Emergent Instructional Strategies for a Performance-Based Course That Is Taught Virtually

2021 ◽  
pp. 266-276
Author(s):  
Joe D. Cornelius
Keyword(s):  
Instructional Strategies ◽  
Learning Outcomes ◽  
Personal Experience ◽  
Lessons Learned ◽  
Hands On ◽  
Hands On Learning ◽  
Hybrid Module ◽  
Learning At Home ◽  
Intended Learning Outcomes ◽  
A Performance

This chapter will focus on strategies for educators teaching courses relying on a performance-based set of practices but are forced to teach virtually. By reflecting on the author's personal experience of teaching a hybrid module course in Spring 2019 and teaching completely online towards the end of the semester of Fall 2020, Cornelius will touch on several observations from recent times to propel proposed solutions, tips, and advice. Highlighting lessons learned during the transition and useful resources, this chapter will focus on strategies to lessen the blow of teaching a course rooted in practice during a pandemic and how to dial it back towards a theory-based course while maintaining most or all intended learning outcomes. In light of the pandemic, there will be a large amount of weight on the theory side; how does one find the counterweight? While lending towards an innovative side while thinking of solutions, the chapter will describe ideas that educators may want to attempt to facilitate hands-on learning at home.

scholarly journals A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

Cooperation and Consumerism: Lessons Learned at a Kindergarten Mini Mall

2002 ◽  
Vol 9 (3) ◽  
pp. 179-183
Author(s):  
Robin R. Smith
Keyword(s):  
Real World ◽  
Team Member ◽  
Lessons Learned ◽  
Real World Application ◽  
Boa Constrictor ◽  
Hands On ◽  
Hands On Learning ◽  
Exciting Project

Sophie drapes a six-foot-long boa constrictor over her shoulders and smiles widely, pleased with her new purchase from Jimmy, the shopkeeper at the toy store. Zoë helps Joseph count out a nickel and three pennies to buy a coveted Santa Bear, and Morgan is excited about the slightly worn plaid tie he bought for his dad. These images of children engaged in hands-on learning come to mind when I think about the kindergarten mini-mall: an interactive, real-world application of many skills and concepts. Students work cooperatively to create storefronts, collect and classify items to sell at their stores, and use money as both customers and shopkeepers to make purchases. My team member, Lou Toscano, and I look forward to the start of this exciting project each spring.

Table-Top Mathematics—A Home-Study Program For Early Childhood

1991 ◽  
Vol 38 (8) ◽  
pp. 6-12 ◽  
Author(s):  
Marilyn Sue Ford ◽  
Caroline Gibson Crew
Keyword(s):  
First Grade ◽  
After School ◽  
Study Program ◽  
Home Study ◽  
Hands On ◽  
Hands On Learning ◽  
Return Home ◽  
Learning At Home ◽  
Grade Classroom ◽  
At Home

When parents come into the kindergarten or first-grade classroom for their first conference, the teacher often hears one of two concerns: “How can I help my child at home?” and “I can't work with my child at home; it's too frustrating.” Coming from parents who have little or no experience in the teaching of young children. these statements are valid and understandable. First, parents often do not know what to do to assist their child in extending the classroom learning at home. Their attempt is often directed back to the teacher by asking for extra worksheets to be completed after school. However, the young child who has worked hard at school should not be expected to return home, it down, and do worksheets. Children should be allowed a time to relax, just as adults require after a day at work. Homework should be in the form of an activity similar to the developmental, hands-on learning experiences used in the classroom.

scholarly journals Development Of Psychometrically Validated Standardized Test Instruments For Outcomes Assessment In Experiential Engineering Education

2018 ◽  
Vol 9 (1) ◽  
pp. 1-10
Author(s):  
Mukasa E. Ssemakula ◽  
Gene Y. Liao ◽  
Shlomo Sawilowsky
Keyword(s):  
Experiential Learning ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Standardized Test ◽  
Outcomes Assessment ◽  
Learning Outcomes Assessment ◽  
Hands On ◽  
Hands On Learning ◽  
Major Trend ◽  
Work Done

There is a major trend in engineering education to provide students with realistic hands-on learning experiences. This paper reports on the results of work done to develop standardized test instruments to use for student learning outcomes assessment in an experiential hands-on manufacturing engineering and technology environment. The specific outcomes targeted for assessment are those defined under the MILL (Manufacturing Integrated Learning Laboratory) Manufacturing Competency Model. In a unique feature aimed at experiential learning, the test instruments incorporate the use of a physical manipulative to evaluate attainment of particular hands-on skills. The resulting standardized tests have been subjected to extensive psychometric analysis. The results of the analysis indicate excellent structure of the test instruments. The test instruments have shown high levels of stability, internal consistency, and reliability. These tests can be used as instruments for outcomes assessment to help document attainment of targeted learning outcomes for program assessment, accreditation, and other assessment purposes. Outcomes Assessment; Standardized Test; Psychometrically Validated; Experiential Learning

Hands-on Learning in the Medical Education Curriculum for Middle Grade Students

2010 ◽  
Vol 30 (1) ◽  
pp. 96-102 ◽  
Author(s):  
Kazuhiro FUJIMOTO ◽  
Atsushi KUROSAWA ◽  
Akihiro SUZUKI ◽  
Satoshi FUJITA ◽  
Hiroshi IWASAKI
Keyword(s):  
Medical Education ◽  
Middle Grade ◽  
Education Curriculum ◽  
Hands On ◽  
Hands On Learning ◽  
Middle Grade Students ◽  
Medical Education Curriculum

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

scholarly journals Supporting Older Adults and Caregivers Through Integrative Service Learning During COVID

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 958-958
Author(s):  
Keith Chan ◽  
Sarah LaFave ◽  
Maggie Ratnayake ◽  
Christina Marsack-Topolewski ◽  
Jillian Graves ◽  
...  
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Community Resources ◽  
Learning Models ◽  
Process Data ◽  
Community Based ◽  
Age In Place ◽  
Home Based ◽  
Hands On ◽  
Hands On Learning

Abstract There is a growing population of older adults who are living longer and acquiring chronic illness and disabilities, making it difficult for them to complete everyday activities and age in place. More than 2 million of these older adults are homebound and 5 million need help leaving their homes. They experience social isolation, food insecurity, and lack of connection to community resources which has intensified since the pandemic. Integrative service learning models can provide home-based support to older adults while offering valuable, hands-on learning experiences for students. This study examined findings for a community-based program which trained university students to provide practical home-based support for older adults and their caregivers. Data was collected for 109 older adults who were connected with student trainees. Students provided services with groceries, companionship, and help accessing needed services. Findings from t-test results using the UCLA Loneliness Scale indicated that older adults reported less loneliness after engagement with students (mean difference = 6.15, t = 3.14, df = 82, p &lt; 0.01). Qualitative process data suggested that older adults benefited from services and a connection to their assigned students prior to and during the pandemic. Student trainees reported that the experience enriched their learning and reaffirmed their commitment to working with older adults. Community-based service learning can address home-based needs of older adults and their caregivers and enhance learning opportunities for students. Policies and practice can support a pipeline of geriatric health professionals through innovative service learning models to benefit older adults, caregivers and students.

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