scholarly journals Innovative digital tools for new trends in teaching and assessment methods in medical and dental education

2021 ◽  
Vol 18 ◽  
pp. 13
Author(s):  
Jung-Chul Park ◽  
Hyuk-Jae Edward Kwon ◽  
Chul Woon Chung
Keyword(s):  
Dental Education ◽  
Art Museum ◽  
Assessment Methods ◽  
Computer Aided Instruction ◽  
Optimal Care ◽  
Human Patient ◽  
Student Centered ◽  
Future Challenges ◽  
Information And Communication ◽  
Human Patient Simulations

With the goal of providing optimal care to patients, student-centered active learning and the development of clinical competency have become vital components of the education of future physicians capable of sustainably coping with future challenges. However, the shape of future medicine is dramatically changing based on advances in information and communication technology, and the current classroom model seems to have difficulties in fully preparing students for the future of medicine. New trends in teaching and assessment methods include computer-aided instruction, virtual patients, augmented reality, human patient simulations, and virtual reality for the assessment of students' competency. The digital technologies introduced in medical and dental education include Google Forms to collect students’ answers, YouTube livestreaming, Google Art & Culture (an online art museum), and choose-your-own-adventure as a story-telling technique. Innovations in digital technology will lead the way toward a revolution in medical and dental education, allowing learning to be individualized, interactive, and efficient.

Mechanism of E-Government Undertaking in Japan

2011 ◽  
pp. 2272-2283
Author(s):  
Yuko Kaneko
Keyword(s):  
Information And Communication Technologies ◽  
Web Sites ◽  
Online Application ◽  
Government Web Sites ◽  
Future Challenges ◽  
Information And Communication ◽  
The Government ◽  
Other World ◽  
Government Portal ◽  
Government Initiative

According to the report submitted by the Evaluation Committee of Experts, Government ICT Strategy Headquarters in December 2005 (ECE, 2005), Japan has already established the globally advanced e-government infrastructures for such services as online application and filing. The report also acknowledged that the quantity and quality of information, guidance and search engine at the government portal, “e-Gov”, and individual government Web sites have reached almost the same level as those of the government Web sites of the other world-famous ICT nations. These achievements have resulted from the continuous undertaking of introducing information and communication technologies (ICTs) in the government operations from 1960s (ECHMCA, 2001). In this article, the successful accomplishments of e-government initiative are described followed by the analysis of institutional arrangements and mechanisms concerning e-government initiatives. Lastly, the future challenges will be suggested.

Educational Technology Based on Virtual and Augmented Reality for Students With Learning Disabilities

2022 ◽  
pp. 26-44
Author(s):  
Sonia Rodriguez Cano ◽  
Vanesa Delgado-Benito ◽  
Vitor Gonçalves
Keyword(s):  
Educational Technology ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Special Educational Needs ◽  
Students With Learning Disabilities ◽  
Diversity Awareness ◽  
Student Centered ◽  
Student Centered Learning ◽  
Information And Communication

Educational technology is contributing towards diversity awareness as it allows you to create more personalized and student-centered learning situations. This chapter addresses specific learning difficulties (SpLD) and, specifically, dyslexia, since it is one of the most prevalent challenges in the educational field. Information and communication technologies allow direct intervention with students who have special educational needs as an alternative to traditional resources, which is much more motivating. In this sense, as an example, various projects and applications are presented that allow working on this type of difficulties with students. This chapter highlights the virtual reality and augmented reality software carried out in the context of the European Erasmus + FORDYSVAR project, of which the authors are part.

Women and religion: contemporary and future challenges: editors’ introduction

2018 ◽  
pp. 1-18
Author(s):  
Elisabetta Ruspini ◽  
Glenda Tibe Bonifacio ◽  
Consuelo Corradi
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Religious Change ◽  
Religious Traditions ◽  
Contemporary World ◽  
Future Challenges ◽  
Women's Lives ◽  
Information And Communication ◽  
The Impact

This introductory chapter discusses the relationship between social change, religion, and women's lives and self-definition in the contemporary world. Using international and interdisciplinary perspectives reflective of different religious traditions, this volume pays attention to the specific experiences and positions of women, or particular groups of women, to understand current patterns of religiosity and religious change. Recent studies have shown that there is a strong connection between processes of change — such as the impact of globalization, increased intercultural and transcultural interaction and exchange, migration flows, and Information and Communication Technologies (ICTs) — and religious identities. Overall, recent literature has revealed a great complexity and often contradiction in late modern negotiations of religion and secularism by women and men, and a range of possibilities for change.

Training the Anesthesiologist Trainer: Enhancing the Quality of Feedback during Human Patient Simulations

2018 ◽  
Vol 34 (6) ◽  
pp. 638-643
Author(s):  
Elissa A. Adame ◽  
Ryan S. Bisel ◽  
Edward S. Kosik ◽  
Julia A. Rygaard
Keyword(s):  
Human Patient ◽  
Patient Simulations ◽  
Human Patient Simulations

STUDENT-CENTERED CLASROOM ASSESSMENT: PERCEPTION AND NEW METHODS

2019 ◽  
pp. 4-10
Author(s):  
Irini-Renika Popokammenou
Keyword(s):  
Student Perceptions ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Assessment Method ◽  
Assessment Methods ◽  
Student Centered ◽  
Teachers Perceptions ◽  
Written Comments ◽  
Teachers And Students ◽  
Improve Instruction

One of the important roles and responsibilities of teachers is to conduct assessment to assess students’ progress. The implementation of alternative assessment methods can be frustrating and rather difficult for teachers. This paper discusses teacher and student perceptions on using alternative assessment. It focuses on how young learners of English perceived three different alternative assessments: peer-assessment, conferencing and the use of students’ drawings as assessment materials. The data sources comprised classroom observations, interviews with teachers and written comments from students. Analysis of the data provided insights on how teachers choose assessment techniques in A1 and A2 level classes. Teachers’ perceptions on the specific assessment methods are discussed. The written comments from students identified how students perceived the combination of the assessment methods employed by teachers and which assessment method they favored. The results show that teachers and students have positive perceptions on alternative assessment. Students’ needs and age are important factors for selecting assessment methods and individual needs must be taken into consideration when choosing alternative assessment methods. This paper highlights the importance of alternative assessment in A1 and A2 level classes since it can improve instruction. Results on the drawings used in the study as assessment materials indicate that students value personalized assessment. Alternative assessment can be a vital component in educators’ efforts to improve education.

scholarly journals Resource Based Learning for Teaching and Learning English in Digital Environments

2016 ◽  
Vol 9 (2) ◽  
pp. 187
Author(s):  
Muhammad Nazil Iqdami
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Digital Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Environments ◽  
The Face ◽  
Information And Communication ◽  
Learning Sets

This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

scholarly journals The 2013 Curriculum Implementation Review The Pedagogical Competence And Mastery Of Information And Communication Technology Teachers At SD Negeri

2020 ◽  
Vol 20 (2) ◽  
pp. 128-134
Author(s):  
Dido Wendi
Keyword(s):  
Student Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Activities ◽  
Learning Assessment ◽  
Learning Needs ◽  
Student Centered ◽  
Technology Teachers ◽  
Pedagogical Competence ◽  
Information And Communication

This study aims to analyze the teacher's Pedagogical and technology competence in the implementation of the Curriculum 2013. The research used a descriptive qualitative approach. Implementation of the Curriculum 2013 includes dimensions of curriculum concepts, procurement of books, learning activities, and learning assessment. Implementation of the Curriculum 2013 in terms of teacher pedagogics includes nine aspects. The implementation of the Curriculum 2013 in terms of mastery of information and communication technology teachers includes 1) ICTs used, 2) Development activities of subject matter using ICTs, 3) forms of use of it. Implementation of the 2013 Curriculum accommodates student learning needs. The provision of books is following the provisions. Student learning activities are student-centered. The assessment shows an emphasis on authentic attitude and knowledge assessment. The implementation of the Curriculum 2013 in the dimension of teachers' pedagogical competence in the good category. The implementation of the 2013 curriculum in the dimensions of ICT mastery by teachers based on interview data, questionnaires, and observations is quite well categorized in terms of the technology used, the activities of using ICT, and its use as a learning medium.

scholarly journals Two Human Patient Simulations of Patients Having Acute Uncal Herniations

MedEdPORTAL ◽  
2011 ◽  
Vol 7 (1) ◽  
Author(s):  
William McIvor ◽  
Steven Orebaugh ◽  
Charles Lin ◽  
Brian Gierl ◽  
Alen Zehnaly ◽  
...  
Keyword(s):  
Human Patient ◽  
Patient Simulations ◽  
Human Patient Simulations

scholarly journals IN HOUSE TRAINING (IHT) PEMBELAJARAN DI MASA PENDEMI DENGAN BLENDED LEARNING SMK N 5 DUMAI

2021 ◽  
Vol 1 (3) ◽  
pp. 240-246
Author(s):  
Surya Indrawan ◽  
Nur Budi Nugraha ◽  
Juni Saputra ◽  
Sirlyana Sirlyana
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Student Centered ◽  
Information And Communication ◽  
The Times ◽  
And Training

The revolution in information and communication technology occurred during the last few years. During the COVID-19 pandemic that hit Indonesia, all sectors experienced obstacles, including the education sector which was hampered from carrying out teaching and learning activities. Along with the times, the process of teaching and learning activities in the classroom now has many challenges and demands. One-way learning makes the learning atmosphere boring, it is feared that it will affect students' motivation to study the material, so it is modified into blended learning. This model combines offline and online learning, is student centered, namely students must be active in understanding the material, efficient in time, energy, and place because it can be done anywhere. The methods used in this training activity are lectures and discussions, guidance and training. As a result of this blended learning In House Training, all participants actively participated in this activity and participants gained new insights about blended learning strategies that could be implemented in the classroom teaching process during the COVID-19 pandemic to become more varied and innovative

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