Therapeutic and inclusive organic horticulture: an University-society collaborative learning experience

2020 ◽  
Author(s):  
Juana Labrador ◽  
Aída Pérez ◽  
Marta M. Moreno ◽  
Francisco Pérez-Vera
Keyword(s):  
Learning Strategy ◽  
Learning Experience ◽  
Psychosocial Problems ◽  
Collaborative Project ◽  
Agricultural Engineering ◽  
Therapeutic Horticulture ◽  
Organic Horticulture ◽  
Teaching Learning ◽  
The University ◽  
Mental And Physical Health

<p>Therapeutic horticulture is a discipline which belongs to both society and health sciences that has its own identity, which differentiates it from others. It arises as a result of the complementary fusion of two disciplines: horticulture and therapy or rehabilitation. In the therapeutic field, it incorporates some knowledges about physical, cognitive and sensory disabilities, different pathologies, psychosocial problems and special needs. Around horticulture, it allows us to develop knowledge about agriculture, gardening, landscaping, environment and others. It has been used, for educational and socialization purposes, for more than half a century, since then with great implantation and recognition in many countries.</p><p>The implementation of an organic garden with pedagogical purposes for students of Agroecology in the School of Agricultural Engineering of the University of Extremadura (Spain), has been the scene for the realization of a collaborative project of integrative - teaching - learning strategy between the University and the “Sorapán de Rieros” Foundation. This project has allowed the use of the ecological orchard created for pedagogical purposes based on the needs of students with mental disorders of different nature with whom the Foundation works, connecting then different points of view.</p><p>The specialized training in Permaculture, Organic Agriculture and Agroecology, the tutoring work with specific methodologies developed by the expert staff of the Foundation in Psychology and Psychiatry, as well as the coexistence with the University students has been an enriching experience, with enormously satisfactory results in the improvement of mental and physical health, as well as the labor integration of the Foundation students.</p><p><strong>Keywords</strong>: Therapeutic horticulture, inclusive horticulture, mental health, organic farming, permaculture.</p>

Tâches, interaction et présence à distance

2021 ◽  
pp. 65-74
Author(s):  
Christelle HOPPE
Keyword(s):  
International Students ◽  
Learning Experience ◽  
The Other ◽  
Health Crisis ◽  
Pedagogical Choices ◽  
The One ◽  
Teaching Learning ◽  
The University ◽  
Made In

This article presents the highlights of the learning experience within the teaching-learning scheme of French as an additional language as it was proposed to international students at the university to ensure pedagogical continuity during the health crisis between April and June 2020. Through vignettes that give an overview of the course, it proposes, on the one hand, to reflect on the pedagogical choices that were made in order to measure their effects effectively. On the other hand, it looks at the role of the tasks and the way in which they stimulate interaction, articulate or organise the cognitive, conative and socio-affective presence at a distance in this particular context. What emerges from the experience is that the flexible articulation of a set of tasks creates an organising framework that helps learners to shape their own curriculum while supporting their engagement. Overall, the pedagogical organisation of the device has led to potentially beneficial creative and socio-interactive use.

scholarly journals ICT Adaptation in ERL-Based Learning During the COVID-19 Pandemic

2021 ◽  
Vol 1 (3) ◽  
pp. 116-122
Author(s):  
Mariyudi Mariyudi ◽  
Halimatus Sakdiah ◽  
Teuku Fadhla ◽  
Ikramuddin Ikramuddin
Keyword(s):  
High School Students ◽  
Student Satisfaction ◽  
Learning Strategy ◽  
Learning Experience ◽  
Methodological Approach ◽  
Matrix Analysis ◽  
Research Approach ◽  
School Students ◽  
Swot Matrix ◽  
Teaching Learning

The purpose of this study is to produce a learning strategy formulation through ICT media based on Emergency Remote Learning (ERL) in an effort to strengthen post-pandemic learning and support the Merdeka Belajar program. This study uses a theoretical and methodological research approach, which mostly uses a deductive theoretical and qualitative methodological approach, including the SWOT matrix analysis. The structural questionnaire link was designed using a 'Google form' which was sent to 500 high school students and teachers. The test results show that the level of student satisfaction in ICT Adaptation on ERL Based Learning obtained that students are satisfied with the ICT Adaptation on ERL Based Learning experience and no serious obstacles were found during the teaching-learning process during the COVID-19 pandemic except for inadequate interaction between students and teachers, as well as social interaction between students. Alternative strategies in the ICT adaptation on ERL-Based learning formulated using a SWOT matrix analysis approach have been presented with the hope that policymakers feel more confident in their decision-making.

Utilizing a Research Project as a Teaching/Learning Strategy : The Joys and Fears of Childhood

1987 ◽  
Vol 15 (3) ◽  
pp. 8-30
Author(s):  
Alison Searle
Keyword(s):  
Child Development ◽  
Learning Strategy ◽  
Learning Experience ◽  
Research Project ◽  
Teaching Learning ◽  
Child Learning

In Semester 2, 1986, a group of 2nd year Aboriginal and Islander Diploma of Teaching (AITEP-ECE) students embarked on a research project, designed to be a learning experience, which could generate further understandings of concepts within Child Development, Child Learning and Sociology. The project focused on the child within the five to eight year age bracket.

scholarly journals Adaptation to Online Technology for Learning during COVID-19 Pandemic: An Observational Study of Effectiveness and Student’s Perception in Various Universities

2021 ◽  
Author(s):  
Saurabh Kumar ◽  
Ankush Sharma ◽  
Shveta Sharma ◽  
Sajjan Pal ◽  
Anand Kumar Singh
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Total Sample ◽  
Online Classes ◽  
Indian Government ◽  
Online Technology ◽  
Rapid Spread ◽  
Teaching Learning ◽  
The University

Introduction: COVID-19 is a newly discovered infectious disease caused by a virus named ‘coronavirus’. To control the rapid spread of the virus, Indian government announced lockdown in whole country. The lockdown has largely affected the lives of students because education was shifted from traditional classroom learning to online learning. After COVID 19 pandemic the online teaching-learning has become more prevalent in India, it becomes particularly important to know its effectiveness and to know whether it’s actually helping the students to achieve what they expect. Aim: The present study was designed to understand the effectiveness, student’s perspective, attitudes and readiness about online classes being conducted at the University level. Materials and Methods: An observational, descriptive study was conducted with a total sample size of 400. Students studying in four different universities were included in the study. The data was collected using a Questionnaire. A semi structured, self-administered questionnaire was prepared on Google Forms with open and close ended questionnaire and was circulated among university going students via WhatsApp and e-mail. The data was tabulated by Google spreadsheet. SPSS version 20 was used for data analysis. Results: Out of 400 students, who participated in the study, 55.25% students liked and 44.75% disliked online teaching during the lockdown period. However, 90.5% said that classroom was an effective platform for learning in comparison to online learning. Total of 6.5% subjects were completely satisfied, 24.5% somewhat satisfied and 8.25% were completely unsatisfied with online learning experience. A 44.75% student also felt difficult to spend several hours on mobile or computer. Conclusion: After analysing the results, it was concluded that the students liked the online classes but are not interested in continuing the same way after the lockdown. They felt that classroom teaching was more effective than online learning due to issues related to topic understanding, net connectivity, and lack of practical and/or demonstrations. Hence, certain improvements must be made to increase its acceptability amongst students.

scholarly journals The Durga Puja pop-up exhibition at the National Museum of Finland. Designing and hosting an exhibition as university educationmuseum collaboration

2020 ◽  
Vol 29 (2) ◽  
pp. 96
Author(s):  
Anna Wessman ◽  
Xenia Zeiler ◽  
Suzie Thomas ◽  
Pilvi Vainonen
Keyword(s):  
University Students ◽  
Learning Experience ◽  
Museum Studies ◽  
National Museum ◽  
Collaborative Project ◽  
Hands On ◽  
Museum Staff ◽  
The University

In autumn 2018, eight Museum Studies students from the University of Helsinki had the opportunity to put theory into practice and to gain hands-on experience making a real exhibition. The ‘Museum Content Planning’ course was a collaborative project between the National Museum of Finland and the university in which the students, together with the museum staff, built a pop-up exhibition about the Indian festival Durga Puja in only five weeks. The exhibition showed in the National Museum for two weeks, and the students were involved in most stages of the exhibition’s development. They also blogged about their learning experience. In this case study, we present our reflections on both the benefits and challenges of collaboratively creating an exhibition, which is simultaneously an accredited learning experience for university students.

scholarly journals A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work

2010 ◽  
Author(s):  
Megan Lawton ◽  
Emma Purnell
Keyword(s):  
Staff Development ◽  
Early Identification ◽  
Personal Development ◽  
Learning Strategy ◽  
Learning Experience ◽  
Development Planning ◽  
Great Success ◽  
Electronic Assessment ◽  
Level 1 ◽  
The University

Since 2005 all staff and students within the University of Wolverhampton have had access to an ePortfolio system - PebblePad. In 2007 the University ran a HEA Pathfinder Project 'embedding ePortfolio at level 1' which involved 1800 level 1 learners and 31 members of staff across all academic schools. The staff development activities used to develop teacher capabilities tried to mirror the student experience to great success. The knowledge gained from this project was then taken into a University-wide impact evaluation. The evaluation identified anticipated and unanticipated outcomes of pedagogic processes for personal development planning (PDP) and e-portfolio development. This paper will deal with two key areas: 1 the early identification of risk and 2 the reduction in non-submission of work. This work now feeds into the University's Blended Learning Strategy (2008). The overarching aims of this strategy are to enhance student learning and to improve each student's learning experience. This is articulated via student entitlements of which the following are directly addressed by this work: All students should be entitled to:formative assessment/s opportunities on line with meaningful electronic assessment feedback;have the opportunity to participate in electronic Personal Development Planning (ePDP);The paper will look at how an ePortfolio system was used to develop learner skills, learner support issues and how staff from a central department worked with discipline-based staff to help support their students, finally addressing institutional strategy and support issues.

scholarly journals The D-Learning Alternative during COVID-19 Crisis: A Preliminary Evaluation based on Kirkpatrick’s Model

2021 ◽  
Vol 8 (2) ◽  
pp. 181-198
Author(s):  
Jalal Ismaili ◽  
El Houcine Ouazzani Ibrahimi
Keyword(s):  
Learning Strategy ◽  
Learning Experience ◽  
Evaluation Model ◽  
Psychological Impact ◽  
Preliminary Evaluation ◽  
The World ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teaching Learning ◽  
Kirkpatrick’S Model

The COVID-19 pandemic has placed schools around the world under unprecedented challenges where saving students’ lives is placed ahead of education as a priority. Within these conditions of distress and uncertainty, education authorities had no choice but to move traditional classes into online ones to ensure the sustainability of studies. The abrupt inevitable decision has been a first for most if not all teachers and students who are invited to cope with a totally new teaching/learning model without necessarily having prior experience in Distance Learning in terms of apparatus or techniques. This study comes as an in-progress appraisal of the D-learning scenarios proposed by Moulay Ismail University (MIU) in Meknes, Morocco, based on a two-level evaluation model (Reaction and Learning) proposed by Daniel Kirkpatrick. It is a real-time evaluation of a learning strategy that has long been considered optional for some students, to become, rather, a plan A constituent for many education departments around the world. The study investigates areas of success and failure from the students’ perspective via 4 sub-indicators: accessibility, autonomy, retention and psychological impact. The study concludes that the figures can be more reassuring about the D-learning experience in MIU once issues related to connectivity and communication are redressed. Keywords: d-learning, e-learning, pandemic, COVID-19, Kirkpatrick’s model, information and communication technology

scholarly journals How to motivate students to learn Metabolic Biochemistry in a Biomedical Sciences curricula

2019 ◽  
Author(s):  
Margarida Fardilha ◽  
Magda Carvalho Henriques
Keyword(s):  
Learning Experience ◽  
Traditional Teaching ◽  
Biomedical Sciences ◽  
Teaching Methodologies ◽  
Traditional Teaching Methods ◽  
Health And Disease ◽  
Teaching Learning ◽  
Metabolic Biochemistry ◽  
The University ◽  
Control Exercise

Teaching methodologies used in biochemistry classes at the University level are traditionally dependent on theorical classes. The assessment is usually based on written tests performed at the end of the semester. However, most students who learn metabolism by this traditional method consider the study of metabolic biochemistry a terrifying and unforgettable experience. Understanding biochemical metabolic pathways was the proposed goal of the Medical Biochemistry curricular unit. To this end, the multi-method active learning approach was used in order to increase students’ motivation towards the learning process and to allow the development of skills associated with group conflict resolution, critical thinking and communication skills. Overall, students and learning facilitators were highly motivated by the diversity of learning activities, particularly due to the emphasis on correlating theoretical knowledge with human health and disease. As a quality control exercise, the students were asked to answer a questionnaire on their evaluation of the teaching/learning experience. Thus, the initial analysis of the student’s perception questionnaires permits to conclude that the approach undertaken yields results that surpass the traditional teaching methods. Investing in preparing attractive and motivating classes increases students and teacher’s general satisfaction and the learning/teaching process becomes more efficient.

scholarly journals Estrategias didácticas en un entorno universitario como apoyo a la educación presencial

2019 ◽  
pp. 34-46
Author(s):  
Jovita Georgina Neri-Vega ◽  
Maribel Quezada-Moreno ◽  
Yolanda Cortés-Álvarez ◽  
Aarón Iván González-Neri
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Information Storage ◽  
University Environment ◽  
Face To Face ◽  
Teaching Learning ◽  
The University ◽  
Assessment Questionnaire

This work presents research related to the learning strategies used in a university environment in face-to-face education, the strategies mentioned are the active master class, the case study, the debate, the game of roles and project-based learning. Methodology: A descriptive design was used, carrying out data collection through the "University Students Learning Strategy Assessment Questionnaire". Results: Students have enough learning strategies to achieve the objective of their university studies successfully. In addition, there is acceptance by students of the implementation of the various strategies in a face-to-face course, as it allows them to address the issues using the strategy that allows better learning. Conclusions: Given the process of applying the educational model in Higher Education, learning environments should be created that facilitate innovation and student participation in the teaching-learning process, considering both the component teaching as the human dimension. In in-person students, the results demonstrate better information storage skills.

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