scholarly journals Technology in Transformative Learning Environments

2015 ◽  
pp. 126-140 ◽  
Author(s):  
Michael Hamlin
Keyword(s):  
Instructional Technology ◽  
Transformative Learning ◽  
Health Science ◽  
Integrative Approach ◽  
Health Science Education ◽  
Unique Nature ◽  
Reflective Practitioners ◽  
Health Care Educators ◽  
High Level ◽  
Science Educators

Health science educators are increasingly bombarded with proposals to integrate instructional technology into the curriculum to enhance learning. While it may be that providing more options for delivering instruction in different formats provide instructional benefit for educators, the unique nature and goals of health science education require a systematic and integrative approach when instructional technology is introduced into the curriculum. Providing support for transformative learning pedagogies and high-level learning that assists students in developing a reflective professional identity should be a major goal of instructional technology adoption. This chapter develops a framework that health care educators can use to guide the integration of instructional technology in a manner that provides instructional affordances for transformative learning and supports instruction that produces reflective practitioners.

scholarly journals Constructivist strategy for health science education

2002 ◽  
Vol 58 (4) ◽  
Author(s):  
H. C. Klopper
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Science Education ◽  
Literature Review ◽  
Health Science ◽  
The Core ◽  
The Past ◽  
Health Science Education ◽  
Core Concepts ◽  
Science Educators

The aim of this paper was to explore and describe a constructivist strategy for Health Science Educators. Changes in the higher education field in South Africa have impacted on the practice of health science educators. In the past, health science educators often envisaged their teaching task as  the transmission of content. This however no longer meets the needs of our practices.  In order to describe the strategy, the survey list of Dickoff, James and Wiedenbach (1968) was used to identify the core concepts. Each of the identified concepts was then described based on a literature review. The strategy advocates that health science  educators should shift from being lecturers to being learning facilitators based on the principles of constructivist learning, in order to create a context conducive to learning.

A Design Framework for Guiding Integration of Instruction and Assessment

2020 ◽  
pp. 139-164
Author(s):  
Michael D. Hamlin
Keyword(s):  
Instructional Technology ◽  
New World ◽  
Learning Activities ◽  
Integrative Approach ◽  
Design Framework ◽  
Changing Environment ◽  
Integration Of Learning ◽  
Critical Competencies

Educators are increasingly urged to integrate instructional technology into the curriculum to enhance learning. While it may be that providing more options for delivering instruction in different formats provides instructional benefit for educators, achieving the goal of linking activities and assessment requires a systematic and integrative approach. This chapter will develop a framework that educators can use to guide the integration of learning activities, assessment, and instructional technology in a manner that provides instructional affordances for students to develop critical competencies for success in an ever-changing environment that is the new world of work.

Enabling Adult Learning Advantage in Online Learning Environments

2021 ◽  
pp. 735-756
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Integrative Approach ◽  
Educational Goals ◽  
Reflective Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Adult learners tend to have specific educational goals, are more career-focused, task and intrinsically motivated, and more concerned about application of knowledge. Most adult learners are employed or attending school to advance their careers, so ideally, adult education should comprise educational activities, at least in part, focused on improving knowledge and skills relevant to the workplace. This requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research-based framework. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition.

scholarly journals Cardiopulmonary physiology: why the heart and lungs are inextricably linked

2017 ◽  
Vol 41 (3) ◽  
pp. 348-353 ◽  
Author(s):  
Kevin Verhoeff ◽  
Jamie R. Mitchell
Keyword(s):  
Mechanical Ventilation ◽  
Blood Volume ◽  
Intrathoracic Pressure ◽  
Left Ventricular ◽  
Health Science ◽  
Diastolic Filling ◽  
Volume Distribution ◽  
External Constraint ◽  
Heart Blood ◽  
Science Educators

Because the heart and lungs are confined within the thoracic cavity, understanding their interactions is integral for studying each system. Such interactions include changes in external constraint to the heart, blood volume redistribution (venous return), direct ventricular interaction (DVI), and left ventricular (LV) afterload. During mechanical ventilation, these interactions can be amplified and result in reduced cardiac output. For example, increased intrathoracic pressure associated with mechanical ventilation can increase external constraint and limit ventricular diastolic filling and, therefore, output. Similarly, high intrathoracic pressures can alter blood volume distribution and limit diastolic filling of both ventricles while concomitantly increasing pulmonary vascular resistance, leading to increased DVI, which may further limit LV filling. While LV afterload is generally considered to decrease with increased intrathoracic pressure, the question arises if the reduced LV afterload is primarily a consequence of a reduced LV preload. A thorough understanding of the interaction between the heart and lungs can be complicated but is essential for clinicians and health science students alike. In this teaching review, we have attempted to highlight the present understanding of certain salient aspects of cardiopulmonary physiology and pathophysiology, as well as provide a resource for multidisciplined health science educators and students.

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