The “General practitioner learning stations”—development, implementation and optimization of an innovative format for sustainable teaching in general practice

Background Teaching general practice in a university setting is still challenging. In our department we have developed a teaching format with content from a previous lecture-style-teaching into an interactive small group format taught by frontline general practitioners (GPs). The “GP learning stations” introduce students to the skills and attributes of a GP working in primary care in a university setting. Our main objective was to understand whether the teaching format had proven itself sustainable in a university setting over eight years. Furthermore, we wanted to better understand the role of the GP as a medical educator. Methods More than eight years of experience in organizational and staff expenses were collected and analyzed. In addition, the grade point average of the students’ evaluation was calculated and their free text answers were categorized and evaluated descriptively. During two teach-the-teacher seminars attending GPs were asked why they teach and if they feel equipped to teach the format. Results The initially high organizational and staff expenses were significantly reduced. The recruitment of GPs, their didactic contribution, and their joint creation of content went smoothly throughout the whole period. A total of 495 students participated in the regular evaluation. The analysis yielded a grade point average of 1.9, on a scale from 1 = very good to 6 = insufficient. In the free text answers students praised the educators, the format and the practical relevance. The interactive transfer of the content, the didactic competence of the educators and the spatial environment were viewed critically. Reasons for GPs to teach were the joy to pass on knowledge and experience, and to make the work of GPs more attractive to students. Most GPs felt prepared to teach through their experience as a physician although some felt unprepared to teach through their lack of didactic knowledge. Conclusion Despite reducing the costs of the format, a grade point average of 1.9 could be achieved in the long term. This supports the teaching concept of learning stations and its “mixture of discussion, scientific background and role play, combined with (…) experiences and exciting individual cases from (GPs) everyday life”, hopefully making general practice more attractive to the students.

Transferring the sandwich principle to instructional videos: is it worth the effort?

Background The sandwich principle is an educational concept that regularly alternates between collective and individual learning phases within one learning unit. Applying sandwich principle to lectures has proven to be more effective for learning outcomes than classical lectures. Supposedly, this teaching format also leads to a beneficial knowledge transfer when applied to other teaching formats. Therefore, the aim of this study was to investigate the effect of the sandwich principle on instructional videos and how its use was evaluated by students. Methods Participants (n = 51) were randomly allocated into two groups. Both groups were given a test to assess the baseline level of knowledge. Afterwards, the control group watched the normal instructional video on cleft lips and palates, while the sandwich group watched the same video modified according to the sandwich principle. The participants then had to answer 30 single-choice questions to assess their knowledge gain and evaluate the instructional video. Long-term retention of the knowledge was tested again 6 months later using the same test questions. The unpaired t-test and ANOVA were used to compare the results. Results Comparison of the pre-test and post-test results of both groups showed significantly increased test scores (p < 0.0001). Regarding long-term retention, the mean test scores were still significantly higher in both groups than before watching the video (p < 0.0001). For all test results, there was no significant difference between the groups (p > 0.05). The evaluation showed that the students highly appreciated the modified video and found the interruptions for repetition of previously learned knowledge useful. Conclusion The hypothesis that the modification of instructional videos according to the sandwich principle would lead to an improved learning outcome could not be proved subjectively or objectively. Nevertheless, the teaching format was highly appreciated by the students and may have increased their motivation to learn with instructional videos.

Interactivité, co-construction, quand l’outil numérique dé-hiérarchise le rapport entre enseignant-e-s et étudiant-e-s en langue

As a teacher-researcher at ISIT, I had to maintain pedagogical continuity with my colleagues from the very first day of the lockdown, and to ensure all my lectures and online workshops, with some time adjustments and extra breaks for long courses. I teach undergraduate Chinese to French translation to French and Chinese students, in mixed groups of speakers of both languages. I also teach general and comparative terminology at graduate level. In this article, I only deal with the devices implemented in my undergraduate general Chinese to French translation courses. This new teaching format has given me the opportunity to test tools in both synchronous and asynchronous formats. I would like to present two of these tools and the features that interested me most for synchronous use in Chinese to French translation classes.

Transferring the Sandwich Principle to Instructional Videos: Is It Worth the Effort?

Background: Applying sandwich principle to lectures has proven to be more effective for learning outcomes than classical lectures. Supposedly, this teaching format also leads to a beneficial knowledge transfer when applied to other teaching formats. Therefore, the aim of this study was to investigate the effect of the sandwich principle on instructional videos and how its use was evaluated by students.Methods: Participants (n = 51) were randomly allocated into two groups. Both groups were given a test to assess the baseline level of knowledge. Afterwards, the control group watched the normal instructional video on cleft lips and palates, while the sandwich group watched the same video modified according to the sandwich principle. The participants then had to answer 30 single-choice questions to assess their knowledge gain and evaluate the instructional video. Long-term retention of the knowledge was tested again 6 months later using the same test questions.Results: Comparison of the pre-test and post-test results of both groups showed significantly increased test scores (p < 0.0001). Regarding long-term retention, the mean test scores were still significantly higher in both groups than before watching the video (p < 0.0001). The evaluation showed that the students highly appreciated the modified video and found the interruptions for repetition of previously learned knowledge useful.Conclusion: The hypothesis that the modification of instructional videos according to the sandwich principle would lead to an improved learning outcome could not be proved subjectively or objectively. Nevertheless, the teaching format was highly appreciated by the students and may have increased their motivation to learn with instructional videos.

Digital university as an integrative methodological construct

The coronavirus pandemic has actualized the digital transition of universities. At the same time, it introduced an element of chaos. Educational policy also played a role here. At this stage, there is a contradiction that has arisen between the fragmentation of interpretations and the need to develop a digital university model. This determines the need for structuring the methodological construct of a digital university, which will allow developing not only a theoretical methodology that allows more focused theoretical and applied research, but also a practical methodology that makes it possible to more rationally structure a set of techniques and tools to achieve the goal of practical implementation of the digital transformation of universities and higher education. The author of the article formulated the methodological construct of a digital university as an integrative phenomenon. A digital university is a combination of four interdependent elements: a teaching format; digital environment; digital resources; digital platform. The digital format is a form of combining digital technologies (in what form the interaction takes place) and at the same time content (which is an act of interaction, the content itself). The digital environment is a space, a place (where interaction takes place). Digital resources are tools for activating the idea of a digital university (what the participants use). A digital platform is an algorithm, a way to implement the idea of a digital university (how interaction is embodied) and, at the same time, a platform for interaction (within which structure the interaction takes place). The article shows that a digital university cannot be interpreted solely as a twin of a "physical" university, since digital technologies allow creating new conditions, making changes in the real environment, organizing processes, both teaching and management. At the same time, the "physical" university, existing in the real, not the virtual world, is a whole space in which technical and human resources are placed. In other words, it is impossible to talk about the concept of a digital university only from the standpoint of the digital (virtual) world, or from the standpoint of only the technical infrastructure.

A sala tá on: o ensino remoto de filosofia na educação superior em tempos de pandemia

The year 2020 was marked by the viral disease called the new coronavirus or covid-19. A lethal disease with a high degree of proliferation and contagion in which social isolation and distancing are the forms of palliative prevention to contain the mass advance of the virus. Educational institutions were closed to decrease human contact and most of them adhered to the remote teaching format. As a whole, the covid-19 pandemic modified the traditional classroom format and caused teachers and students to exchange the board and portfolios for the digital screen. It took a new adaptation and reinvention of the teacher, his didactic structure and his teaching-learning process. The objective of this work goes in this direction, to understand the current scenario of remote teaching and how philosophy teachers of higher education in Maranhão are dealing with the online class format and what digital resources/technologies have used in the virtual classroom.

JOGOS DIDÁTICOS NA CONSTRUÇÃO DO CONHECIMENTO GEOGRÁFICO

Um dos papéis da Geografia enquanto disciplina escolar é de construir um saber-pensar sobre o espaço vivido para nele saber agir de forma consciente e coletiva. No entanto, o que vemos recorrente no ensino da Geografia é a reprodução de um conteúdo simplório e enfadonho (LACOSTE, 1988). Buscando superar esse formato tradicional de ensino a Base Nacional Comum Curricular coloca em seu escopo que o processo de ensino-aprendizagem deve ser realizado a partir do desenvolvimento de competências e habilidades. Diante deste contexto, este relato de experiência busca refletir como os jogos podem auxiliar nesse processo didático-pedagógico baseado no desenvolvimento de competências e habilidades. A pesquisa foi construída a partir do método qualitativo, através de leituras acadêmicas, além das observações durante a elaboração e o uso de jogos didáticos nas aulas de Geografia de uma turma de 7º ano do Ensino Fundamental. A investigação contemplou as estratégias adotadas pela professora, a atuação e envolvimento dos estudantes no processo de construção dos jogos, assim como as habilidades e competências estimuladas. Consideramos que por meio do lúdico, os jogos podem conduzir os estudantes a um raciocínio geográfico, à aprendizagem dos conteúdos de forma crítica e criativa, além de auxiliá-los na resolução de situações-problemas da sua vida dentro e fora do âmbito escolar. Palavras-chave Competências, Habilidades, Jogos didáticos, Ensino de Geografia Didactic games for the development of Geography knowledge: a possibility for a improvement in competences and abilities Abstract The role of the Geography as a school subject is to build a saber-think about space to act more efficiently. However, what we have seen recurrent in schools is a reproduction of a simple and emphatic content (LACOSTE, 1988). Seeking to overcome this traditional teaching format in the Common National Curriculum Base, you place in your scope the teaching-learning process carried out after the development of the competences and skills. In this context, the experience report seeks to reflect how games can assist in this didactic-pedagogical process based on the development of the competences and skills. A research was built from readings academic, in addition to presentations during the development and use of didactic games in the Geography classes of a class of the 7th year of Elementary School. An investigation included strategies adopted by the teacher, an action and participation of students in the process of building games, as well as stimulated skills and competences. It is considered that, through playful way, games can lead students to geographic undersatandigs, learning content in a critical and creative way, in addition to assisting in solving problems of their life problems inside and outside a course school. Keywords Competences, Skills, Educational games, Geography Teaching

Distance teaching: opportunities, challenges and prospects

Russian universities were forced to switch to distance teaching format in the spring of 2020 because of the Covid-19 pandemic. Such way of teaching has become a specific testing ground for the development and testing the effectiveness of new information and digital interactive technologies and online teaching methods. Detailed descriptions of the methods and technologies for conducting all types of classes remotely in various disciplines are not freely accessible. Hence, the transition to distance teaching demanded from teachers to develop new methods and forms of teaching and to establish remote monitoring of knowledge acquisition by students. The purpose of the article is to analyze and summarize the results of approbation of methods to organize and to conduct all classes types and their monitoring in a distance teaching format in the discipline “Physics” at the Don State Technical University. The article contains general information and specific recommendations on the methodology for conducting and monitoring the level of mastering competencies by students. The results of the exams for intramural and extramural students confirmed the effectiveness of the methods used. The analysis of such experiences can contribute to creating the optimal online teaching methods.

Development of technologies for open distance education in modern conditions at a technical university

Актуальность исследования обусловлена современными социально-экономическими и эпидемиологическими условиями в России и мире, переходом на удаленный формат обучения и необходимостью достижения требуемых ФГОС качества подготовки высококвалифицированных кадров рабочих и инженерных кадров для строительной отрасли. Цель исследования – разработка технологий открытого дистанционного образования в современных условиях в техническом вузе. Методологической основой создания информационно-образовательной среды технического вуза выступает синтез четырех подходов: компетентностного, личностно-ориентированного, контекстного и средового. Предложены пути формирования информационной образовательной среды за счет создания компьютерных средств обучения и развития информационных технологий. The relevance of the study is due to the modern socio-economic and epidemiological conditions in Russia and the world, the transition to a remote teaching format and the need to achieve the quality required by the Federal State Educational Standards for the training of highly qualified workers and engineers for the construction industry. The purpose of the study is to develop technologies for open distance education in modern conditions at a technical university. The methodological basis for creating an information and educational environment for a technical university is the synthesis of four approaches: competence-based, personality-oriented, contextual and environmental. The ways of forming an informational educational environment via means of creation computer-based teaching aids and the development of information technologies are proposed.

BASIC METHODOLOGICAL PRINCIPLES OF WORK ORGANIZATION IN THE FORMAT OF DISTANCE LEARNING AT THE UNIVERSITY

The work describes the methods and forms of the distance teaching format. The authors of the article analyze the basic methodological principles of distance learning in the system of higher education. Taking the principle of teacher-student communication as a basis for classifying distance learning methods, they propose to distinguish the main four types of distance learning methods, each of which is analyzed in this article.