scholarly journals Lego Serious Play: a three-dimensional approach to learning development

2013 ◽  
Author(s):  
Alison Rosemary James
Keyword(s):  
Student Learning ◽  
Personal Growth ◽  
Three Dimensional ◽  
Approaches To Learning ◽  
Creative Arts ◽  
Dimensional Approach ◽  
Corporate Sector ◽  
Approach To Learning ◽  
Learning Development

This paper discusses work underway to explore the use of Lego Serious Play  (LSP) as an unconventional means of developing student learning. Designed originally as a thinking tool within the corporate sector, the techniques and applications of LSP are not those conventionally used in developing academic capacities within students. However, experiences with LSP at the London College of Fashion and that of users in other settings offer evidence of its value in aligning with other approaches to learning to provide a non-hierarchical and student-centred lens through which to consider personal growth and subject understanding.  This paper suggests that LSP has an important role to play in supporting multisensory approaches to reflecting on learning, either in tandem with, or instead of writing. While the use of LSP discussed here focuses on its implementation on creative arts courses, it is a highly transferable methodology which can be applied across the spectrum of disciplines and for multiple purposes.

scholarly journals Student perspectives on how different elements of constructive alignment support active learning

2021 ◽  
pp. 146978742198916
Author(s):  
Telle Hailkari ◽  
Viivi Virtanen ◽  
Marjo Vesalainen ◽  
Liisa Postareff
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Approaches To Learning ◽  
Optimal Level ◽  
Student Perspective ◽  
Related Factors ◽  
Approach To Learning ◽  
Active Involvement ◽  
Constructive Alignment ◽  
Deep Approach To Learning

Constructive alignment is often promoted as a principle to enhance the quality of learning but the student perspective has often been neglected when exploring its influence on student learning. There is therefore a need to further explore how students’ experiences of the different elements of constructive alignment influence the approach to learning they adopt. Student perceptions and their approaches to learning were analysed. The results show that different elements of constructive alignment had a clear role in guiding student learning. The teaching and assessment related factors appeared to play a crucial role in guiding student learning and studying. Teaching and assessment that required students’ active involvement clearly encouraged students to adopt a deep approach to learning whereas the opposite was true for more traditionally organised courses. The intended learning outcomes did not seem to influence student learning much. The results also imply that the key is to find an optimal level of challenge to support student learning and studying. The study deepens our understanding of the importance and influence of constructively aligned teaching to students’ learning processes.

Shifting perspectives: method, media and the complex image

1998 ◽  
Vol 10 (1-3) ◽  
pp. 100-108 ◽  
Author(s):  
Alicia Colson ◽  
Ross Parry
Keyword(s):  
Image Processing ◽  
Three Dimensional ◽  
Geographical Location ◽  
Spatial Relationship ◽  
Two Dimensional ◽  
Dimensional Approach ◽  
Complex Image ◽  
Cultural Resonance

This article argues that the analysis of a threedimensional image demanded a three-dimensional approach. The authors realise that discussions of images and image processing inveterately conceptualise representation as being flat, static, and finite. The authors recognise the need for a fresh acuteness to three-dimensionality as a meaningful – although problematic – element of visual sources. Two dramatically different examples are used to expose the shortcomings of an ingrained two-dimensional approach and to facilitate a demonstration of how modern (digital) techniques could sanction new historical/anthropological perspectives on subjects that have become all too familiar. Each example could not be more different in their temporal and geographical location, their cultural resonance, and their historiography. However, in both these visual spectacles meaning is polysemic. It is dependent upon the viewer's spatial relationship to the artifice as well as the spirito-intellectual viewer within the community. The authors postulate that the multi- faceted and multi-layered arrangement of meaning in a complex image could be assessed by working beyond the limitations of the two-dimensional methodological paradigm and by using methods and media that accommodated this type of interconnectivity and representation.

PENGEMBANGAN MEDIA VIDEO PEMBELAJARAN RIAS KARAKTER PADA PROGRAM STUDI PENDIDIKAN TATA RIAS

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Irmiah Nurul Rangkuti ◽  
Harun Sitompul ◽  
Naeklan Simbolon
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
University Education ◽  
State University ◽  
Product Model ◽  
Significance Level ◽  
Material Development ◽  
Learning Development ◽  
Media Learning

Abstrak: Penelitian ini bertujuan untuk: (1) menghasilkan media video pembelajaran rias karakter yang layak digunakan, mudah dipelajari mahasiswa dan dapat dipakai untuk pembelajaran individual, (2) mengetahui keefektivitasan media video pembelajaran rias karakter yang dikembangkan pada materi rias karakter. Penelitian pengembangan yang menggunakan model produk Borg dan Gall yang dipadu dengan model pengembangan pembelajaran Dick dan Carey. Hasil penelitian menunjukkan: (1) media video pembelajaran layak digunakan dalam pembelajaran rias karakter pada program studi pendidikan tata arias universitas negeri medan, (2) terdapat perbedaan yang signifikan antara hasil belajar mahasiswa yang dibelajarkan dengan menggunakan media video pembelajaran rias karakter dengan hasil belajar mahasiswa yang dibelajarkan dengan menggunakan media belajar buku teks. Hal ini ditunjukkan dengan hasil pengolahan data (thitung=3,285 )pada taraf signifikansi ɑ = 0,05 dengan dk 56 diperoleh (ttabel = 1,67 ), sehingga (thitung > ttabel), efektivitas penggunaan media video pembelajaran rias karakter = 80,46%. Hasil belajar kelompok mahasiswa yang dibelajarkan tanpa menggunakan media video pembelajaran rias karakter sebesar 71,72%. Dari data ini membuktikan bahwa penggunaan media video pembelajaran rias karakter lebih efektif dalam meningkatkan kompetensi dan pengetahuan mahasiswa pada pembelajaran rias karakter dari pada tanpa menggunakan media video pembelajaran. Kata Kunci: media video pembelajaran, rias karakte, pendidikan tata rias Abstract: This study aims to: (1) produce a suitable use of character makeup learning video media, easy for students to learn and can be used for individual learning, (2) to find out the effectiveness of media character makeup learning videos developed in character makeup material. Development research using the Borg and Gall product model combined with the learning development model of Dick and Carey. The results of the study showed: (1) learning video media is feasible to use in character makeup learning in the field state university education education program, (2) there are significant differences between student learning outcomes learned using the character makeup video learning media with student learning outcomes which was learned by using media learning textbooks. This is indicated by the results of processing data (tcount = 3.285) at the significance level ɑ = 0.05 with dk 56 obtained  (ttable = 1.67), so that (tcount> t table), effectiveness of using media character makeup learning videos = 80.46%. The learning outcomes of the group of students who were taught without using the character makeup learning video media amounted to 71.72%. From these data prove that the use of character makeup learning video media is more effective in increasing students' competence and knowledge in character makeup learning than without using learning video media. Keywords: learning video media, character makeup, makeup education

Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

2020 ◽  
Vol 6 (5) ◽  
pp. 293-296
Author(s):  
Kevin Yi-Lwern Yap ◽  
Shawn Ignatius Boon Heng Tan ◽  
Kai Zhen Yap ◽  
John Yin Gwee Yap
Keyword(s):  
Student Learning ◽  
Three Dimensional ◽  
Skills Training ◽  
Role Playing ◽  
Clinical Practices ◽  
Professional Skills ◽  
Role Playing Game ◽  
Game Engagement ◽  
Self Administered Questionnaire ◽  
Enhance Student Learning

BackgroundAn in-house three-dimensional (3D) multiplayer online role-playing game was developed for professional skills training of pharmacy students. Students play the game in a post-apocalyptic world to save humankind from zombies. They solve virtual patient encounters through visual and motion-capture technologies. Their gaming perceptions and experiences were investigated.MethodA self-administered questionnaire obtained participants’ demographics, gaming interests, perceptions of game effectiveness, preferences on gaming elements and gameplay experience through the Game Engagement Questionnaire (GEQ). Pre-gameplay and post-gameplay assessments were tracked to assess student learning. Descriptive statistics and paired sample t-tests were used for analysis.ResultsFifty-five students were recruited. Two-thirds of the gameplay group (67.9%) liked the post-apocalyptic fantasy settings and heroic storyline (66.0%). Three quarters liked the modern setting (73.1%), authentic plots (73.5%) and plot animations (72.3%). Participants felt the game was effective in training health communication and patient history-taking skills (81.8%). Participants’ test scores for counselling increased from 66.1%±7.6% (pre-gameplay) to 70.3%±8.0% (post-gameplay, p=0.004). The highest scoring GEQ dimension was sensory and imaginative immersion (2.92±0.74).ConclusionStudents found the game useful for pharmacy professional skills training. With proper implementation, this game can become a useful tool to enhance student learning and gear them towards clinical practices.

scholarly journals Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

2020 ◽  
Vol 12 (17) ◽  
pp. 6984
Author(s):  
Jesús de la Fuente ◽  
Francisco Javier Peralta-Sánchez ◽  
José Manuel Martínez-Vicente ◽  
Flavia H. Santos ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
Approaches To Learning ◽  
Well Being ◽  
Personality Factors ◽  
Learning Approaches ◽  
Achievement Emotions ◽  
Approach To Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Deep Approach To Learning ◽  
Linear Predictors

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

A three dimensional approach for quantifying resultant loading at the knee

The Knee ◽  
2017 ◽  
Vol 24 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Ryan T. Lewinson ◽  
Chad P. Maag ◽  
Victor M.Y. Lun ◽  
J. Preston Wiley ◽  
Chirag Patel ◽  
...  
Keyword(s):  
Three Dimensional ◽  
Dimensional Approach
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