Game Informed Virtual Patients

2010 ◽  
pp. 190-208
Author(s):  
Michael Begg ◽  
David Dewhurst ◽  
Michael Ross
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Teaching And Learning ◽  
Virtual Patients ◽  
Learning Tools ◽  
Online Learning Communities ◽  
Patient Resources ◽  
New Learning ◽  
University Of Edinburgh ◽  
The University

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.

Game Informed Virtual Patients

2011 ◽  
pp. 304-322
Author(s):  
Michael Begg ◽  
David Dewhurst ◽  
Michael Ross
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Teaching And Learning ◽  
Virtual Patients ◽  
Learning Tools ◽  
Online Learning Communities ◽  
Patient Resources ◽  
New Learning ◽  
University Of Edinburgh ◽  
The University

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.

Building the Virtual into Teacher Education

2007 ◽  
pp. 192-203
Author(s):  
G. Latham
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Primary School ◽  
Teaching And Learning ◽  
Virtual School ◽  
Digital Tool ◽  
Online Learning Communities ◽  
Critical Friends ◽  
New Learning ◽  
Flexible Delivery

This chapter describes how two lecturers in teacher education (with the assistance of critical friends) developed a virtual primary school as a digital tool to help preservice teachers at the theory/HCI practice interface. The development and future directions of their online virtual environment will be discussed and will detail how scenario building in online learning communities fosters an alternative way of thinking about teaching and learning. Developing the virtual primary school was not based on a course requiring flexible delivery in distance education. The primary school was created to provide a place of learning not often available to preservice teachers on their professional practice placements. While the concept for a virtual school is not a new one, our goals for its design were different, and application was specifically oriented toward inquiry learning and new learning philosophies involving HCI. We will explore how a narrative-based scenario approach has been assisting our work at the edge of the traditional and the new.

Medicine

1983 ◽  
Vol 84 ◽  
pp. 251-266
Author(s):  
George L. Montgomery
Keyword(s):  
Medical Education ◽  
Royal College ◽  
Medical Faculty ◽  
Theory And Practice ◽  
Town Council ◽  
Practice Of Medicine ◽  
University Of Edinburgh ◽  
The University ◽  
The Town

During the two hundred years under review, medical education in Scotland evolved gradually from an apprentice system to become the prerogative of the universities of St Andrews, Aberdeen, Glasgow and Edinburgh, named in the order of their foundation. Of those, the University of Edinburgh was not only the last to be founded, it differed also in that its administration initially was by the Town Council. It was an Act passed by that body on 9 February 1726, that established the Charter of the Medical Faculty of the University. Four Fellows of the Royal College of Physicians, Edinburgh, namely John Rutherford, Andrew Sinclair, Andrew Plummer and John Innes were appointed foundation professors, the first two to chairs of the theory and practice of medicine, Plummer and Innes to chairs of medicine and chemistry. All four had been pupils of Boerhaave.

scholarly journals ATTITUDE TOWARDS THE EDMODO USAGE IN LEARNING ACTIVITIES FOR ENGLISH LITERATURE STUDENTS

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Herland Franley Manalu ◽  
Diana Anggraeni ◽  
Asrul Munazar
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Industrial Revolution ◽  
Teaching Method ◽  
English Literature ◽  
Learning Activities ◽  
Learning Tools ◽  
The University

The increment of concern in the use of online learning tools into English Language Teaching to adopt the Industrial Revolution 4.0 has inspired this study to examine students’ thoughts on Edmodo, as one of the online learning tools, at the English Literature department within the University of Bangka Belitung. Edmodo is used by the researchers to discuss the students’ attitude in improving their English skills. Data were collected by means of questionnaires and interview. A Likert scale questionnaire was administered and open-ended interviews were conducted to get more information from the students. Data were qualitatively and quantitatively analysed by using SPSS v.22 Software. The results reveal that the Edmodo usage is aiding students’ cooperation in small group discussions, reflecting that teaching and learning activities established on the ground of communicative teaching method were able to improve cooperation and communication, raising students’ motivation to take part and involve in various learning and also empowering them to be self-determining and be more responsible for their own learning. This study is an endeavor to attract more researchers to do further investigations on this area within the Indonesian English learners at the university level.

scholarly journals A curated online educational portal for staff and students at a university of technology

2015 ◽  
Author(s):  
◽  
Abdool Haq Mahomed Bhorat
Keyword(s):  
Personal Development ◽  
Teaching And Learning ◽  
Strong Support ◽  
Cutting Edge ◽  
Critical Realist ◽  
Technological Advances ◽  
University Of Technology ◽  
Technology In Teaching ◽  
The University ◽  
Educational Portal

The innovative application of an online educational portal in everyday teaching and learning is proposed to meet the needs of the new generation of students entering Universities of Technology (UoTs). The setting is against a background of educationally under-prepared but multimedia-literate students, and the university vision of integrating eLearning into the curriculum. The emergence of the Academic Commons Attribution has facilitated the channelling of free-to-use/open source educational information through the dedicated artefact. The investigation combined the challenges of artefact design with the necessity of authenticating subject content so that it was geared to the needs of the students in the Photography Programme. This study highlights the importance of managing knowledge so that it can be passed down to current and future generations in ways which keep pace with their exponential development of digital expertise. This research was carried out within Bhaskar’s critical realist philosophy, which argues that there is a real world which exists independently of one’s perception of it. It must be stressed that the artefact contained in the multimedia portal did not follow a linear, logical development but was a process of transformational iterative change, very similar to the developmental consistency described by Bhaskar. Bhaskar’s philosophical overview was complemented by Archer’s morphogenetic approach. The latter showed that the application of technology in teaching and learning is not just about use of “better tools” but signals a shift in social structure. The main technical challenge was for the researcher to standardise the multimedia resources so that they could be used on most personal computers, with the option of downloading short tutorials on mobile phones for later use. The resulting multimedia portal provides strong support in guiding inexperienced students and novice academics to choose resources appropriate to both the Photography curriculum and rapidly changing Industry requirements. The portal can also reduce the number of time consuming searches on various themes or topics, as it directs users to specific hyperlinked online resources in any given syllabus item. The curated educational portal is, therefore, currently being introduced as an enhancement to the traditional teaching and learning methods hitherto used in the Photography Programme. While the traditional methods have the strong humanist leanings essential for personal development, they are not geared to tackle the cutting edge technological advances required by industry. Moreover, in promoting the Durban University of Technology (DUT) as a centre using cutting-edge multimedia tuition, the portal might better establish influences with Industry (one of the core functions of a UoT) as well as attract international academics and students. The end result is to offer a blended learning model of tertiary programme delivery which is supported by the literature as currently being one of the most effective options.

scholarly journals O lúdico na aprendizagem: Promovendo a educação matemática

2016 ◽  
Vol 6 (1) ◽  
pp. 50
Author(s):  
Terezinha Beserra Sobrinha ◽  
José Ozildo dos Santos
Keyword(s):  
Personal Development ◽  
Teaching And Learning ◽  
New World ◽  
School Context ◽  
Font Size ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Childhood Education ◽  
Construction Of Knowledge ◽  
New Learning

<p style="margin: 0cm 0cm 0pt; text-align: justify; line-height: normal;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">A introdução da criança ao mundo dos números através de estímulos e quebra de paradigmas que rondam a matéria, que sempre foi alvo de discriminação por parte dos alunos, é sempre um desafio. A matemática sempre foi vista como uma matéria difícil e incompreensível, inclusive atentando para o uso em nosso cotidiano. O objetivo deste artigo é </span><span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: PT-BR;">analisar o uso das práticas lúdicas como estratégia pedagógica para a aprendizagem da matemática na educação infantil, através do desenvolvimento da ludicidade como caminho para a aprendizagem e a construção do conhecimento através de brincadeiras, jogos e brinquedos, c</span><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">ontribuindo para um novo aprendizado de conceitos matemáticos potencializando a aprendizagem e suprir deficiências detectadas nos aluno, tornando as aulas mais dinâmicas, possibilitando uma maior participação e envolvimento dos alunos nessas atividades. Tendo como foco a ludicidade</span><span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: PT-BR;"> fortalecendo o ensino-aprendizado matemático em sala de aula e contribui para uma melhor compreensão da disciplina. </span><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Os números são importantes e uma constante em nosso universo por isso ressalta-se urgência de envolvê-los nesse contexto escolar, assim sendo, a matemática não será mais uma obrigação escolar e sim um instrumento de prazer no processo da aprendizagem, uma forma de crescimento de desenvolvimento pessoal, a criança perceberá um novo mundo à sua volta, uma espécie de autonomia. </span></p><p style="margin: 0cm 0cm 0pt; text-align: justify; line-height: normal;"><strong><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> </span></strong></p><p align="center"><strong><em>The playful</em></strong><strong><em> </em></strong><strong><em>learning</em></strong><strong><em>: </em></strong><strong><em>promoting</em></strong><strong><em> </em></strong><strong><em>mathematics</em></strong><strong><em> </em></strong><strong><em>education</em></strong><strong><em></em></strong></p><p><strong>Abstract: </strong>The introduction of the child to the world of numbers by encouraging and breaking paradigms that surround the area, which has always been discriminated against by the students, it is always a challenge. Mathematics has always been seen as a difficult and incomprehensible matter, including paying attention to use in our daily lives. The objective of this paper is to analyze the use of leisure practices as a pedagogical strategy for the learning of mathematics in early childhood education through the development of playfulness as a path to learning and the construction of knowledge through play, games and toys, contributing to a new learning mathematical concepts enhancing learning and supply deficiencies in the student, making classes more dynamic, enabling greater participation and involvement of students in these activities. Focusing on the playfulness strengthening the mathematical teaching and learning in the classroom and contributes to a better understanding of the discipline. Numbers are important and a constant in our universe so it emphasizes urgency to involve them in the school context, therefore, the math is no longer a school obligation but an instrument of pleasure in the learning process, a form of growth personal development, the child will realize a new world around them, a kind of autonomy.</p>

Open and Distance Learning Tools and Strategies

2008 ◽  
pp. 34-47
Author(s):  
Cristina Girona
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Learning Tools ◽  
Educational Models ◽  
E Learning ◽  
Technological Means ◽  
The University ◽  
Learning Institutions

There exists nowadays an enormous variety of models of e-leaning, from the technological, methodological and management perspective. At the university level, but also in company-training, in schools and formal education institutions, the different educational models appear, moving in a continuum from those who use technology as a complement or support to traditional attended sessions, to those that base the teaching and learning process in completely online environments. They try a variety of teaching methods while using differing degrees of virtualisation in the organisation (Bates, 2005). Years ago, when ICT in education started to be widely used, the success of the e-learning experience and the institutions themselves depended on their technological means; the platform was the most important of the model adopted by e-learning institutions. Initial efforts were put in market analysis aiming at finding out which was the best platform developed by ICT providers. Major investments in economical terms were dedicated to the acquisition of what was considered “the best” platform. Some years later, it was seen that institutions were different from the rest, and that not all educational platforms could cover all their needs. They realised that the success of their educational offer could not only be based on technology but in the learning materials provided. At that moment, the industry of online resources and hypermedia materials for educational uses grew up quickly. For some years, the success of e-learning mainly depended on the quality of the online materials provided, and that distinguish one institution from others.

Benefits and Challenges of Mobile Learning in Education

2015 ◽  
pp. 24-36 ◽  
Author(s):  
Abha Vishwakarma
Keyword(s):  
Learning Styles ◽  
Mobile Learning ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Technology In Education ◽  
Online Learning Communities ◽  
Diverse Learning ◽  
New Learning ◽  
Barriers And Challenges ◽  
The Impact

Advances in technologies have changed the process of learning, not just in formal educational settings but continuing education as well. Mobile learning is a part of a new learning landscape and offers the opportunity for a spontaneous, personal, informal, and situated learning. With the use of mobile technology in education, online learning communities can incorporate students from different backgrounds with vastly diverse learning styles into an educational setting. This chapter analyses the opportunities mobile learning presents and the impact mobile devices have had on teaching and learning practices and the barriers and challenges to support competitive educational experiences.

scholarly journals Benefits and Challenges of Online Teaching During the COVID-19 Pandemic at Rundu Campus of the University of Namibia

2021 ◽  
Vol 8 (4) ◽  
pp. 53-64
Author(s):  
Emilia N Mbongo ◽  
Anna N Hako ◽  
Takaedza Munangatire
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Psychosocial Support ◽  
Structured Interview ◽  
Learning Tools ◽  
Online Teaching And Learning ◽  
Large Classes ◽  
Lack Of Information ◽  
Crucial Information ◽  
The University

This paper presents the benefits and challenges of online teaching during the COVID-19 pandemic experienced by educators at the Rundu Campus of the University of Namibia. Researchers used a structured interview guide to collect data from 14 conveniently selected lecturers from a population of 65. Findings of the study indicate that the benefits of using online teaching and learning include flexibility, ability to teach large classes; increased interaction and engagement between lecturers and students; and increased learning opportunities for lecturers. The study further found that some of the significant challenges lecturers experienced with online teaching and learning include lack of information and technology skills, internet connectivity and availability; poor student attendance; and loneliness. The study provided crucial information on lecturers' progress within the framework of online teaching and learning mode. The paper recommends that lecturers receive formal training on online teaching and learning tools to minimise the limitations. The study also suggests increased psychosocial support for lecturers to curb feelings of isolation and loneness during this time.

Ancient Indian Medical Education

2020 ◽  
pp. 95-100
Author(s):  
M. R. Raghava Varier
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
First Century ◽  
Face To Face ◽  
Indian Medical ◽  
Centre Of Excellence ◽  
Stages Of Learning ◽  
Face To Face Instruction ◽  
Talented Students ◽  
The University

Some Jātaka stories relate the story of how a bōdhisattva who studied at Taxila treated the king of Kāśi. Taxila remained a centre of excellence for several centuries until it was destroyed by the Huns who invaded India in the first century BCE. Towards the end of the Gupta dynasty there was a resurgence of the old tradition of universities as noticed and described by the Chinese traveller Hsuan-tsang. He has recorded an excellent account of the mahāvihāra and the university at Nālanda. According to Hsuan-tsang students from distant places came to Nālanda for higher studies in all subjects, including medicine, under great scholars. Teaching and learning were properly systematized during the time of the samhitas and this can be explicitly found in the Carakasamhita that lays specific rules and regulations for various stages of learning medicine. It is assumed that side by side with the university stream of education, the ancient gurukula system also flourished for the training of physicians and that mode of teaching and learning attracted great masters as well as talented students. It may be learnt from the description of the process of learning given in the section śisyōpanayanīya in the Sūtrasthāna that teaching was following the method of face-to-face instruction.

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