Art and Aging: Use of Social Media for Geriatric Education

Social media as an educational tool for health care learning has untapped potential. Benefits of social media include peer-to-peer engagement, active learning and interprofessional training. Here we explored social media platforms as a vehicle to deliver short, pithy clinical pearls from evidence-based, peer-reviewed manuscripts. Key points from recent medical publications are paired with pre-existing artwork to provide visual reinforcement of the clinical pearl. Dubbed “Art and Aging”, the clinical pearl and artwork combination is posted on different social media platforms such as Instagram, Twitter and Facebook, thus allowing for an expansive audience. Different hashtags and tags are used to increase followers and engagement on each platform. Over a 9 months period learner engagement increased by 150% and includes a diverse learner profile. These curated social media platforms show considerable promise for disseminating Geriatrics best practices. As yet, we do not know subject matter retention or whether it changes clinical practices - both questions which are future research objectives.

DEVELOPING TEACHERS’ ASSESSMENT LITERACY BY IMPROVING EXISTING TESTS: ANALYSES AND TOOLS

The present research paper attempts to provide an exemplary step-by-step description of the improvement and tailoring process of an existing assessment to provide practical guidelines to English teachers. The theories, tools, and techniques mentioned in the study are expected to serve as guidelines for teachers in their assessment literacy improvement paths. To make the guidelines more practical and self-explicatory to teachers/readers, this investigation deals with the modification of an existing assessment (quiz test) used in one of the English for Specific Courses (ESP) – Business English module for future logisticians, which is provided in the context of higher education (HE) institution – Inha University in Tashkent (IUT). The research aims to tailor the modern test (unit quiz) and make it meet the needs of a learner and the Common European Framework of References (CEFR) standards; principally, it also intends to ensure that the test responds to the five principles of assessment: reliability, practicality, validity, washback, and authenticity. This case study covers the description of the study subject, analysis of a test used at schools the study subject attends, and its modified version. The implemented research methods involved qualitative and quantitative data collection tools such as pre- and post-interviews with the subject, pre- and post-tests, observation, and feedback. The result of this study which was scrutinized based on the piloting outcomes, showed that it was successfully polished and oriented to the topical learner profile at this HE institution. Besides, the test eventually meets the assessment principles because of the adjustments, which make it suitable for the CEFR standards.

Development and Validation of Psychometric Properties of the 10 IB Learner Profile Instrument (10IBLP-I): A Combination of the Rasch and Classical Measurement Model

Background: The International Baccalaureate Middle Years Programme (IBMYP) aims to produce a holistic transformation with creative and critically minded students. However, very little attention has been paid to the development of an instrument to measure the IB learner profile with good psychometric properties. Purpose: This study aims to develop an instrument with good psychometric properties, based on the Rasch measurement model and confirmatory factor analysis. Methods: The study consists of two phases of pilot and field studies involving 597 year four students from IBWS MOE. Results: The findings from the Rasch measurement model analysis have shown that 54 items meet the criteria of the item fit, unidimensionality, and reliability index. Meanwhile, confirmatory factor analysis found that 44 items have shown a valid item fit index. Conclusions: The combination of both analyses has shown the strength of 10IBLP-I psychometric properties that cover the aspects of validity and reliability. The findings also provide an implication to the theory, with empirical evidence that the IB learner profile consists of 10 constructs. Besides, the evidenced 10IBLP-I comprises good psychometric properties, which can be used to measure the level of IB learner profile among IBWS MOE students to assess the effectiveness of the implementation of IBMYP in Malaysia.

Teaching for international mindedness in Chicago Public Schools International Baccalaureate humanities classes

PurposeThe International Baccalaureate (IB) programme centers on developing students' international mindedness. Central to this effort is the programme's “Learner Profile,” which details ten attributes that teachers seek to cultivate through classroom instruction. This article reports on the ways that middle grades and high school social studies and English teachers in Chicago Public Schools' (CPS) IB programmes are attempting to implement the Learner Profile as part of their classroom practice to support students' international mindedness.Design/methodology/approachThe project was carried out as a two phase, sequential mixed-methods design. Phase I entailed a survey of IB teachers and programme coordinators across CPS to assess the incorporation of the Learner Profile into instruction. Phase II consisted of mixed-methods case studies of CPS IB programmes selected partially on Phase I data analysis.FindingsWe find that while teachers express high levels of familiarity with the Learner Profile attributes and confidence in incorporating them into practice, we find wide variation in the actual implementation. Taken as a whole, we find CPS programmes take divergent approaches to incorporating the Learner Profile based on differences in understanding of the attributes and its purposes as well as key organizational facets related to implementation.Originality/valueUltimately, we argue that the wide variation and lack of explicit incorporation of the Learner Profile into classrooms is related in large part to the broad, indistinct nature of “international mindedness” as a concept. The programme would benefit from creating more space for teacher and students to critique the concept, especially those working from non-Western traditions.

Learner profile mapping: Stimulating autonomous motivation in entrepreneurship education

Entrepreneurship education represents a popular area of contemporary study. Nonetheless, topical interest is heavily biased towards final outcomes, such as entrepreneurial intentions or ending motives to become an entrepreneur. In this regard, further development is needed to unearth the pedagogical processes that allow these perceived beneficial outcomes to emerge. The aim of this paper is to approach a commonly studied outcome variable – student motivation – from a novel perspective. An attempt is made towards its reframing as a processual construct that energises and directs effective engagement in learning itself. Contributing to the sharing of innovative pedagogical best practice and the linking of outcomes to methods of teaching, a way through which students’ motivation can be ignited and sustained is exposed. Specifically, an original approach towards increasing student autonomy is put forward and critiqued.

A Proposed Learner’s Data Model: Integrating Informal Learning and Enhancing Personalization and Interoperability

A learner profile is key to personalize learning content. Nowadays learners use different applications and tools to learn (Formal and informal types). Indeed, the diversity of profiles, their content, their structure, their operation, and the actors concerned, limits possible interoperability. Hence, the need for a rich and an interoperable learner profile that describes all previous learning achievements or experiences. In this work, after a brief analysis of available standards in this area, an approach is proposed to build an interoperable learner model based on xAPI statements that combine the formal and informal experiences to enhance learning analytic and personalization. Then, we present a tool to transform collected data into our XML model proposed based on the IMS-LIP standard, and in the end, we explore his utility.

IB School Libraries as International-minded Learning Spaces and Environments

The International Baccalaureate Organization (IB) offers educational programs to schools world-wide. Originally established for international schools, programs are now typically offered in a variety of public and private educational institutions in many countries. The IB has developed four programs, covering a continuum of education from early years to courses for students aged 18 years of age. Programs are largely constructivist-based and IB ‘big ideas’ include inquiry, a holistic view of the learner (IB Learner Profile), international-mindedness and academic honesty, yet the role of the library, overall, is not as clearly identified as may be expected, given factors friendly to a library and information sector paradigm. This professional paper reviews IB documentation and thinking, identifies opportunities where the library can support and contribute to the programs and identifies good practice, focusing on conference themes of the school library as a learning space, learning environment and as a ‘window on the world’.

"What's in it for me?"

The International Baccalaureate organisation (IB), with headquarters based in Geneva, Switzerland continues a world-wide expansion of their three educational programmes. An understanding of, and involvement with the programmes to support the school community is vital for the school librarian in those school which are considering adoption of any of the programmes. The three IB programmes encompassing teaching and learning from 3 years to 19 years are:- the Primary Years programme ( PYP); Middle Years Programme (MYP); and the Diploma Programme ( DP). The IB “Standards and Practices” guide the Authorisation process for IB World Schools and these in turn can effect and direct the way libraries and librarians are used. The IB mission statement, the IB Learner Profile and programme specific documentation guide a ‘continuum of international education’ being promoted by IB World Schools. Some aspects of these areas will be explored in the context of possible changes for the school librarian. ‘What is in it for me?’ will be answered through challenging school librarians to become part of a whole school learning initiative based on International Baccalaureate principles of inquiry and internationalism, and to possibly rethink their role through developing collaborative practices in their educational institution.