Crouching Tangents, Hidden Danger

2010 ◽  
pp. 269-306 ◽  
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Jayshiro Tashiro ◽  
Bill Kapralos ◽  
Miguel Vargas Martin
Keyword(s):  
Serious Games ◽  
Assessment Tools ◽  
Learning Assessment ◽  
Special Focus ◽  
Healthcare Education ◽  
Millennial Students ◽  
Education Community ◽  
Games And Simulations ◽  
General Aspects ◽  
Teaching Learning

In this chapter, the authors examine different types of serious games for healthcare education and pose some hard questions about what they know and do not know about their effectiveness. As part of our analysis, the authors explore general aspects of the use of educational simulations as teaching-learning-assessment tools, but try to tease out how to study the potential such tools might have for leading students toward developing misconceptions. Being powerful instruments with the potential of enhancing healthcare education in extraordinary ways, serious games and simulations have the possibility of improving students’ learning and skills outcomes.Their contribution is an overview of current education technologies related to serious games and simulations with a perspective of potential development of misconceptions in the healthcare education community, with a special focus on millennial students. In addition, the authors provide insight on evidence-based learning and give a perspective of future trends.

Crouching Tangents, Hidden Danger

2011 ◽  
pp. 1712-1749 ◽  
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Jayshiro Tashiro ◽  
Bill Kapralos ◽  
Miguel Vargas Martin
Keyword(s):  
Serious Games ◽  
Assessment Tools ◽  
Learning Assessment ◽  
Special Focus ◽  
Healthcare Education ◽  
Millennial Students ◽  
Education Community ◽  
Games And Simulations ◽  
General Aspects ◽  
Teaching Learning

In this chapter, the authors examine different types of serious games for healthcare education and pose some hard questions about what they know and do not know about their effectiveness. As part of our analysis, the authors explore general aspects of the use of educational simulations as teaching-learning-assessment tools, but try to tease out how to study the potential such tools might have for leading students toward developing misconceptions. Being powerful instruments with the potential of enhancing healthcare education in extraordinary ways, serious games and simulations have the possibility of improving students’ learning and skills outcomes.Their contribution is an overview of current education technologies related to serious games and simulations with a perspective of potential development of misconceptions in the healthcare education community, with a special focus on millennial students. In addition, the authors provide insight on evidence-based learning and give a perspective of future trends.

scholarly journals Teaching-learning Strategies and Evaluation in Higher Education Contexts: Exploratory Study between the Universidad Autónoma de Baja California (Mexico) and the Universidad Complutense de Madrid (España)

2018 ◽  
Vol 5 (10) ◽  
pp. 5052-5059
Author(s):  
Dr. Patricio Henríquez Ritchie ◽  
Dra. Brenda Imelda Boroel Cervantes
Keyword(s):  
Learning Strategies ◽  
Teaching Strategies ◽  
Baja California ◽  
Structured Interview ◽  
Assessment Tools ◽  
Learning Assessment ◽  
General Level ◽  
University Teachers ◽  
Bachelor Of Education ◽  
Teaching Learning

Currently, research on the teaching strategies used by university teachers, learning assessment strategies, as well as the promotion of learning strategies in their students, has developed remarkably both nationally and internationally. In this regard, a study was conducted whose main purpose was to comprehensively analyze the teaching strategies used by university teachers attached to undergraduate/faculties of education, together with the learning assessment tools that apply in their academic practice. At the same time, it was interested in exploring the learning strategies that they try to promote in their students based on their teaching action. The study was located in two different educational contexts: the Bachelor of Education Sciences of the Universidad Autónoma de Baja California (UABC, Mexico) and the Faculty of Education of the Universidad Complutense de Madrid (UCM, Spain). A non-probabilistic sample of 24 teachers (19 from UCM and 5 from UABC) was considered, to whom a semi-structured interview was applied. At a general level, 3 dimensions were identified (teaching strategies, learning strategies and evaluation of learning), 6 subdimensions and 18 categories of analysis (teaching-learning strategies focused on students, teachers or educational content; institutional factors that impact the use of teaching-learning strategies, among others).

Leitura crítica: Por uma escola que se posiciona

2020 ◽  
Author(s):  
Richard Fernandes de Oliveira ◽  
Iran Ferreira de Melo
Keyword(s):  
Sexual Violence ◽  
Language Teaching ◽  
Gender And Sexuality ◽  
Learning Assessment ◽  
Critical Reading ◽  
Reading Practices ◽  
Self Assessment ◽  
Educational Vision ◽  
The Media ◽  
Teaching Learning

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

Strategies to identify intercultural competences in community instructors

2018 ◽  
Vol 12 (4) ◽  
pp. 330-342 ◽  
Author(s):  
Marcela Georgina Gómez-Zermeño
Keyword(s):  
Community Education ◽  
Mother Tongue ◽  
Indigenous Education ◽  
Content Type ◽  
Intercultural Skills ◽  
Intercultural Competencies ◽  
Education Community ◽  
Indigenous Children ◽  
Case Type ◽  
Teaching Learning

Purpose The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México. Design/methodology/approach The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented. Findings The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process. Originality/value This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.

scholarly journals An Effective Practice of ICT Tools in Higher Education to Improve the Teaching Learning Process

2021 ◽  
Vol 23 (06) ◽  
pp. 940-960
Author(s):  
Dr. Kendaganna Swamy S ◽  
◽  
Shaila H Kopal ◽  
Sushmitha N ◽  
Shruthi P ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Continuous Process ◽  
Assessment Tools ◽  
Innovative Teaching ◽  
Course Content ◽  
Information And Communication ◽  
Internet In Education ◽  
Teaching Learning

Education is a process that simplifies learning. It should be a continuous process in one’s life to attain success. Over the decades, Information and Communication Technologies (ICT) have gradually begun to play a very important role in education, with their usage in education is growing worldwide continuously. These methods allow access to information through the internet. In education, ICT is the method of teaching that uses information and communication technology to support, improve and optimize the transfer of information, in turn leading to the invention of smart education. This improves the quality of teaching, the learning process of students and ultimately facilitates e-learning. It is commonly believed that technology can empower educators and students, making substantial contributions to knowledge and achievement. This paper gives an insight into the various tools that help instructors to develop online course content using Learning Management System tools. These tools allow the instructors to conduct online classes from any location using tutor tools and desktop recording tools to record screen output for further use. The instructor can assess the students in their course using assessment tools and can also enhance teaching methods using innovative teaching tools. The paper also throws limelight on the feedback taken by the faculty as well as the students about the usage of various tools in higher education which helps in analyzing the best suitable tools.

scholarly journals Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course

2016 ◽  
Vol 81 (12) ◽  
pp. 1455-1471 ◽  
Author(s):  
Tamara Hrin ◽  
Dusica Milenkovic ◽  
Mirjana Segedinac ◽  
Sasa Horvat
Keyword(s):  
Organic Chemistry ◽  
Systems Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment Tools ◽  
School Students ◽  
Complex Dimension ◽  
Complex Process ◽  
Different Types ◽  
Teaching Learning

Many studies in the field of science education have emphasized the fact that systems thinking is a very important higher-order thinking skill which should be fostered during classes. However, more attention has been dedicated to the different ways of systems thinking skills assessment, and less to their enhancement. Taking this into consideration, the goal of our study was not only to validate secondary school students? systems thinking skills, but also to help students in the complex process of their development. With this goal, new instructional and assessment tools - systemic synthesis questions [SSynQs], were constructed, and an experiment with one experimental (E) and one control (C) group was conducted during organic chemistry classes. Namely, the instructional teaching/learning method for both E and C groups was the same in processing the new contents, but different on classes for the revision of the selected organic chemistry contents. The results showed that students exposed to the new instructional method (E group) achieved higher performance scores on three different types of systems thinking than students from the C group, who were taught by the traditional method. The greatest difference between the groups was found in the most complex dimension of systems thinking construct - in the II level of procedural systems thinking. Along with this dimension, structural systems thinking and I level of procedural systems thinking were also observed.

scholarly journals COFCOE: Continuous Oral Feedback Continuous Oral Evaluation for Continuous Active Learning in Outcome Based Education, Teaching, Learning and Evaluation (OBTLE)

2021 ◽  
Author(s):  
Debaprasad Mukherjee ◽  
Gour Sundar Mitra Thakur
Keyword(s):  
Active Learning ◽  
Performance Indicators ◽  
Learning Assessment ◽  
Inquiry Based Learning ◽  
Oral Feedback ◽  
Outcome Based Education ◽  
Revised Bloom's Taxonomy ◽  
Socratic Questioning ◽  
And Performance ◽  
Teaching Learning

A new and extremely effective teaching-learning-assessment methodology is introduced for continuous active learning in outcome based education (Teaching, Learning and Evaluation-OBTLE). This method addresses the modern methods of education like personalized learning, participatory learning, peer evaluation, revised Bloom's Taxonomy, and all graduate Attributes including the corresponding competencies and performance indicators. Most importantly this method encourages socratic questioning which facilitates inquiry based learning, which is being projected as the future of learning in any context. The method may be extremely useful to identify and take remedial measures for students who may need additional attention from teachers.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

scholarly journals Education through Play- A Bridge between Kahoot Mobile Applications and Philately

2021 ◽  
pp. 46-54
Author(s):  
Mădălina Lupșe ◽  
Bogdan-Vasile Cioruța ◽  
Alexandru Leonard Pop
Keyword(s):  
Mobile Applications ◽  
Learning Assessment ◽  
Key Skills ◽  
New Knowledge ◽  
Teaching Learning ◽  
The Way

In Romania of 2021, where society is constantly tempted by numerous changes in methodology and constrained by the development of the didactic act mainly online, as a result of the pandemic, education through play can be the long-awaited answer. The game itself can take various forms, sometimes the most interesting. The present paper seeks to present such a form. Starting from education through play, the paper aims to outline another possible dimension of the way of conducting the act of teaching-learning assessment and obtaining feedback. Thus through a series of worksheets, education through play is punctuated and finely delimited, as a bridge between mobile applications and philately. A series of exercises are proposed, which can be carried out in the mixed work variant. They can successfully provide lessons involving fun math or ecology, but the range of uses can be expanded. They can be used as materials in teaching new knowledge and in evaluating existing ones. This study certifies that education through play knows no limitations as long as the trainers has several key skills and has access to various resources.

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