scholarly journals “We Learn by Doing”: Teaching and Learning Knowledge Translation Skills at the Graduate Level

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea V. Breen ◽  
Kate Twigger ◽  
Caroline Duvieusart-Déry ◽  
Jessica Boulé ◽  
Alessia Borgo ◽  
...  
Keyword(s):  
Knowledge Translation ◽  
Teaching And Learning ◽  
Purchasing Decisions ◽  
Graduate Course ◽  
Community Based ◽  
Young Carers ◽  
Hands On ◽  
Hands On Learning ◽  
Learn By Doing ◽  
Explicit Training

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands-on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact. L’application des connaissances (AC) est devenue une exigence de plus en plus fréquente pour les chercheurs et les personnes qui travaillent dans les milieux non universitaires. Toutefois, peu de programmes offrent une formation explicite en AC. Dans cet article, nous explorons systématiquement nos expériences en tant que groupe pluridisciplinaire formé de responsables de cours et d’étudiants dans un cours de cycle supérieur nouvellement remanié portant sur la pratique fondée sur les données probantes et l’application des connaissances. Le cours a été conçu pour mettre en valeur l’apprentissage pratique, la collaboration et l’engagement communautaire. Nous réfléchissons aux défis auxquels nous avons été confrontés ainsi qu’aux compétences, aux connaissances et aux opportunités que les étudiants ont acquis en développant et mettant en pratique des stratégies d’AC en milieu communautaire sur les thèmes de la réinstallation des réfugiés, des jeunes aidants et des attitudes, comportements et valeurs des consommateurs en matière d’achat de produits alimentaires. En conclusion, nous présentons des recommandations à l’intention des enseignants et des établissements pour la mise en pratique d’expériences en AC qui soient conçues pour avoir un effet dans le monde réel.

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 < 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.

Teaching and Learning Wi-Fi Networking Fundamentals Using Limited Resources

2011 ◽  
pp. 22-40 ◽  
Author(s):  
Wilson Siringoringo
Keyword(s):  
Teaching And Learning ◽  
Academic Research ◽  
Wireless Networking ◽  
Radio Propagation ◽  
Limited Resources ◽  
Research Papers ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject ◽  
Basic Concepts

Wi-Fi networking has been becoming increasingly popular in recent years, both in terms of applications and as the subject of academic research papers and articles in the IT press. It is important that students grasp the basic concepts of both Wi-Fi networking and wireless propagation measurements. Unfortunately, the underlying concepts of wireless networking often intimidate students with their apparently overwhelming complexity, thereby discouraging the students from learning in-depth this otherwise exciting and rewarding subject. This chapter provides a tutorial on Wi-Fi networking and radio propagation measurements using wireless laptops and access points. Various hands-on learning activities are also discussed.

scholarly journals Feasting for Change: Reconnecting with Food, Place & Culture

2016 ◽  
Vol 11 (1) ◽  
pp. 6 ◽  
Author(s):  
Jen Bagelman ◽  
Fiona Deveraux ◽  
Raven Hartley
Keyword(s):  
Cultural Practices ◽  
Indigenous Communities ◽  
Well Being ◽  
Promising Practices ◽  
Coast Salish ◽  
Community Based ◽  
Plant Knowledge ◽  
Hands On ◽  
Hands On Learning ◽  
Digital Stories

<p>This paper examines and shares the promising practices that emerged from an innovative project, entitled “Feasting for Change,” in promoting health and well-being. Taking place on Coast Salish territories, British Columbia, Canada, Feasting for Change aimed to empower Indigenous communities to revitalize traditional knowledge about the healing power of foods. This paper contributes to a growing body of literature that illuminates how solidarities between Indigenous and non-Indigenous communities can be fostered to support meaningful decolonization of mainstream health practices and discourses. In particular, it provides a hopeful model for how community-based projects can take inspiration and continual leadership from Indigenous Peoples. This paper offers experiential and holistic methods that enhance the capacity for intergenerational, land-based, and hands-on learning about the value of traditional food and cultural practices. It also demonstrates how resources (digital stories, plant knowledge cards, celebration cookbooks, and language videos) can be successfully developed with and used by community to ensure the ongoing process of healthful revitalization. </p>

scholarly journals Promoting the Good e-Teacher: Didactical Choices when developing e-pedagogical Competences

Seminar.net ◽  
2010 ◽  
Vol 6 (3) ◽  
Author(s):  
Grete Oline Hole ◽  
Anne Karin Larsen ◽  
Jon Hoem
Keyword(s):  
Social Presence ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Online Courses ◽  
Virtual Learning Environment ◽  
Creative Commons ◽  
Hands On ◽  
Teacher Competences ◽  
Hands On Learning

The article gives an overview of how the development of a blended e-pedagogy course for Higher Education teachers have used the experiences from many years of international online courses for European BA students. Influenced by the situated-learning perspective, this course employs student-centred teaching and learning methods. Moreover, inspired by the Community of Inquiry, this programme emphasizes the importance of Cognitive, Teaching and Social presence in the Virtual Learning Environment. The students plan their own courses in accordance with the stages of becoming an e-learner. One uses the ecological “Model of Relations between Didactical Categories” as a framework, and the e-pedagogy course is customized to be “hands-on” learning experiences, which promotes the desired e-teacher competences. During the course the students are engaged in discussions and co-operation by using different ICT-collaborations tools. At this time, the course has been held twice, and is available for everyone as an online learning resource under the Creative Commons license (http://www.virclass.net/eped). Evaluations by students have demonstrated that this hands-on training course can help students attain the necessary competences needed to be skilled e-teachers.

scholarly journals Re-orientation of Science and Mathematics Teachers Instructional Strategies for Information Communication Technology Integration

2015 ◽  
Vol 7 (3) ◽  
pp. 1338-1346
Author(s):  
Rose Atieno Mutende
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Information Communication ◽  
Qualitative Research Design ◽  
Hands On ◽  
Hands On Learning ◽  
Service Training ◽  
Ict Infrastructure ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This article reports on a study which explored teachers re-conceptualization and re-orientation process during their in-service training for ICT-pedagogy integration in teaching and learning. The qualitative research design was used for the study. It was found that there was a limited ICT infrastructure as well as inadequate technological access and reliability, the participating teachers were engaged in authentic hands-on learning experience and that the teachers engagement in the learning activities demonstrated they had not developed expertise in ICT usage for teaching and learning. It was therefore recommended that opportunities to acquire professional ICT integration skills for both teachers and trainers be expanded. 

Teaching and Learning Wi-Fi Networking Fundamentals Using Limited Resources

2011 ◽  
pp. 154-178 ◽  
Author(s):  
Wilson Siringoringo ◽  
Nurul I. Sarkar
Keyword(s):  
Teaching And Learning ◽  
Academic Research ◽  
Wireless Networking ◽  
Radio Propagation ◽  
Limited Resources ◽  
Research Papers ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject ◽  
Basic Concepts

Wi-Fi networking has been becoming increasingly popular in recent years, both in terms of applications and as the subject of academic research papers and articles in the IT press. It is important that students grasp the basic concepts of both Wi-Fi networking and wireless propagation measurements. Unfortunately, the underlying concepts of wireless networking often intimidate students with their apparently overwhelming complexity, thereby discouraging the students from learning in-depth this otherwise exciting and rewarding subject. This chapter provides a tutorial on Wi-Fi networking and radio propagation measurements using wireless laptops and access points. Various hands-on learning activities are also discussed.

Designing Educational Paths in Virtual Worlds for a Successful Hands-On Learning

2016 ◽  
pp. 148-167 ◽  
Author(s):  
Assunta Tavernise ◽  
Francesca Bertacchini
Keyword(s):  
Urban Space ◽  
Virtual Worlds ◽  
New Technology ◽  
Specific Information ◽  
European Culture ◽  
Hands On ◽  
Hands On Learning ◽  
Learn By Doing ◽  
Educational Paths ◽  
Artistic Product

“Connecting European Culture through New Technology – NetConnect” is a project promoted by Culture 2000 European Programme, in which three 3D cultural scenarios have been realized and used for educational purposes. This chapter illustrates how the immersive NetConnect virtual worlds offer a technology-enhanced constructivist learning through different educational paths, that have been designed according to different levels: global/particular perspective (cultural goods are known as single historical and artistic product, as well as in relational terms with the urban space); manipulation (users can explore the content and learn by doing); - a multimedia section including videos, Pictures, and texts; details (daily life scenes are reconstructed on the basis of ancient documentation providing specific information).

Vmware as a Practical Learning Tool

2011 ◽  
pp. 338-354 ◽  
Author(s):  
Eduardo Correia ◽  
Ricky Watson
Keyword(s):  
Operating Systems ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Tool ◽  
Large Computer ◽  
Computer Laboratory ◽  
Hands On ◽  
Active Directory ◽  
Hands On Learning ◽  
Windows Server

Providing a dedicated lab to each group of students in order to gain hands-on learning experience is not always possible due to budget and space constraints. For example, in one class of 20 students, each student requires at least three computers with each computer capable of running three operating systems, such as UNIX, Linux, and Windows Server 2003. This requires a large computer laboratory with 60 computers in total. In addition, it is difficult to manage the laboratory to accommodate students from other classes. For example, once one class leaves the laboratory, another class of 20 students needs to start immediately with each person configuring Windows Server 2003 Active Directory on four computers. This requires another large computer laboratory with 80 computers. This chapter presents VMware as a teaching and learning tool to overcome the problems mentioned above. Under VMware, students do not require administrative privileges on physical machines. Consequently, they have complete freedom to experiment within their own virtualised environments.

Enhancing Teaching and Learning Wireless Communication Networks Using Wireless Projects

2011 ◽  
pp. 135-153
Author(s):  
Trevor Craig ◽  
Nurul I. Sarkar
Keyword(s):  
Wireless Communication ◽  
Communication Networks ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Wireless Networking ◽  
Wireless Communication Networks ◽  
Hands On ◽  
Hands On Learning ◽  
Networking Technologies ◽  
Classroom Use

Due to the rapid developments in wireless communication and networking technologies and the high demand for wireless networking skills in the industry worldwide, wireless communication and networking courses are becoming increasingly popular in universities, polytechnics, and private training institutions around the globe. Unfortunately, wireless communication and networking is a challenging subject to teach in a meaningful way because many students appear to find the subject technical, dry, and rather boring. To overcome this problem, the authors introduce a set of new projects in order to provide the students of wireless communication and networking with a hands-on learning experience. The projects are suitable for classroom use in introductory wireless networking courses.

scholarly journals Revealing Problems on Teaching English for Young Learners at Al – Azhar 55 Islamic Primary School Yogyakarta and How to Solve Them

2019 ◽  
Vol 30 (2) ◽  
pp. 21-29
Author(s):  
Anang Widodo ◽  
Septi Riana Dewi
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
Pilot Project ◽  
Second Grade ◽  
Teaching English ◽  
Second Grade Students ◽  
Hands On ◽  
Hands On Learning ◽  
Homeroom Teachers ◽  
Bilingual School

The present paper aims to reveal the problems faced by teachers when teaching English for second – grade students at Al – Azhar 55 Islamic Primary Schoolin Yogyakarta. This bilingual school is considered as a pilot project which began theprogram in July 2016. There are only 2 classes which are the first and second grade.However, this study involved 21 second-grade students, 2 homeroom teachers, and 1native speaker. Qualitative method was applied in this study by combining documentanalysis, observation, and interview both students and the teachers. The results showsome problems occurred during teaching and learning process and how the teachersovercome them. The problems were (1) students’ lack of discipline during teaching andlearning process (2) the variety of students’ English ability, (3) difficulty in creating habit to use English as daily language, and (4) less support from parents. While, the solutions were (1) applying Class Dojo application, (2) providing the preparation class, (3) support and assistance from teachers and friends, and (4) hands – on learning.

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