Project-Oriented Game-Based Learning

In this chapter, the authors investigate the potential of project-oriented game-based learning in making students of educational institutes more engaged and gain a deep understanding of the curriculum content. The literature review presents the main definitions and benefits of project-oriented game-based learning, followed by its contribution to improving the performance of students' training. The results of the research are based on testing the main statements of project-oriented game-based learning empirically – if it really can provide additional value for learners in higher education. The empirical data have been collected based on Ukrainian case study and allow the authors to prove the influence of project-oriented game-based learning on increasing students' engagement, satisfaction, performance, and improving learning outcomes. The main idea of the teaching project was to take as an object of the research a character from a fairytale and analyze its managerial activities. The chapter also analyzes the e-learning instruments which can be used in remote teaching.

Research on the Reform Direction of Ideological and Political Course Teaching Based on Online Open Courses

In the context of the “Internet +” era, educational information has become an inevitable trend in educational development. The successive introduction of relevant policies has laid the foundation for the steady development of educational information. Online open courses are an important means to expand teaching space and time, and this article aims to open up a new direction for the teaching reform and development of ideological and political courses through the combination of ideological and political courses and online open courses. This article proposes the analytic hierarchy process and the Delphi method. First, the Delphi method is used to revise the initially constructed indicator system; then, the analytic hierarchy process is used to design the weights of the indicator system; finally, we try to apply the established index system. The experimental results of this paper show that teacher expression and curriculum content have a greater impact on classroom teaching. The weight of teacher expression is 0.25, and the weight of curriculum content is 0.26.

The Art of Teaching and the End of Wokeness

Adam Ellwanger believes that the left conquered K-12 education by focusing on teaching technique and style, while traditionalists obsessed over curriculum content.

Learning to code: A narrative inquiry - “Without code we would probably be like cave people”

<p>In 2018 there was educational change in New Zealand with the introduction of new curriculum content for digital technologies. A key component of the digital technologies curriculum content was computational thinking where all students from Years 1 to 10 were expected to learn core coding concepts. The reasons for introducing coding into schools reflected a range of ideologies including preparing children to contribute meaningfully to society in the digital age. This narrative inquiry aimed to explore the value of coding in the curriculum through the experiences of students in Years 7 and 8. The research questions to meet this aim were; Why do students think coding is taught in school? Do students use coding outside of school? Why do students want to learn how to code and how do students think coding might help them or be useful? Curriculum ideologies underpinned this study as a theoretical framework to evaluate student experiences of coding across two case studies. The narratives were derived from focus group interviews held at two different schools. Similarities across the case studies included students’ beliefs about the benefits of including coding in the curriculum. Students’ felt confident that learning coding allowed them to; understand the digital world, create digital products, prepare for the future, teach others and fix broken technology. They could not comprehend what their lives would be like without technology and therefore coding. Some students believed that “without code we would probably be like cave people”. The main difference between the case studies was the level of teacher direction. This reflected a contradiction between competing curriculum ideologies and addressed the broader debate in education of 21st century skills versus powerful knowledge. The contradictions highlighted how the pedagogical design of coding in the curriculum could be effectively structured. Traditional knowledge and teacher explanation were found to be important to students when learning more complex coding. However, globalisation is a key concept for education in a digital age. Therefore, opportunities can be created for students to build on knowledge and collaborate in new and challenging ways. Treating coding as a social practice by teaching students to connect with the wider community or to use programming for social good can engage them with experiences beyond their own. This does not mean abandoning the elements of 21st century learning, such as students’ own experiences or active learning. Drawing on the strengths of both traditional knowledge and 21st century learning approaches can lead to more powerful knowledge creation.</p>

Learning to code: A narrative inquiry - “Without code we would probably be like cave people”

<p>In 2018 there was educational change in New Zealand with the introduction of new curriculum content for digital technologies. A key component of the digital technologies curriculum content was computational thinking where all students from Years 1 to 10 were expected to learn core coding concepts. The reasons for introducing coding into schools reflected a range of ideologies including preparing children to contribute meaningfully to society in the digital age. This narrative inquiry aimed to explore the value of coding in the curriculum through the experiences of students in Years 7 and 8. The research questions to meet this aim were; Why do students think coding is taught in school? Do students use coding outside of school? Why do students want to learn how to code and how do students think coding might help them or be useful? Curriculum ideologies underpinned this study as a theoretical framework to evaluate student experiences of coding across two case studies. The narratives were derived from focus group interviews held at two different schools. Similarities across the case studies included students’ beliefs about the benefits of including coding in the curriculum. Students’ felt confident that learning coding allowed them to; understand the digital world, create digital products, prepare for the future, teach others and fix broken technology. They could not comprehend what their lives would be like without technology and therefore coding. Some students believed that “without code we would probably be like cave people”. The main difference between the case studies was the level of teacher direction. This reflected a contradiction between competing curriculum ideologies and addressed the broader debate in education of 21st century skills versus powerful knowledge. The contradictions highlighted how the pedagogical design of coding in the curriculum could be effectively structured. Traditional knowledge and teacher explanation were found to be important to students when learning more complex coding. However, globalisation is a key concept for education in a digital age. Therefore, opportunities can be created for students to build on knowledge and collaborate in new and challenging ways. Treating coding as a social practice by teaching students to connect with the wider community or to use programming for social good can engage them with experiences beyond their own. This does not mean abandoning the elements of 21st century learning, such as students’ own experiences or active learning. Drawing on the strengths of both traditional knowledge and 21st century learning approaches can lead to more powerful knowledge creation.</p>

Skin Colour in India vis-à-vis Bleaching Syndrome Pathology: Augmenting Social Work Curriculum Content

The issue of skin colour has eluded the Indian social work curriculum as an insignificant matter of trivia. However, despite the fact skin colour remains of Indian cultural and social significance. Subsequently, the skin colour issue is then manifested by the bleaching syndrome in stealth inclusive of gender, health and economics. The dynamics of this manifestation are commensurate with dark-skinned Indians in the Indian society at-large. However, reference to the bleaching syndrome is iconoclastic in the Indian scenario and public acknowledgement of it per skin colour is a cultural taboo. While assessing social work curriculum content in an alien Western context, native Indian criteria such as skin colour are rendered vague. Skin colour variables extending from the various sectors of Indian society are then dismissed from curriculum study as insignificant curriculum content. A viable solution might consider inclusion of the bleaching syndrome per skin colour as required curriculum content in Indian social work education to resolve the problem.

Research on Construction and Implementation of Kindergarten Vitality Curriculum

The research is based on the construction concept of “teaching with life, teaching for life” and was designed from “clearing curriculum goals” and “constructing curriculum content”. Also, it focuses on improving the implementation level of teachers’ courses in the theme review, enhancing the children’s vitality in project forwarding, and promoting children’s viability at play, which realized the practical vitality enhancement of children. As a result, children will be fond of learning, knowing how to play, becoming more self-independent, and more active participating. The teachers’ professional development has been highlighted, which manifested in the transformation of teaching curriculum perspective and the achievement; the initial scale of curriculum construction preliminary expressed the environment and system of life education.

Teaching and assessing communication skills in the postgraduate medical setting: a systematic scoping review

Background Poor communication skills can potentially compromise patient care. However, as communication skills training (CST) programs are not seen as a priority to many clinical departments, there is a discernible absence of a standardised, recommended framework for these programs to be built upon. This systematic scoping review (SSR) aims to gather prevailing data on existing CSTs to identify key factors in teaching and assessing communication skills in the postgraduate medical setting. Methods Independent searches across seven bibliographic databases (PubMed, PsycINFO, EMBASE, ERIC, CINAHL, Scopus and Google Scholar) were carried out. Krishna’s Systematic Evidence-Based Approach (SEBA) was used to guide concurrent thematic and content analysis of the data. The themes and categories identified were compared and combined where possible in keeping with this approach and then compared with the tabulated summaries of the included articles. Results Twenty-five thousand eight hundred ninety-four abstracts were identified, and 151 articles were included and analysed. The Split Approach revealed similar categories and themes: curriculum design, teaching methods, curriculum content, assessment methods, integration into curriculum, and facilitators and barriers to CST. Amidst a wide variety of curricula designs, efforts to develop the requisite knowledge, skills and attitudes set out by the ACGME current teaching and assessment methods in CST maybe categorised into didactic and interactive methods and assessed along Kirkpatrick’s Four Levels of Learning Evaluation. Conclusions A major flaw in existing CSTs is a lack of curriculum structure, focus and standardisation. Based upon the findings and current design principles identified in this SSR in SEBA, we forward a stepwise approach to designing CST programs. These involve 1) defining goals and learning objectives, 2) identifying target population and ideal characteristics, 3) determining curriculum structure, 4) ensuring adequate resources and mitigating barriers, 5) determining curriculum content, and 6) assessing learners and adopting quality improvement processes.