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Author(s):  
Mario Ferreras-Listán ◽  
Coral I. Hunt-Gómez ◽  
Pilar Moreno-Crespo ◽  
Olga Moreno-Fernández

The COVID-19 pandemic has widened the gap regarding access to educational opportunities, which was included in the Millennium Development Goals (MDGs). This descriptive, quantitative study aims to examine the communication strategies employed by secondary schools in Spain during the lockdown, as well as to analyse the co-responsibility of the educational process between schools and families. An ad hoc questionnaire (GIESBAFCOV-19) was designed and implemented to gather information. The results show that, in most cases, mothers were responsible for assisting and supervising their children’s homework as persons in charge of education-related matters. Additionally, before the lockdown was put in place, about half of the participating families received information from the educative centres regarding the disease and sanitary measures. Once the lockdown took place, families put the focus on their children’s schoolwork, not without difficulties in academic and digital literacy. In general, the families were satisfied with the communication established with the educational centres. The present study has raised the necessity to improve communication between centres and families and to reflect on the tools and systems used for its exchange. Consequently, it seems that information and digital competences should be promoted to guarantee an equalitarian education for all.


2021 ◽  
Vol 1 ◽  
Author(s):  
Stephan Daetwyler ◽  
Hanieh Mazloom-Farsibaf ◽  
Gaudenz Danuser ◽  
Rebekah Craig

The COVID-19 healthcare crisis dramatically changed educational opportunities for undergraduate students. To overcome the lack of exposure to lab research and provide an alternative to cancelled classes and online lectures, the Lyda Hill Department of Bioinformatics at UT Southwestern Medical Center established an innovative, fully remote and paid “U-Hack Med Gap Year” internship program. At the core of the internship program were dedicated biomedical research projects spanning nine months in fields as diverse as computational microscopy, bioimage analysis, genome sequence analysis and establishment of a surgical skill analysis platform. To complement the project work, a biweekly Gap Year lab meeting was devised with opportunities to develop important skills in presenting, data sharing and analysis of new research. Despite a challenging year, all selected students completed the full internship period and over 30% will continue their project remotely after the end of the program.


2021 ◽  
Author(s):  
Grant A Rybnicky ◽  
Radeen A Dixon ◽  
Robert M Kuhn ◽  
Ashty S Karim ◽  
Michael C Jewett

Training the future synthetic biology workforce requires opportunity and exposure to biotechnology concepts and activities in secondary education. Detecting Wolbachia bacteria in arthropods using PCR has become a common way for secondary students to investigate and apply DNA technology in the science classroom. Despite this framework, cutting-edge biotechnologies like CRISPR-based diagnostics have yet to be widely implemented in the classroom. To address this gap, we present a freeze-dried CRISPR-Cas12 sensing reaction to complement traditional DNA technology education and teach synthetic biology concepts. The reactions accurately detect Wolbachia from arthropod-derived PCR samples in under 2 hours and can be stored at room temperature for over a month without appreciable degradation. The reactions are easy-to-use and cost less than $40 to implement for a classroom of 22 students including the cost of reusable equipment. We see this technology as an accessible way to incorporate synthetic biology education into existing biology curriculum, which will expand biology educational opportunities in science, technology, engineering, and mathematics (STEM) education.


Author(s):  
Humaira Nazir

Among educational elements, the main element is study tours that are considered as a crucial instrument for learning. These tours are not only a source of providing valuable educational opportunities to the students but also give them pleasure. They benefit the entire life of students in different ways. The main focus of this research is to know how study tours are beneficial for students of architecture. This study explores the need and importance of study tours that add the learning experience throughout the life of students at the university level and in practical life. For collecting data, a qualitative research method is used. The study carried out by taking the architectural students of Sir Syed University of Engineering and Technology Karachi on study tours, because of being a part of the faculty of the Architecture department of this university. The research tool was a questionnaire that was filled online by the students who joined the tours, collected data was analyzed by a simple percentage method. The findings indicated that the majority of respondents get pleasure and knowledge from study tours. The tours provide education to students to explore things personally in an eloquent way. They not only boost collaboration among teachers and students but also support to cope with teaching problems that occurred in the classrooms. The study has demonstrated that study tours are essential in order to give practical tactics for the curriculum and are helpful in enhancing the learning experience and understanding of the students. Tours bring enjoyment and escapade to learning and trained students for getting success in the hardships of life.


2021 ◽  
Author(s):  
Kathleen Coupland ◽  
Juliana Magalhães ◽  
Verena C Griess

Abstract Applied educational opportunities in forestry undergraduate curricula are essential for a complete postsecondary degree program. Walking distance to local urban forests present a way to teach forestry students in applied settings, while reducing the time, cost, and travel logistics. A case study at a Canadian university (University of British Columbia) was used to connect urban forest canopy cover to forestry learning objectives and walking time to the main teaching building. Individual tree canopies were identified with light detection and ranging data and aggregated to 0.05 ha grid sections. Using canopy cover and forest arrangement, the urban forest was classified into closed, open, small, sparse, or non- forest classifications. Forestry learning objectives were matched with each forest classification in conjunction with walkability to identify critical local location for forestry education. Results identified key areas suitable for teaching forestry and for linking forestry educational values with easily accessible high value locations. Study Implications: Applied educational opportunities for undergraduate forestry students are critical for ensuring hands-on, real world experiences and essential in postsecondary forestry degrees. Local urban forests present an opportunity to allow students access to these experiences regularly. Connecting forestry learning objectives with local urban forest types allowed for the identification of key, high-value learning locations. The information and methodology from this research provide insight into explicitly classifying areas for forestry educational purposes with the goal of promoting outdoor applied educational opportunities for forestry undergraduate students.


Author(s):  
Francesca Mastorci ◽  
Nunzia Linzalone ◽  
Lamia Ait-Ali ◽  
Alessandro Pingitore

In the last few years, many studies have focused on the effects of environmental contaminant exposure during the prenatal period or infancy as predictors of health outcomes in the future. In these time windows, due to their rapid growth, and physiologic and metabolic development, we can observe a higher vulnerability to the effects of environment, with respect to adulthood. The evidence of possible influences, partly mediated by epigenetic mechanisms, involve neurobehavioral responses and immune, endocrine, and respiratory systems, acting directly on the child or indirectly when mediated by placental transfer or breast feeding. In particular, due to a greater intake of air, food, and fluids relative to body weight, crawling behaviors and short stature, the risk of excessive exposure is greater in children. However, data on the long-term implications of early exposures are scarce. Additionally, so that physicians and institutions for child care and assistance of pregnant women can take actions to counteract the effects of chemical pollution (i.e., by educational opportunities), a risk assessment perspective that responds to the biocomplexity of the human being is needed. The present paper provides an overview of physiologic and behavioral characteristics during the perinatal period and in childhood, suggesting in a more integrated way, the need of a new risk-assessment approach to managing chronic disease in pediatric patients.


2021 ◽  
Vol 8 (9) ◽  
pp. 363-369
Author(s):  
José Manuel Salum Tomé

The Virtual Education was born in 2002 from a joint project between the Center for Improvement, Experimentation and Pedagogical Research CPEIP and the Center for Education and Technology Links.   CPEIP has developed a line of distance teacher training through the Internet running several courses since 2002, and Links during the last 15 years has dedicated its efforts to provide the access of teachers and students to educational opportunities associated with new technologies of Information and communication. Both institutions decided to combine their efforts and develop a joint project that integrates the CPEIP distance teacher training line, up to now aimed at curriculum updating, different strategies to support the appropriation of ICTs and their curricular integration.


2021 ◽  
Vol 16 (3) ◽  
pp. 213-229
Author(s):  
Ekaterina Tomova ◽  

This article presents the results from research into the development of social and intercultural competence in student teachers through peer assessment. The purpose of the study is to identify and describe the degree to which peer assessment can influence the development of competencies. Also, to formulate recommendations for the integration of peer assessment in the education of students towards the development of social and intercultural competence. The theoretical analysis is based on a review of the scientific literature on social and intercultural competence and peer assessment, and it is followed by a quantitative and qualitative analysis. Twenty-five students, training to be teachers at Sofia University "St. Kliment Ohridski", Faculty of pedagogy, participated in the study. Each of them wrote an essay on intercultural competence and each of the students reviewed three of their colleagues' essays. The research confirms that providing feedback helps the development of social and intercultural competence in two directions: students form skills for providing constructive feedback and criticism; and they develop their abilities for accepting feedback, reflecting on their strengths and weaknesses, which leads to striving for self-improvement. Another conclusion, based on the analysis is, that by providing detailed instructions prior to peer assessment, by organizing a subsequent discussion and reflection, students would improve their skills in providing feedback, constructive criticism, considering the ideas of others with respect, understanding different perspectives. Hence, the study confirms that peer assessment provides educational opportunities for the development of social and intercultural competence.


Author(s):  
Fathimath Mumthaz

Objective - Mobile learning had widely impacted higher education, providing technology enabled educational opportunities to the mobile-first learners of the millennium, anytime, anywhere. The adoption of mobile technology rapidly increased among higher education institutions of Maldives, changing the psychological perception of distance learners who were located in different atolls of the country. Methodology/Technique - This paper was developed to explore psychological readiness of institutional distance learning students to adopt mobile learning in Maldives. Using quantitative approach, the research was conducted among the distance learners from three key higher education institutions of Maldives. Contributing to the e- questionnaire, three hundred and forty-three (n=340) students expressed their psychological readiness to adopt mobile learning in Maldives. Data collected using mobile technology was analysed using the analysis summary retrieved from Google forms and SPSS. Finding - The analysis revealed that majority of the students of Maldives higher education institutions were acquainted and psychologically ready to adopt mobile learning as a convenient mode of delivery. Novelty - Thereby, it can be said that students were willing to welcome mobile learning enhanced by mobile technology and were psychologically ready to adopt the emerging shift in the paradigm. Type of Paper - Empirical. Keywords: Mobile learning, psychological readiness, paradigm shift, higher education institutions, Maldives JEL Classification: I21, I23


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