Varied and Innovative Learning Opportunities

2018 ◽  
pp. 15-29
Author(s):  
Sally Raymond
Keyword(s):  
Learning Opportunities ◽  
Innovative Learning

Striving to Meet Global Health Competencies Without Study Abroad

2020 ◽  
pp. 104365962095319
Author(s):  
Roxanne Amerson
Keyword(s):  
Global Health ◽  
Study Abroad ◽  
Local Community ◽  
Virtual Classroom ◽  
Learning Opportunities ◽  
Future Research ◽  
Global Learning ◽  
Innovative Learning ◽  
Travel Abroad ◽  
Diverse Cultures

Introduction: The COVID-19 (coronavirus disease 2019) pandemic has radically changed the future of study abroad, yet students require the knowledge, skills, and attitudes to provide care for diverse cultures across geographical boundaries. The purpose of this article is to facilitate innovative learning opportunities in order to meet global health competencies in the physical or virtual classroom when study abroad is not feasible. Approach: Based on a review of published literature related to global health competencies and nursing over the last decade, a description of suggested global learning activities is provided. Results: Few research publications exist to describe activities for meeting global health competencies when travel abroad is restricted. The proposed activities provide a foundation to address the gap in literature and to establish a trajectory for future research. Discussion: The challenge is to demonstrate evidence of global health competency attainment when students are confined to their local community.

The experiences of adult nursing students completing a placement during the COVID-19 pandemic

2021 ◽  
Vol 30 (21) ◽  
pp. 1250-1255
Author(s):  
Noreen Cushen-Brewster ◽  
Anne Barker ◽  
Paul Driscoll-Evans ◽  
Lynne Wigens ◽  
Helen Langton
Keyword(s):  
Nursing Students ◽  
Transition Period ◽  
Personal Responsibility ◽  
Learning Opportunities ◽  
Clinical Placement ◽  
Structured Interviews ◽  
Innovative Learning ◽  
Support Mechanisms ◽  
Virtual Platform ◽  
Insight Into

Background: The emergency measures implemented by the Nursing and Midwifery Council in response to the COVID-19 pandemic provided nursing students in their final 6 months of study with the opportunity to complete a paid consolidation clinical placement and thus increase their personal responsibility for the care they delivered under supervision. Aim: To explore the experiences of third-year nursing students who completed their final clinical placement during the COVID-19 pandemic. Methods: Semi-structured interviews were conducted via a virtual platform. Findings: Three themes were identified: the importance of support mechanisms, the development of confidence, and innovative learning opportunities. Students reported improved confidence in the transition period to registered practitioner and felt well supported, which enabled them to take greater responsibility. Conclusion: This study provided insight into the experience of nursing students during the COVID-19 pandemic, and found that support mechanisms, and a sense of belonging, helped to increase their confidence in clinical practice.

scholarly journals Inclusive ICTs in Education

2021 ◽  
Vol 6 (17) ◽  
Author(s):  
Mohamed Koutheair Khribi
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Education Systems ◽  
Innovative Learning ◽  
Information And Communication ◽  
The One

There is no doubt that education is one of the most vital areas in societies, as the development and progress of peoples are mainly linked to the effectiveness and quality of their education systems. Today in the digital age, learners are looking for innovative learning opportunities beyond the one size fits all and traditional classroom-based approaches harnessing the power of information and communication technologies -ICTs. Indeed, availing digital technologies became a necessity for education systems as they offer unprecedented opportunities for all learners, with different abilities, needs, and disabilities, to learn effectively and overcome (or at least reduce) barriers prohibiting them to access education and enjoy meaningful learning experiences. This paper introduces main concepts related to inclusive ICTs in education and explores ways to make them accessible for all.

scholarly journals Making Films in a Brazilian Slum with Children: a Participant Observation Research

2019 ◽  
Vol 11 (1) ◽  
pp. 41-50
Author(s):  
Raquel Pacheco ◽  
Mirna Juliana
Keyword(s):  
Transformative Learning ◽  
Social Inclusion ◽  
Role Model ◽  
Participant Observation ◽  
Learning Opportunities ◽  
Film Education ◽  
The World ◽  
Innovative Learning ◽  
Combined Structure ◽  
Education Process

This article stands for innovative learning opportunities to social inclusion by film education. The theoretical model is a combined structure coming from approaches and projects of social inclusion by film education. The aim is to describe and analyze the film education process in a project outside school. This research is based on a participant observation research conducted on children in a Brazilian slum. Cinema, as other art forms, is a political and ideological tool that can be used with different purposes. Film education is a strong mediator to facilitate transformative learning, changing one’s dysfunctional views and beliefs about oneself and the world by revising their frames of reference (Mezirow & Taylor, 2009). Films have a unique ability to promote empathy towards a role model, and promote resilience in situations similar to those the role model goes through. Furthermore, media, such as films, is capable of reaching people that might otherwise be uninterested (Buckingham, 2007; Gonnet, 2007; Silverstone, 2005; UNESCO, 2013).  

scholarly journals Futures of area-based initiatives in German education: results from a quantitative Delphi survey

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Anika Duveneck ◽  
Julius Grund ◽  
Gerhard de Haan ◽  
Kathrin Wahler
Keyword(s):  
Learning Outcomes ◽  
Future Development ◽  
Delphi Study ◽  
Learning Opportunities ◽  
Delphi Survey ◽  
Online Questionnaire ◽  
Educational Aims ◽  
German Education ◽  
Educational Networks ◽  
Innovative Learning

AbstractTo support schools, improve learning outcomes, create innovative learning opportunities, and reduce social disadvantage, many countries have introduced policies to mandate or incentivize educational networks in the last decade. This study focuses on Germany, where around 80% of municipalities established area-based initiative (ABI) structures following a broad range of ABIs. However, research has revealed a gap between intentions and implementation: There is a strong bias toward governance structures, while educational aims have not been achieved.To provide a foundation for purposeful development, a Delphi study has been conducted. Based on a sample of 180 nationwide ABI experts, data was collected in two steps using an online questionnaire on preferred and probable developments in crucial ABI fields. Statistical analyses offer insights into the relation between desirability and expectation and the degree of consensus or divergence among experts. The study shows that after 10 years of experience, the discrepancy between intentions and implementation is expected to remain. Further, it reveals tendencies on the level of governance and thereby contributes to identifying the scope of ABIs. The study concludes that, for future development, it is necessary to define ABIs’ contributions to their initial aims and to reassess their legitimacy.

scholarly journals Rethinking Innovative Learning Opportunities for Teachers in Educational Organizations toward Education 4.0

2021 ◽  
Author(s):  
Süleyman Davut Göker ◽  
Mubeher Ürün Göker
Keyword(s):  
Peer Coaching ◽  
Learning Opportunities ◽  
Teacher Supervision ◽  
Industrial Society ◽  
Educational Organizations ◽  
Traditional Classrooms ◽  
Teacher Competency ◽  
Digital Curriculum ◽  
Innovative Learning ◽  
Digital Classroom

Teacher behaviors play a key role in forming and shaping organizational culture in schools. The current innovative and leadership-based learning objectives introduced by Education 4.0 have made the transformation obligatory from traditional classrooms of the industrial society to creation of digital classrooms. This transformation will embrace digital curriculum that might impact learning outcomes and reduce in-class management. How is it different from traditional classrooms? The spaces in a digital classroom are both digital and physical. This environment asks for future creative convergence talents, thus giving teachers new tasks to take greater ownership of change processes of their school culture. This shift also requires creation of reflective learning communities together with a redefinition of the meaning and scope of teacher supervision. This study introduces, a “Teacher Competency Development Model,” in which innovative learning opportunities for teachers in educational organizations toward Education 4.0 are offered through innovative models in teacher supervision based on cognitive, reflective, and peer coaching and their utilization within the educational contexts. Within this framework, the contents and strategies of three supervision models, namely, reflective, cognitive, and peer coaching to be able to help teachers survive and cope with their adaptation to Education 4.0 will be discussed.

Lessons in a Box: Implementing and Evaluating Innovative Learning Opportunities

2010 ◽  
Vol 110 (9) ◽  
pp. A101
Author(s):  
C. Morgan ◽  
C. Parker-Duncanson ◽  
A. Garefis
Keyword(s):  
Learning Opportunities ◽  
Innovative Learning

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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