping type of instabilities. Simplicity of design, ease of implementation, minimal maintenance, reliability as well as high efficiency make such liquid dampers quite attractive for real-life applications.

Communication and Teaching Effectiveness in Industrial Education

1976 ◽  
Vol 13 (3) ◽  
pp. 181-197 ◽  
Author(s):  
Churchill L. Roberts ◽  
Samuel L. Becker
Keyword(s):  
Communication Skills ◽  
Learning Process ◽  
Positive Reinforcement ◽  
Positive Attitude ◽  
Teaching Effectiveness ◽  
Delivery Time ◽  
Industrial Education ◽  
Student Evaluations Of Teachers ◽  
Teaching Learning ◽  
Poor Teaching

The purpose of this study was to gain a better understanding of how communication relates to teaching effectiveness in an Industrial Education setting. Teaching effectiveness was defined in terms of two criteria: supervisor evaluations of teachers and student evaluations of teachers. Results from the study underscored the importance of communication skills in the teaching/learning process. The most important measures were: teacher dynamism, teacher delivery, time spent with the students, positive reinforcement of the students, and positive attitude toward the students. These measures differentiated “good” from “poor” teaching.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

scholarly journals PENINGKATAN KETERAMPILAN MENGKOMUNIKASIKAN MELALUI PERMAINAN SAINS DI KELOMPOK B RA AL-ISTIQOMAH KOTA TASIKMALAYA

2020 ◽  
Vol 3 (2) ◽  
pp. 141-151
Author(s):  
Vivi Kafilatul Janah ◽  
Edi Hendri Mulyana ◽  
Elan Elan
Keyword(s):  
Communication Skills ◽  
Learning Process ◽  
Learning Activities ◽  
Research Subjects ◽  
Analysis Techniques ◽  
Class B ◽  
The Media ◽  
Quantitative Descriptive ◽  
Group B ◽  
Scientific Learning

ABSTRACTThis study is based ob the background behind the learning process that is less varied and the skill of communicating children is still low. Enthusiastic children to communicate what has been observed and done is still very lacking, children only communicate verbally. Though the process of communicating can be conveyed nonverbally, for example images, movements, and tables. Based on observations, the teacher also gives less opportunities for children to try and express their opinions. The media used is also very limited, so the learning process becomes less fun for children. Even though scientific learning should be a fun learning for children because children can try the media in the scientific learning activities. The purpose of this study was to improve the communication skills in class B RA Al-Istiqomah in Tasikmalaya City. This study uses Classroom Action Research (CAR). This study was conducted in three cycles using the Kemmis Mc model. Taggart. The research subjects were children of group B RA Al-Istiqomah in Tasikmalaya City totaling 16 children. The object of this research is the skill to communicate. Rainbow Water science games are games used in learning to improve communication skills. Data collection techniques use documentation and documentation, while data analysis techniques use quantitative descriptive. The instrument used is a structured observation sheet with the achievement of indicators for each activity. The results of the research that have been carried out show that there is an increase in the skills of communicating through science games. This is evidenced by an increase in the ability of teachers to plan learning, the ability of teachers in the process of implementing learning through science games from each cycle. The final result of the skill in communicating the child is in good criteria, the end result of the teacher's ability to plan learning is in very good criteria, and the end result of the teacher's ability to carry out the learning is in very good criteria. ABSTRAKPenelitian ini di latar belakangi dari proses pembelajaran yang kurang variatif dan keterampilan mengkomunikasikan anak masih rendah. Antusias anak untuk mengkomunikasikan apa yang telah diamati dan dilakukannya masih sangat kurang, anak hanya mengkomunikasikan dengan cara verbal. Padahal proses mengkomunikasikan dapat disampaikan secara nonverbal, misalnya gambar, gerakan, dan tabel. Berdasarkan pengamatan, guru juga kurang memberi kesempatan anak untuk mencoba dan mengeluarkan pendapatnya. Media yang digunakan juga sangat terbatas, sehingga proses pembelajaran menjadi kurang menyenangkan bagi anak. Padahal seharusnya pembelajaran saintifik merupakan pembelajaran yang menyenangkan bagi anak karena anak dapat mencoba media dalam kegiatan pembelajaran saintifik tersebut. Tujuan penelitian ini adalah untuk meningkatkan keterampilan mengkomunikasikan di kelas B RA Al-Istiqomah Kota Tasikmalaya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan sebanyak tiga siklus dengan menggunakan model Kemmis Mc. Taggart. Subjek penelitian adalah anak kelompok B RA Al-Istiqomah Kota Tasikmalaya yang berjumlah 16 anak. Objek penelitian ini adalah keterampilan mengkomunikasikan. Permainan sains Rainbow Water adalah permainan yang digunakan dalam pembelajaran untuk meningkatkan keterampilan mengkomunikasikan. Teknik pengumpulan data menggunakan dokumentasi dan dokumentasi, Sedangkan teknik analisis data menggunakan deskriptif kuantitatif. Instrument yang digunakan berupa lembar observasi terstruktur dengan capaian indikator setiap kegiatannya. Hasil penelitian yang telah dilaksanakan menunjukkan bahwa adanya peningkatan keterampilan mengkomunikasikan melalui permainan sains.

scholarly journals A Virtual Counseling Application Using Artificial Intelligence for Communication Skills Training in Nursing Education: Development Study (Preprint)

2019 ◽  
Author(s):  
Shefaly Shorey ◽  
Emily Ang ◽  
John Yap ◽  
Esperanza Debby Ng ◽  
Siew Tiang Lau ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Communication Skills ◽  
Family Members ◽  
Real Life ◽  
Skills Training ◽  
Communication Skills Training ◽  
Open Communication ◽  
The Creation ◽  
Virtual Counseling

BACKGROUND The ability of nursing undergraduates to communicate effectively with health care providers, patients, and their family members is crucial to their nursing professions as these can affect patient outcomes. However, the traditional use of didactic lectures for communication skills training is ineffective, and the use of standardized patients is not time- or cost-effective. Given the abilities of virtual patients (VPs) to simulate interactive and authentic clinical scenarios in secured environments with unlimited training attempts, a virtual counseling application is an ideal platform for nursing students to hone their communication skills before their clinical postings. OBJECTIVE The aim of this study was to develop and test the use of VPs to better prepare nursing undergraduates for communicating with real-life patients, their family members, and other health care professionals during their clinical postings. METHODS The stages of the creation of VPs included preparation, design, and development, followed by a testing phase before the official implementation. An initial voice chatbot was trained using a natural language processing engine, Google Cloud’s Dialogflow, and was later visualized into a three-dimensional (3D) avatar form using Unity 3D. RESULTS The VPs included four case scenarios that were congruent with the nursing undergraduates’ semesters’ learning objectives: (1) assessing the pain experienced by a pregnant woman, (2) taking the history of a depressed patient, (3) escalating a bleeding episode of a postoperative patient to a physician, and (4) showing empathy to a stressed-out fellow final-year nursing student. Challenges arose in terms of content development, technological limitations, and expectations management, which can be resolved by contingency planning, open communication, constant program updates, refinement, and training. CONCLUSIONS The creation of VPs to assist in nursing students’ communication skills training may provide authentic learning environments that enhance students’ perceived self-efficacy and confidence in effective communication skills. However, given the infancy stage of this project, further refinement and constant enhancements are needed to train the VPs to simulate real-life conversations before the official implementation.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KOOPERATIF TIPE NHT (NUMBERED HEADS TOGETHER) UNTUK MELATIHKAN KETERAMPILAN BERKOMUNIKASI DAN MENINGKATKAN HASIL BELAJAR PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT

2017 ◽  
Vol 5 (1) ◽  
pp. 830
Author(s):  
Hasnawati Hasnawati ◽  
Rudiana Agustini ◽  
Toeti Koestiari
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Text Book ◽  
Nonelectrolyte Solution ◽  
Skills Learning ◽  
Readability Level

The aims of this study are to develop a cooperative learning type NHT (Numbered Heads Together). The typeis feasible (valid, practical, and effective) and can to practice communication skills, learning outcomes in the material of electrolyte and nonelectrolyte solution in the second semester students of class X State High School 1 Peso. Development of the learning is done based on the models of four-D. This study use done group pretest posttest design. Based on research data obtain findings: the validity of the research developed a good categorized; text book readability level students the developed a good category; good categorized enforceability of RPP; student’s dominant activity is to communicate information ideas/ opinions, ask questions, and presentations with the percentage of 18.88%; the obstacles encountered during the implementation of the learning device that students are not familiar with the cooperative model type NHT (Numbered Heads Together) and the majority of students are less active in the learning process; students responded positively to the learning process; teaching and learning process using cooperative learning type NHT (Numbered Heads Together) is able to practice the students communication skills; and student learning outcomes after participating in the learning process is completed 100%. The conclusion of this studyis the cooperative learning type NHT (Numbered Heads Together) feasible (valid, practical, andeffective) used to practice communication skills and learning out comes on the material of electrolyte and nonelectrolyte solution. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) yang layak (valid, praktis, dan efektif), melatihkan keterampilan berkomunikasi serta mengetahui hasil belajar pada materi larutan elektrolit dan nonelektrolit pada siswa kelas X semester II SMA Negeri 1 Peso. Pengembangan perangkat pembelajaran dilakukan berdasarkan model four-D. Rancangan penelitian menggunakan One Group Pretest-Posttest Design. Berdasarkan data penelitian diperoleh beberapa temuan:validitas perangkat pembelajaran yang dikembangkan berkategori baik; tingkat keterbacaan Buku Ajar Siswa yang dikembangkan berkategori tepat untuk pembelajaran; keterlaksanaan RPP berkategori baik; aktivitas siswa yang dominan adalah mengkomunikasikan informasi ide/pendapat, bertanya, dan presentasi dengan persentase 18,88%; hambatan yang ditemui selama penerapan perangkat pembelajaran yaitu siswa belum terbiasa dengan model kooperatif tipe NHT (Numbered Heads Together) dan sebagian siswa kurang aktif dalam proses pembelajaran; siswa memberikan respon positif terhadap proses pembelajaran; pembelajarankooperatif tipe NHT(Numbered Heads Together) dapat melatihkan keterampilan berkomunikasi siswa; dan hasil belajar siswa setelah mengikuti proses belajar mengajar adalah tuntas 100%.  Kesimpulan dari penelitian ini adalah perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) layak (valid, praktis, dan efektif) digunakan untuk melatihkan keterampilan berkomunikasi dan hasil belajar pada materi larutan elektrolit dan nonelektrolit.

scholarly journals Authentic Material and Automaticity for Teaching English

2017 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Widyastuti Widyastuti
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Real Life ◽  
Text Structure ◽  
First Year ◽  
Teaching English ◽  
Authentic Material ◽  
English Fluency ◽  
Real Language ◽  
Teaching Learning

This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and materials can be found in internet so it will be more visually and  interactive . Automaticity theory can solve the problem of students who must memorize words that make them feel boring and forget the words soon. The other benefit is the students can exposure the real language being used in a real context and stimulate studens’idea, encouarage them to relate themselves with real-life experiencesThese strategies can make the students understand easily and enjoy the teaching learning process. By combining authentic material and automaticity strategies for teaching English in science education, will develop readers (students) to become fully competent and fluent.

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