Improvement opportunities for learning organizations

Purpose Scope for learning to occur at different levels can increase when firms develop a learning culture. Such organizations are able to identify valuable opportunities by exploiting unique characteristics of different contexts that can facilitate learning. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Scope for learning to occur at different levels can increase when firms develop a learning culture. Such organizations are able to identify valuable opportunities by exploiting unique characteristics of different contexts that can facilitate learning. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Transformation of pedagogical consciousness in the context of digitalization of society

The transition from the informatization stage to the stage of digitalization in the world, including in our country, occurred very quickly. This gives society advantages, but also makes you think about the problems that have appeared in connection with this. Digitalization in education opens up wide opportunities for learning people of different ages throughout their lives, but at the same time requires cardinal changes in the entire education system. All this leads to the transformation of pedagogical consciousness. Since colossal changes in digital technologies, including in the education system, are proceeding rapidly, the consciousness of many teachers does not have time to rebuild. As a result of the study, it was found that this leads to stress, dissatisfaction, fears and irritation. Only a few are interested and excited. There is a process of awareness of one's Self in a changing pedagogical space, one's place in it. The results of the study confirm that the speed of introduction of new digital technologies in the education system depends on the pain of the transformation of pedagogical consciousness. The course Active Methods of Socio-Psychological Learning on the basis of the Master's program Psychological and Pedagogical Education of Samara University allows you to prepare teachers to solve problems related to the transformation of pedagogical consciousness in the context of digitalization of education.

ALICE IN RANDOMLAND: A RESOURCE FOR IMPROVING ATTITUDES TOWARDS PROBABILITY AND ITS TEACHING

This article presents the results of a study aimed at examining how primary school teachers’ attitudes towards probability and its teaching are influenced by their use of an interactive story focused on sparking interest in probability and providing opportunities for learning this mathematical topic. A scale of attitudes towards probability and its teaching was applied to 40 prospective primary school teachers, before and after reading the book. This instrument was implemented with two focus groups. Preliminary results revealed significant changes in pre-service teachers’ attitudes, particularly in their feelings towards probability. This evidence attested to the potential of the book, especially considering that the participants had only studied the basics of this topic in previous courses. Abstract: Spanish En este artículo se presentan los resultados de un estudio que busca indagar sobre cómo las actitudes hacia la probabilidad y su enseñanza de futuros profesores de Educación Básica, se ven influenciadas al interactuar con un cuento interactivo que busca estimular el interés y a la vez brindar oportunidades para el aprendizaje de las probabilidades. Para el estudio se aplicó una escala de actitudes hacia la probabilidad y su enseñanza a 40 futuros profesores de Educación Básica, antes y después de la lectura del libro, lo que fue complementado con dos grupos focales. Los resultados preliminares muestran cambios significativos en sus actitudes, particularmente en el componente afectivo hacia la probabilidad. Esta evidencia muestra el potencial que tiene la lectura del libro, más aún considerando que los estudiantes solo han estudiado, en cursos anteriores, nociones básicas de probabilidades. En este artículo se presentan los resultados de un estudio que busca indagar sobre cómo las actitudes hacia la probabilidad y su enseñanza de futuros profesores de Educación Básica, se ven influenciadas al interactuar con un cuento interactivo que busca estimular el interés y a la vez brindar oportunidades para el aprendizaje de las probabilidades. Para el estudio se aplicó una escala de actitudes hacia la probabilidad y su enseñanza a 40 futuros profesores de Educación Básica, antes y después de la lectura del libro, lo que fue complementado con dos grupos focales. Los resultados preliminares muestran cambios significativos en sus actitudes, particularmente en el componente afectivo hacia la probabilidad. Esta evidencia muestra el potencial que tiene la lectura del libro, más aún considerando que los estudiantes solo han estudiado, en cursos anteriores, nociones básicas de probabilidades.

A comparative analysis of discourses shaping physical education provision within and across the UK

Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the four nations of the UK, we identified those curriculum documents from each context that were written to directly inform physical education teachers’ curriculum planning and enactment. We firstly identified those discourses evident in each document to understand how physical education is conceptualised within each curriculum, before engaging in a dialogical process that converged around how physical education is constructed similarly or differently within and across curricula. We found some variation in relation to how the concept of health is articulated. With the exception of the curriculum in Wales, we also found that performance discourses related to developing motor competencies for sports continue to dominate as the main purpose of physical education. Finally, there are several points of divergence in relation to how much agency or guidance teachers are afforded within each curriculum. The intention of this research is to initiate dialogue across each of the four nations, creating opportunities for learning so that, collectively, teachers can build capacity to contribute to future curricula and pedagogies in physical education.

The Mechanisms of Implementation Support - Findings from a Systematic Integrative Review

Purpose: Mechanisms of Change (MoC) explain how strategies used to enhance the uptake of evidence in social and human services enable change in the behaviors of individual practitioners, organizational leaders or entire organizations, and systems. One such strategy is the use of implementation support practitioner (ISPs). This study examines the mechanisms through which ISPs facilitate behavior supportive of the implementation of research-supported interventions. Methods: A systematic, integrative review was conducted. The conceptualization of MoCs built on a model by Dalkin and colleagues. Results: Based on a unique combination of knowledge, skills, and attitudes, ISPs install trust in and among their stakeholders and utilize this trust to promote meaningful and relevant learning; provide ongoing opportunities for learning, reflection, and support; help to span boundaries; and positively motivate stakeholders. Discussion: ISPs do not represent a short cut to better implementation. They represent an additional implementation challenge that requires dedicated attention and resources.

Games Versus Reality? How Game Designers Deal with Current Topics of Geography Education

Digital entertainment games frequently address current societal issues that are also dealt with in geography education, such as climate change or sustainable city development, and give various opportunities for learning. However, in order to be fully able to determine the games’ educational potential and to instruct meaningful reflection on them in class, the designers’ approaches to realism regarding these topics need to be understood. Therefore, we have developed a model of realism in games and conducted 9 interviews with 10 experts from the entertainment game industry about their understanding of and dealing with realism concerning the represented geographical topics. In many cases, the interviewees’ approach to incorporating real-world issues can be regarded as beneficial for their games’ educational potential, and some designers even pursued learning goals. However, we also identified approaches that can result in questionable presentations of real societal issues. We found the most problematic one to be the prioritization of player expectations for the sake of perceived realism. This approach may lead to the depiction of stereotypes and common misconceptions. The results presented in our study may help teachers to prepare reflection on such misrepresentations in class, or designers to become more aware of the educational implications of different forms of game realism.

Ensemble participation and personal development

Participation in leisure activities offers a range of social, emotional, and personal benefits and research investigating the value of musical participation for leisure confirms similar benefits. Music is thought to play a role in the development of self-identity, which suggests that musical leisure may also offer opportunities for individuals to develop, refine, or maintain personal identities. This chapter explores the ways in which the psychological dimensions of ensemble cultures facilitate personal development during adulthood. The chapter proposes that dimensions of group affiliation, opportunities for learning, pleasure and rejuvenation, wellbeing, and identity characterize amateur ensemble participation and impact upon the personal, psychological, and musical development of those who participate. The chapter discusses the ways in which ensembles afford opportunities for individuals to develop motivation and confidence in their working/personal lives, a clear sense of belonging and personal meaning, and an enriched sense of self.

ACTIVE LEARNING THROUGH TECHNOLOGICALLY-BASED DECISIONS

The fourth industrial revolution determined Education 4.0, which brings out both the clear presence of technology in the educational process and connects electronic devices in the real and virtual world during learning, and during activities of interest, according to personal preferences and experience. However, the requirements and conditions for the use of technologies to increase learning outcomes are much more important. The objective of the study is the construct "technology-based decision making". The research aims to study the influence of the technology-based decisions for the active learning of the students from the higher educational institutions /HEIs/. A scientific study was conducted with 74 students from HEIs. The results show that technology-based decision-making increases learning activity and provides opportunities for learning to be a constructive and active process. Technology-based decisions of university students are defined as a specific motivator for their active learning.

Minecraft in Education Benefits Learning and Social Engagement

Empirical evidence suggests game-based learning (GBL) as a potentially engaging form of contemporary learning. With the increase in the use of Minecraft, a sandbox computer game in open-world format, there has been a concurrent rise in the level of interest in investigating the role of Minecraft in social and academic learning. Minecraft is socially interactive, and its cooperative, rather than competitive, open-world gameplay suggests that it could be used for educational purposes. This paper presents a systematic review of all published peer-reviewed research and synthesises the evidence for and against Minecraft's use in education to better understand the applicability of Minecraft in educational and psychological interventions. Forty-two papers were identified. These revealed Minecraft to be beneficial in terms of increased motivation, language development, and academic learning in subjects such as science and history. Minecraft play also supported the development of social skills, including communication, sharing, collaboration, and leadership. Concerns about age-appropriateness, safety, technology use, and learning generalisation were raised, but on balance, the evidence favours an informed and guided employment of Minecraft for improved opportunities for learning and engagement in education.

Impacts of the Virtual Landscape During the COVID-19 Pandemic on the 2020 Application Cycle

Introduction/Objective In response to the COVID-19 pandemic, the 2020 application cycle adapted to a mostly virtual setting. This project focused on the impact of these changes on the 2020 application cycle with the elimination of in- person away rotations and interviews, as well as the implementation of new virtual opportunities for learning and interacting with residents and programs. Methods/Case Report This study was conducted through an anonymous survey sent out to programs that engaged in social media usage in the 2020 application cycle. The survey was made available to program directors, faculty, residents and the matched applicants and focused on their usage and opinion of impact of virtual opportunities, virtual interviews and social media encounters. Results (if a Case Study enter NA) A total of 17 program directors/faculty, 17 residents and 19 matched applicants completed the survey across 91 programs surveyed. Virtual opportunities that were offered across these programs include: open houses, sub-internships, didactic lectures, grand rounds, Q&A sessions, and virtual facility tours. Responses showed that 4 programs (16%) moved applicants up on their rank list based on pre-interview virtual interactions. From the applicant perspective, 13 (76.5%) said virtual opportunities impacted the way they evaluated programs with 13 (68.4%) ranking programs higher and 3 (15.7%) ranking programs they otherwise would not have ranked. On the other hand, 21 faculty/residents (80.7%) felt that applicants missed out on fully experiencing the program due to lack of in person interviews and away rotations. However, 14 programs (56%) interviewed more candidates and offered more interview days during the 2020 application cycle. Applicants also applied to a greater number of programs with 42% of surveyed applicants applying to more than 50 programs, however none attended more than 30 interviews. Conclusion In conclusion, adaptations in response to the COVID-19 pandemic have provided an unexpected opportunity to explore the impact of the virtual landscape on residency recruitment.