scholarly journals Role-play simulations as an aid to achieve complex learning outcomes in hydrological science

2019 ◽  
Author(s):  
Arvid Bring ◽  
Steve W. Lyon
Keyword(s):  
Learning Outcomes ◽  
Role Play ◽  
Real Life ◽  
Integrated Water Resources Management ◽  
Learning Tools ◽  
Complex Learning ◽  
Analytical Skills ◽  
Negotiation Simulation ◽  
Intended Learning Outcomes ◽  
Retention Of Knowledge

Abstract. Students in hydrology are expected to become proficient in a set of quantitative skills, while also acquiring the ability to apply their problem-solving abilities in real-life situations. To achieve both these types of learning outcomes, there is broad evidence that activity-based learning is beneficial. In this paper, we argue that role-play simulations in particular are useful to achieve complex learning outcomes, i.e., making students able to coordinate and integrate various analytical skills in complicated settings. We evaluated the effects of an integrated water resources management (IWRM) negotiation simulation next to more traditional teaching methods intended to foster quantitative understanding. Results showed that despite similar student-reported achievement of both complex and quantitative intended learning outcomes, the students favored the negotiation simulation over the traditional method. This implies that role-play simulations can motivate and actively engage a classroom thereby creating a space for potential deeper learning and longer retention of knowledge. While our findings support the utility of simulations to teach complex learning outcomes and indicate no shortcoming in achieving such outcomes next to traditional methods aimed at quantitative learning outcomes, simulations are still not widely used to foster activity-based learning in the classroom. We thus conclude by presenting three particularly challenging areas of role-play simulations as learning tools that serve as potential barriers to their implementation and suggest ways to overcome such roadblocks.

scholarly journals Role-play simulations as an aid to achieve complex learning outcomes in hydrological science

2019 ◽  
Vol 23 (5) ◽  
pp. 2369-2378 ◽  
Author(s):  
Arvid Bring ◽  
Steve W. Lyon
Keyword(s):  
Learning Outcomes ◽  
Role Play ◽  
Real Life ◽  
Integrated Water Resources Management ◽  
Learning Tools ◽  
Complex Learning ◽  
Analytical Skills ◽  
Negotiation Simulation ◽  
Intended Learning Outcomes ◽  
Retention Of Knowledge

Abstract. Students in hydrology are expected to become proficient in a set of quantitative skills while also acquiring the ability to apply their problem-solving abilities in real-life situations. To achieve both these types of learning outcomes, there is broad evidence that activity-based learning is beneficial. In this paper, we argue that role-play simulations in particular are useful for achieving complex learning outcomes, i.e., making students able to coordinate and integrate various analytical skills in complicated settings. We evaluated the effects of an integrated water resources management (IWRM) negotiation simulation next to more traditional teaching methods intended to foster quantitative understanding. Results showed that despite similar student-reported achievement of both complex and quantitative intended learning outcomes, the students favored the negotiation simulation over the traditional method. This implies that role-play simulations can motivate and actively engage a classroom, thereby creating a space for potential deeper learning and longer retention of knowledge. While our findings support the utility of simulations to teach complex learning outcomes and indicate no shortcoming in achieving such outcomes next to traditional methods aimed at quantitative learning outcomes, simulations are still not widely used to foster activity-based learning in the classroom. We thus conclude by presenting three particularly challenging areas of role-play simulations as learning tools that serve as potential barriers to their implementation and suggest ways to overcome such roadblocks.

scholarly journals A Reverse Engineering Role-Play to Teach Systems Engineering Methods

2019 ◽  
Vol 9 (1) ◽  
pp. 30 ◽  
Author(s):  
Alessandro Bertoni
Keyword(s):  
Reverse Engineering ◽  
Learning Outcomes ◽  
Systems Engineering ◽  
Role Play ◽  
Decision Makers ◽  
Learning Activity ◽  
Self Reflection ◽  
Institute Of Technology ◽  
Intended Learning Outcomes ◽  
Engineering Projects

Students engaged in systems engineering education typically lack experience and understanding of the multidisciplinary complexity of systems engineering projects. Consequently, students struggle to understand the value, rationale, and usefulness of established systems engineering methods, often perceiving them as banal or trivial. The paper presents a learning activity based on a three-stage reverse engineering role-play developed to increase students’ awareness of the importance of correctly using systems engineering methods. The activity was developed and integrated in the Systems Engineering course given at Blekinge Institute of Technology. Its effectiveness was analyzed through semistructured self-reflection reports along with two editions of the course. The results showed the development of students’ understanding of how to use systems engineering methods. In particular, the students realized the need to deliver detailed and easy-to-read models to the decision makers. This result was in line with the achievement of some of the intended learning outcomes of the course.

scholarly journals Reflection of Translation Theory in Teaching Practical Translation: Legal Translation as Case Analysis

2017 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Dawn TSANG Fei-yue
Keyword(s):  
Learning Outcomes ◽  
Curriculum Design ◽  
Attorney General ◽  
Real Life ◽  
Translation Theory ◽  
Sentence Structure ◽  
Source Text ◽  
Chinese Translation ◽  
Legal Translation ◽  
Intended Learning Outcomes

This paper discusses the applicability of translation theory in teaching practical translation. It examines the Chinese translation of an English legal judgment “Attorney General v Lee Kwong-kut and Attorney General v Lo Chak-man and another”(Hong Kong Public Law Reports, 1993) by the Privy Council. It combines the source-text analysis with translation strategies from the perspective of semantics, syntax and register, in order to discuss how theories can be applied in real-life legal translation setting. The source text contains distinctive examples of legalese, convoluted sentence structure and honorific addresses specific to Anglo legal context. The Chinese translation is challenging as to how to cope with the linguistic and cultural differences, and most significantly, how to carry over the central meanings while retaining the equivalent effect and the authenticity of a legal judgment. Furthermore, this paper is based on the author’s teaching experiences, and will refer to the syllabuses and curriculum design of the “Programme Intended Learning Outcomes” and the “Course Intended Learning Outcomes”. It demonstrates the applicable value of translation theory, and how practical translation can be taught with theoretical explanation and vice versa.Translation bases on practice, all kinds of theories area guideline to be applied.

scholarly journals Using Constructive Alignment to Foster Teaching Learning Processes

2019 ◽  
Vol 12 (6) ◽  
pp. 10
Author(s):  
Preeti Jaiswal
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Real Life ◽  
Learning Processes ◽  
Learning Activities ◽  
Solo Taxonomy ◽  
Constructive Alignment ◽  
Assessment Tasks ◽  
Teaching Learning ◽  
Intended Learning Outcomes

This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students’ accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students’ progression in learning and in augmenting their academic skills. Biggs’ model of constructive alignment, Biggs’ SOLO taxonomy and Bloom’s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.

Pengembangan perangkat pembelajaran dengan menggunakan pendekatan keterampilan proses untuk meningkatkan hasil belajar mata pelajaran التربية الجسمية bagi siswa kelas XI IPA MAN I Kota Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 115
Author(s):  
Sudar Kajin
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Bone Structure ◽  
The Body ◽  
Process Skills ◽  
Hormonal Changes ◽  
Learning Tools ◽  
Body Structure ◽  
Use Of Resources ◽  
The Look

Growth and development of the child have the nature of a thorough and intertwined relationships between components (health, nutrition, and environment). In general, child development can be grouped into three areas, namely cognitive, affective, and psychomotor, whereas biological growth which includes a change in the body structure. Body structure regarding the changes in bone structure, especially the long bones that have an impact on changes in body size, whereas changes in bodily functions is a result of hormonal changes that affect the physiological function .. The purpose of this development are: 1) Describe the product feasibility study التربية الجسمية for grade XI IPA at MAN I Mojokerto 2) Describe the development of learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto From the results of this development can be concluded: 1) results of expert validation and testing, the model approach process skills is fit for use for subjects of Physical Education, Sport and Health, because the products developed are not revised by experts but from the results of questionnaire of students stated that require revision are: (a) Improve the look model or change the learning strategy, and (b) improve the use of resources in implementing the model. 2) Product development learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto. From the class of the test increased learning completeness of Pre and Post Tests Tests are respectively 77.78% increase to 91.67%.

scholarly journals Neural alignment predicts learning outcomes in students taking an introduction to computer science course

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Meir Meshulam ◽  
Liat Hasenfratz ◽  
Hanna Hillman ◽  
Yun-Fei Liu ◽  
Mai Nguyen ◽  
...  
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Brain Activity ◽  
Activity Patterns ◽  
Real Life ◽  
Final Exam ◽  
Neural Representations ◽  
Real Life Setting ◽  
The Right ◽  
Mri Study

AbstractDespite major advances in measuring human brain activity during and after educational experiences, it is unclear how learners internalize new content, especially in real-life and online settings. In this work, we introduce a neural approach to predicting and assessing learning outcomes in a real-life setting. Our approach hinges on the idea that successful learning involves forming the right set of neural representations, which are captured in canonical activity patterns shared across individuals. Specifically, we hypothesized that learning is mirrored in neural alignment: the degree to which an individual learner’s neural representations match those of experts, as well as those of other learners. We tested this hypothesis in a longitudinal functional MRI study that regularly scanned college students enrolled in an introduction to computer science course. We additionally scanned graduate student experts in computer science. We show that alignment among students successfully predicts overall performance in a final exam. Furthermore, within individual students, we find better learning outcomes for concepts that evoke better alignment with experts and with other students, revealing neural patterns associated with specific learned concepts in individuals.

Road to default: Tracoma holding Berhad Bai Bithaman Ajil Debt securities (BaIDS)

2015 ◽  
Vol 5 (5) ◽  
pp. 1-6
Author(s):  
A.M. Hafizi ◽  
Shahida Shahimi ◽  
Mohd Hafizuddin Syah Bangaan Abdullah ◽  
M. Badrul Hakimi Daud
Keyword(s):  
Learning Outcomes ◽  
Capital Market ◽  
Credit Rating ◽  
Subject Area ◽  
Capital Requirements ◽  
Fund Raising ◽  
Case Scenario ◽  
Worst Case ◽  
Content Type ◽  
Analytical Skills

Subject area Islamic Finance and Investment Study level/applicability Level of program/audience: Advanced undergraduate and postgraduate. Courses Intermediate and Advanced Finance, Economics, Islamic Economics & Finance, Islamic Banking & Finance, Islamic Capital Market and other relevant courses. Specifictopics/syllabus Capital markets instruments, conventional or Islamic. Case overview This case focuses on Tracoma Holding Berhad Bai Bithaman Ajil Debt Securities (BaIDS) amounting to RM 100 million which was issued by Tracoma Holding Berhad in 2005. It was the first issuance of a sukuk (Islamic debt securities or bond) by the company. The proceeds were used to finance its growth and to repay existing bank borrowings and capital requirements. This case is interesting, as it allows students to study the bai bithaman ajil sukuk structure and issuance process in the Malaysian capital market. It also provides basic financial transaction and credit rating of sukuk which requires analytical skills. Being a debt-based facility, the sukuk was subjected to credit rating evaluation by the MARC, the rating agency appointed by the company. Further downgrading of the sukuk meant it would lead to the worst-case scenario. Some actions needed to be taken to solve this issue; therefore, the CFO suggested an urgent meeting with the sukuk holders. Expected learning outcomes The students should be able to: understand the issuance process and the principle of BBA (bai bithamin ajil) in sukuk structure; understand reason(s) methods of fund raising by firm and the allocations of fund; understand the sukuk default issue; analyze the reasons for sukuk default; understand the importance of debt securities credit ratings; and identify investors' protection in the case of sukuk default. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

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