Cracking Painting

This chapter addresses artist-squatters in the Netherlands, particularly the group of neo-expressionist painters known as De Nieuwe Wilden (The New Wild Ones). Although art schools around the country became important meeting places for artists during the late ’70s and early ’80s, rebellious young artists often dropped out or broke off from the more traditional curricula offered at these institutions in favor of pursuing collective DIY projects, such as starting their own bands and developing their own music/art venues in squatted spaces. Squatter venues like W139, Aorta, and V2_ focused on media art, performances, and anarchic exhibitions. At the time, artists in the Netherlands benefited from generous state subsidies and social benefits.

What Are the Truly Aural Skills?

I argue that current models of aural skills instruction are too strongly linked to music theory curricula. I examine harmonic dictation as a case study, demonstrating that the system of roman-numeral/inversion-symbol labels can interfere with our ability to determine what exactly students are hearing and can distract students from more directly perceptual goals. A pilot study suggests that focusing on bass lines and schemata may make our harmonic dictation training more relevant to perception. I propose that a skill is “truly aural” to the extent that it engages working memory with minimal knowledge-based mediation. Finally, I consider the current state of aural skills instruction and suggest a number of curricular revisions. The more radical proposals call for redesigning aural skills classes to focus on perceptual skills and relocating knowledge-mediated listening to the music theory classroom. Other proposals take a more measured approach to integrating perceptual skills with otherwise traditional curricula.

Assessing the Impact of ESD: Methods, Challenges, Results

Education for Sustainable Development (ESD; also often called Education for Sustainability (EfS)) is a key lever of the United Nations’ Sustainable Development Goals, which emphasize the need for everyone to have the knowledge and skills to meet the challenges of creating a more sustainable world. However, while we can find examples of ESD across the globe, its potential to scale effectively and its impact on achieving the goals of sustainable development as compared with traditional curricula are often questioned. This literature review, at the crossroads of econometrics, educational sciences and psychology, aims to foster scaled ESD research and initiatives by offering a better understanding of the doubts that surround its potential impact. To that end, we (1) shed light on the methods and good practices for assessing this impact; (2) underline the specificity of the data to be collected in the context of these methods of assessment; and (3) outline the existing conclusions of impact studies dedicated to ESD that have served to highlight the limits and challenges for accurate measurement. These impact studies suggest that ESD will only achieve its objectives if pedagogical approaches are renewed. The inclusion of studies showing de facto poor results for ESD makes it possible to complete the picture of the endogenous and exogenous factors determining sustainable behavior that must be taken into account, both in the design of impact assessment tools and in the concrete implementation of ESD.

Outdoor training for students in the context of distance education

The article reveals the main problems of art and pedagogical education in teaching students to paint in the open air practice in the conditions of distance learning. The modern educational environment has put forward new conditions for the methodology of teaching the fine arts using computer technology. Primary data processing on the development of a theoretical and methodological substantiation of the traditional system of teaching painting, existing IT technologies and programs that allow distance learning in different modes, confirm the possibility of using a new direction in artistic pedagogy, which reveals the potential for the implementation of new pedagogical ideas at a high effective level. Modeling a new educational process includes the development of new curricula, not only in the field of traditional education, but also the participation of IT technologies in the adaptation of electronic learning systems to working conditions in the open air, in various modes of transferring audio and video information. Traditional curricula should also be modernized to fit the structure of an e-learning resource. The most successful solution to this educational problem will allow bringing the system of artistic training of students to a new educational level, since will allow remotely conducting classes by leading highly qualified specialists from various regions and countries.

Curriculum and Learning Environments

Various curriculum theorists and commentators have identified curriculum/instruction and the learning environment/milieu as two of the major codeterminants of students’ educational outcomes. Although learning environment is a somewhat subtle concept, considerable progress has been made over the past few decades in conceptualizing and assessing it and investigating its determinants and consequences. The learning environment is important in the curriculum field because a positive classroom environment is both a worthwhile end in its own right and a means to improved student outcomes. The field of learning environments has a rich diversity of valid and economical questionnaires that have been adapted and used in many countries. The world’s most-frequently used classroom climate questionnaire is the What Is Happening In this Class? (WIHIC) which assesses students’ perceptions of student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation and equity. Other specific-purpose instruments include the Science Laboratory Environment Inventory (SLEI), Constructivist Learning Environment Survey (CLES) and Place-Based Learning and Constructivist Environment Survey (PLACES) for evaluating the unique learning environments of community-based and place-based environmental education programs. A major application of learning environment assessments is their use as criteria of effectiveness in evaluating educational programs/curricula and instructional methods/alternatives. These studies reveal that traditional curricula could be distinguished from new curricula in terms of students’ classroom environment perceptions when outcome measures cannot. Although much research has been undertaken on educational environments, less effort has been focused on helping teachers to improve the climates of their schools and classrooms. A simple approach for improving environments based on using climate surveys involves identifying and reducing discrepancies between students’ actual and preferred perceptions. Teachers who have administered these questionnaires as part of their action research typically have found that assessments of their students’ perceptions of classroom environment provide useful bases for reflection, discussion and classroom improvement.

Perceived Influence of Medical Students’ Community Health Assessment Projects

Background and Objectives: To achieve overall health, physicians must understand how community and population health impacts individual health. Although several US medical schools have incorporated community health assessment project requirements into traditional curricula, examples in longitudinal integrated clerkships are unknown. This study was designed to assess alumni perceptions of the influence of community health assessment projects, a core component of the University of Minnesota Rural and Metropolitan Physician Associate Program’s (RPAP/MetroPAP) 9-month longitudinal integrated curriculum. Methods: This 2018 study consisted of a descriptive cross-sectional survey of 480 RPAP/MetroPAP alumni who completed 457 community health assessment projects between 2004/2005 and 2016/2017. The authors administered a 14-item survey requesting date and location of RPAP/MetroPAP 9-month placement, name of project, source of project idea, and perception of project influence on professional activities. Quantitative data were collected using 4-point Likert scales. We collected qualitative data with open text boxes. Results: The survey response rate was 42.29% (203/480). A key finding was alumni perceived project ideas arising from community partners had greater impact on their acquisition of several community engagement skills. One-half reported projects influenced their professional activities, evidenced by ongoing community engagement, interest and participation in public health and preventive health initiatives, efforts to learn about specific health issues, social determinants of health and patient advocacy. Conclusions: This exploratory study suggests medical student community health assessment projects enhance community engagement and soliciting project ideas from community partners increases student acquisition of community engagement skills.

Moving out of the silos through interprofessional education: what do we know and where do we go?

Interprofessional education (IPE) is increasingly being recognised as one way how to develop a collaborative health workforce better equipped to deal with the diversity and complexity of future healthcare contexts [1]. IPE could also contribute towards blurring some of the institutionally demarcated professional boundaries and silos, so widespread in most health professional education and health systems. However, despite the rhetoric of IPE, the development of this pedagogy remains variable worldwide. The challenges of developing, implementing and sustaining interprofessional education are often underestimated or overlooked. Achieving an interprofessional agenda is a wicked problem [2] and is at odds with the prevalent and privileged medical narrative, sharp professional domains, traditional curricula and scarce resources. This presentation which stems from primary research and a systematic search and review of the literature, aims to de-construct IPE by moving beyond the rhetoric of this pedagogy; precisely by acknowledging its complexity, and the myriad of micro, meso and macro level determinants that influence its development. It will map out key recommendations of what is needed to move IPE forward. It is only when we reflect and engage in such dialogues that we can start to develop a range of context-specific IPE curricula aspiring towards a collaborative health workforce. Kuhlmann, E., Batenburg, R., Wismar, M., Dussault, G., Maier, C. B., Glinos, I. A., ... & Groenewegen, P. P. (2018). A call for action to establish a research agenda for building a future health workforce in Europe. Health research policy and systems, 16 (1), 52.Varpio, L., Aschenbrener, C., & Bates, J. (2017). Tackling wicked problems: how theories of agency can provide new insights. Medical education, 51(4), 353-365. Key messages Interprofessional education could contribute towards a collaborative health workforce. The road map for sustainable IPE curricula needs to be context-specific acknowledging both enablers and challenges.

al-Isykalat al-Nazhariyah Fi Ta’lim al-Nahw wa al-Sharf Li al-Nathiqin Bighair al-Arabiyah Fi Indonisia

This study aim’s to the Arabic education institutes in Indonesia who think that as-sarhf teaching precedes an-nahw teaching, while others see an-nahw teaching precede pure education, and the two parties forget that the generalization of each of them is not straightforward; the learner from Arabic speakers is not the same as the learner from other speakers, and is specialized in the Arabic language and its literature not like a specialist in other sciences, and it is not correct for these scholars and specialists to be prepared either, but social and professional differences between them are taken into account, so the difference is clear between learning Arabic in its countries and between it in others, as well as between its learning because it is an end and it is because it is a means, which necessitates reviewing some problems the theory of the trade-off between an-nahw and as-sarhf and their teaching for non-Arabic speakers, especially in Indonesia, and we have discussed this issue through a critical approach, and we have come to the conclusion that the solution to obtain competence and integrated language skills is to combine an-nahw and as-sarhf teaching according to certain conditions that go beyond the problems experienced in the development Teaching Arabic in Indonesia, and at the forefront of these problems is reliance on traditional curricula, lack of comprehensive courses and modern teaching methods, as well as insufficient qualification of teachers sufficient and professionally, and relying on courses that do not match the level of Learners and their needs, in addition to the educational content lacking the pedagogical, psychological and cultural linguistic foundations, whether in its choice or its organization.

Advancing Health Policy and Advocacy Education in Medical School through a Student-run Elective

Introduction: Training medical students in the policy topics of healthcare economics, delivery systems, disparities, and reform helps to prepare them for the growing role of advocacy in medicine. We used a near-peer educational model to create an elective to advance learners’ policy knowledge and advocacy skills, while simultaneously offering student directors hands-on experience in educational program development. Methods: The 4-week elective for fourth year medical students included weekly readings, policy seminars, advocacy workshops, and journal clubs. Longitudinally, students prepared for a policy debate and prepared a research project or Op-Ed article on a healthcare disparity topic of their choice. The elective was designed, coordinated, and implemented by a team of first, second, third, and fourth-year medical students with faculty adviser oversight. Pre- and post-surveys were utilized to assess student learners’ knowledge of subject material and their perceptions of the effectiveness of the curriculum. Student directors self-assessed their confidence with the subject material and acquired skill in educational program development. Results: Student learners (n=6) noted significant improvement in their knowledge of health policy (P=0.0002) and advocacy (P=0.0064). They also reported improvement in several subtopics under policy and advocacy, with significant improvements seen in healthcare reform (P=0.0131) and writing skills (P=0.0099). Student directors (n=4) reported improved skills in curriculum development, educational evaluation, and leadership. Discussion: This novel student-run elective provided effective training in health policy and advocacy that extends beyond traditional curricula in medical school. Employing a near-peer model, the elective offers a sustainable system to educate interested students in these subjects and provide student directors unique experience in medical education. Further evaluation of future iterations will help determine the effectiveness of the curriculum in advancing individual policy and advocacy subtopics to guide future curricular modifications.

Online collaborational practice for active learning in the visual age

According to the Burges Communique “Supporting vocational education and training in Europe”, to meet the challenges of increased unemployment of young people, global competition, Europe’s ageing society and shortage of skills, education organizations need to network and collaborate to achieve inclusive education and training services: diversification of learners, the opening up of education, the preparedness to merge international and intercultural learner groups and to provide learning services for work-based learners.Vocal project is responding to this need by training teachers to develop their skills to adapt their „traditional” curricula towards more collaborative and more intercultural activity focused online modules. But how does this upcoming educational practice responding to the needs of the visual age? Based on Vocal project findings, this presentation is analysing the synergy of this online collaborative educational practice with visual learning and thinking.