scholarly journals Discovering Known Biodiversity: Digital accessible knowledge — Getting the community involved

2021 ◽  
Vol 5 ◽  
Author(s):  
Carolina Sokolowicz ◽  
Marcus Guidoti ◽  
Donat Agosti
Keyword(s):  
Online Teaching ◽  
Application Programming Interface ◽  
Independent Learning ◽  
Golden Gate ◽  
Data Quality Control ◽  
Non Profit ◽  
Learning Modules ◽  
Bug Reports ◽  
Questions And Answers ◽  
Label System

Plazi is a non-profit organization focused on the liberation of data from taxonomic publications. As one of Plazi’s goals of promoting the accessibility of taxonomic data, our team has developed different ways of getting the outside community involved. The Plazi community on GitHub encourages the scientific community and other contributors to post GGI-related (Golden Gate Imagine document editor) questions, requirements, ideas, and/or suggestions, including bug reports and feature requests. One can contact us via this GitHub community by creating either an Issue (to report problems on our data or related systems) or a Discussion (to post questions, ideas, or suggestions). We use Github's built-in label system to actively curate the content posted in this repository in order to facilitate further interaction, including filtering and searching before creating new entries. In the plazi/community repository, there is a Q&A (question & answer) section with selected questions and answers that might help solving the encountered problems. Aiming at increasing external participation in the task of liberating taxonomic data, we are developing training courses with independent learning modules that can be combined in different ways to target different audiences (e.g., undergraduates, researchers, developers) in various formats. This material will include text, print-screens, slides, screencasts, and, eventually to a minor extent, online teaching. Each topic within a module will have one or more ‘inline tests', which will be HTML form-based with hard-coded answers to directly assess progress regarding the subject being covered in that particular topic. At the end of each module, we will have a capstone (form-based test asking questions about the topics covered in the respective module) which the user can access whenever needed. As examples of our independent learning modules we can cite Modules I, II and III and their respective topics. Module I (Biodiversity Taxonomy Basis) includes introductory topics (e.g., Topic I — Why do we classify living things; Topic II — Linnaean binomial; Topic III — How is taxonomic information displayed in the literature) aimed at those who don't have a biology/taxonomy background. Module II (The Plazi way) topics (Topic I — Plazi mission; Topic II — Taxomic treatments; Topic III — FAIR taxonomic treatments) are designed in a way that course takers can learn about Plazi processes. Module III (The Golden Gate Imagine) includes topics (Topic I — Introduction to GGI; Topic II — Other User Interface-based alternatives to annotate documents) about the document editor for marking up documents in XML. Other modules include subjects such as individual extractions, material and treatment citations, data quality control, and others. On completion of a module, the user will be awarded a certificate. The combination of these certificates will grant badges that will translate into server permissions that will allow the user to upload new liberated taxonomic treatments and edit treatments already in the system, for instance. Taxonomic treaments are any piece of information about a given taxon concept that involves, includes, or results from an interpretation of the concept of that given taxon. Additionally, Plazi TreatmentBank APIs (Application Programming Interface) are currently being expanded and redesigned and the documentation for these long-waited endpoints will be displayed, for the first time, in this talk.

scholarly journals Student-Centered Online Teaching Practices in Theoretical Mechanics

2021 ◽  
Vol 11 (2) ◽  
pp. 233
Author(s):  
Haibin Sun ◽  
Tingting Liu
Keyword(s):  
Moral Education ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Method ◽  
Independent Learning ◽  
Learning Ability ◽  
Student Centered ◽  
Effective Strategies ◽  
Theoretical Mechanics

The COVID-19 pandemic has had a serious impact on education at all levels and types, and the education system, including colleges and universities, has been forced to respond by a sudden shift to online teaching. Successful online teaching requires careful thinking, planning, and technical and human support from teachers. Based on the reflection on the offline classroom teaching of theoretical mechanics for many years and the online teaching practice of first half of 2020, the author summarizes effective strategies for implementing online teaching of theoretical mechanics. We prepared the theoretical mechanical lessons through a “student-centered” approach, such as preparing teaching materials, students and teaching methods. These teaching strategies include (i) Adopting live-stream teaching as the main teaching method, (ii) Applying electronic blackboard to online deductions, (iii) Linking theory to practice for better understanding of knowledge, (iv) Integrating curriculum content in ideological and moral education, (v) Conducting formative assessment to supervise and motivate online learning. The implementation of these online teaching strategies has effectively promoted the development of students' independent learning ability.

scholarly journals Online teaching — systems approach: questions and answers

2020 ◽  
pp. 127-133
Author(s):  
Olga Kosheleva ◽  
Vladik Kreinovich
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
World Wide ◽  
Systems Approach ◽  
International Forum ◽  
Questions And Answers ◽  
Wide Transition

At a recent International Forum on Teacher Education (Kazan, Russia, May 27–29, 2020), special sessions were devoted to questions related to online teaching – in view of the recent forced world-wide transition to online-only education. This article summarizes, in a systematic way, issues discussed at these sessions.

scholarly journals MERLOT: Multimedia Educational Resource for Learning and Online Teaching

10.28945/2587 ◽  
2002 ◽  
Author(s):  
Terry Weech
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Educational Resource ◽  
Academic Institutions ◽  
Web Based ◽  
Learning Modules ◽  
Peer Evaluations ◽  
Library Resources ◽  
The Web

The paper discusses the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) project http://www.merlot.org, which is designed to provide faculty with a source for peer evaluations of online learning modules in specified disciplines. The various aspects of the web based MERLOT are explained and suggestions are made as to how librarians and educators can use MERLOT in their work. Special emphasis will be placed on how librarians can utilize MERLOT to educate faculty on access and assessment of online learning modules and integrate library resources into the curriculum in academic institutions.

scholarly journals Flip Book Innovation on Maglev Train Principles on Electromagnetic Induction Material to Grow Learning Motivation and Scientific Creativity

2020 ◽  
Vol 9 (4) ◽  
Author(s):  
H Ruspitasari ◽  
W Munawaroh ◽  
S N Mahbubiyah Royani ◽  
Supeno Supeno
Keyword(s):  
Electromagnetic Induction ◽  
Learning Motivation ◽  
Independent Learning ◽  
Maglev Train ◽  
Scientific Creativity ◽  
Learning Modules ◽  
Science Technology ◽  
History Of ◽  
The Subject

Scientific motivation and creativity are important components that must be developed in learning physics. Some research has been done to develop motivation and scientific creativity but still experience obstacles in the form of a lack of learning modules that can be used as a guide for students in independent learning. The author offers flip book innovations on the principles of the Maglev train on electromagnetic induction material to foster learning motivation and scientific creativity. This flip book consists of material and test instruments. The material covers the history of the Maglev train, parts of the Maglev train, the principles of the Maglev train, each of which is analyzed by Science, Technology, Engineering, Art and Mathematic. The results of this study are obtaining flip books on the subject of class XII electromagnetic induction to foster learning motivation and scientific creativity.

scholarly journals Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

2011 ◽  
pp. 51-67 ◽  
Author(s):  
Brian R. Morrison
Keyword(s):  
Language Learning ◽  
Independent Learning ◽  
Learning Ability ◽  
International Studies ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Self Evaluation ◽  
Exam Preparation ◽  
Individual Learning Plan ◽  
Directed Learning

Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs) at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.

scholarly journals Online resources in teaching Russian as a foreign language: expectations vs reality

2020 ◽  
Vol 18 (1) ◽  
pp. 69-84
Author(s):  
Victoria V. Vyazovskaya ◽  
Tatiana A. Danilevskaya ◽  
Margarita E. Trubchaninova
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Educational Process ◽  
Independent Learning ◽  
Online Resources ◽  
Free Access ◽  
Teaching Resources ◽  
Teaching Aids ◽  
Russian Universities

The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.

scholarly journals KEMANDIRIAN BELAJAR SISWA MEMPELAJARI POKOK BAHASAN PENCEMARAN LINGKUNGAN MENGGUNAKAN MODUL PRAKTIKUM IPA BERBASIS INKUIRI

2020 ◽  
Vol 11 (2) ◽  
pp. 105-112
Author(s):  
Ira Nofita Sari ◽  
Erna Octavia
Keyword(s):  
Data Analysis ◽  
Environmental Pollution ◽  
Student Learning ◽  
Experimental Method ◽  
Sampling Technique ◽  
Science Inquiry ◽  
Independent Learning ◽  
West Kalimantan ◽  
Learning Modules ◽  
Average Student

ABSTRAKKemandirian merupakan hal yang diperhitungkan dalam melaksanakan pembelajaran guna mengembangkan potensi siswa secara maksimal. Tujuan penelitian ini adalah untuk mengetahui kemandirian belajar siswa memepelajari materi pencemaran lingkungan menggunakan modul praktikum IPA berbasis inkuiri. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dalam bentuk pre experimental design.Populasi penelitain ini adalah SMP Swasta Advent Singkawang Kalimantan Barat Melalui teknik sampling jenuh, diketahui bahwa kelas VII A merupakan kelas yang  digunakan sebagai kelas eksperimen. Untuk mengetahui kemandirian belajar siswa, digunakan angket kemandirian belajar. Berdasarkan hasil analisis data diketahui bahwa rata-rata kemandirian belajar siswa tergolong sangat baik.Kata Kunci: Kemandirian Belajar, Modul, Praktikum, IPA, Inkuiri ABSTRACTIndependence is a thing that is taken into account in carrying out learning in order to develop the maximum potential of students. The purpose of this study was to determine the independent learning of students studying environmental pollution material using inquiry-based science practicum modules. The method used in this research is the experimental method. The population of this research is SMP Private Advent Singkawang, West Kalimantan. Through saturated sampling technique, it is known that class VII A is the class used as the experimental class. To find out students' learning independence, a learning independence questionnaire was used. Based on the results of data analysis, it is known that the average student learning independence is very good.Keywords: Independent Learning, Modules, Practicum, Science, Inquiry

Independent Learning Modules: Are They Effective In the Long Run?

1986 ◽  
Vol 11 (3) ◽  
pp. 10-18 ◽  
Author(s):  
Sharon Ogden Burke ◽  
Susan Laschinger ◽  
Mary Jerrett
Keyword(s):  
Independent Learning ◽  
Learning Modules ◽  
Long Run

scholarly journals The preferred learning modes of online graduate students

2013 ◽  
Vol 14 (3) ◽  
pp. 228 ◽  
Author(s):  
Olabisi Kuboni
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Online Teaching ◽  
Instrumental Learning ◽  
Approaches To Learning ◽  
Independent Learning ◽  
Learning Factor ◽  
Learning Modes ◽  
Teaching Learning

<p>This paper reports on a research project aimed at identifying the preferred approaches to learning of mature students in an online graduate programme. Interest in this issue was generated by the positions taken by certain theorists who argue for less focus on interaction and collaboration as the basis for learning in the online environment. They contend that the learner as an individual should be acknowledged. A questionnaire, operationalizing four learning modes, was used to solicit responses from graduate students. The modes were independent learning, instrumental learning, interactive learning, and collaborative learning. Factor analysis confirmed the four as student preferred learning modes. In addition it allowed for the emergence of specific attributes of each. While instrumental learning emerged as a strong factor, the most dominant construct emerging was a dimension of collaborative learning. It is envisaged that the findings of the study can inform the design of online teaching-learning strategies for this category of students.</p>

scholarly journals Implementasi Pelaporan Keuangan Berbasis Digital di Yayasan Radiyatan Mardiyah Prumpung Jakarta Timur

2021 ◽  
Vol 3 (2) ◽  
pp. 129-142
Keyword(s):  
Financial Reporting ◽  
Technological Development ◽  
Accounting Standards ◽  
Financial Statements ◽  
Financial Reports ◽  
Non Profit ◽  
External Communication ◽  
Training Materials ◽  
Questions And Answers ◽  
Service Activity

This service aims to provide training related to financial reporting of non-profit oriented entities (EBNL) to the Radiyatan Mardiyah Foundation (YRM), Prumpung Tengah, East Jakarta based on the digital-based Interpretation of Financial Accounting Standards (ISAK). The problems faced by the YRM as a non-profit oriented entity (EBNL) are the newly established foundation and the preparation of financial reports based on accounting standards that have been made by the Indonesian Institute of Accountants (IAI) according to the needs of each entity. The limited understanding of the Foundation's management related to internal/external communication and financial reporting based on certain standards is an important thing to be facilitated by providing internal/external communication training for organizational strengthening and preparation of financial reports based on ISAK 35. In addition, the demands for rapid technological development have become focus of this service activity is to facilitate foundation management to make digital-based reports, so that financial reports can be made easily. The method of training and socialization activities is carried out with an online system due to the Covid 19 pandemic conditions. Training activities are carried out with pre-test stages, presentation of training materials, discussions and questions and answers. The pre-test results concluded that the foundation management mostly understood the simple financial statements but did not understand ISAK 35. The training focuses on explaining financial statements based on SAK 35. Furthermore, after the training is carried out socialization of web-based financial statements. The socialization of digital-based financial reports based on ISAK 35 was carried out to explain to the management, especially the finance and accounting divisions so that they understand how to record all transactions using the system built. There is limited time of the service activity then the continuation of this activity is to conduct assistance in the form of monitoring and evaluations of implementation ISAK 35 in YRM.

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