Administering Interactive Simulations to Supplement Traditional Clinical Placements

This chapter aims to enhance the ability of healthcare educators to identify learner skill levels, develop and implement an appropriate simulation or scenario-based learning technique, and provide optimal feedback to refine clinical reasoning and decision-making development of the learner. The concept of problem-based learning is outlined and applied to the creation of virtual patient cases to augment clinical experiences for healthcare students amidst the COVID-19 pandemic. Through the use of appropriately targeted learning objectives, case design, and feedback strategies, students will be able to continue their professional and academic development in a post-pandemic landscape.

Corrective Feedback in Learning Interaction: Integration of Surface Strategy Taxonomy

The article aimed to determine the types of errors found in classroom learning interactions at (Perguruan Tinggi Keagamaan Islam) PTKI Metro, to analyze the strategies used in correcting student errors in classroom learning interactions at PTKI Metro and to know the aspects of Surface Strategy Taxonomy which was found in classroom learning interaction errors at PTKI Metro. In analyzing the data, the researchers used the theory of Dalton-Puffer (2007) which was used to find out and describe the types of common student errors in the interaction of learning English in the classroom. Then, using the theory offered by Mendez at al (2010) which is applied to analyze the types of lecturer strategies in correcting student errors in learning. The researcher also analyzed the linguistic aspects of the taxonomy category in the student's errors using the theory of Dulay, Burth, and Krhashen (1982). The results show that the corrective feedback strategies used by lecturers at PTKI Metro City were Explicit Correction, Recast, Clarification Request, and Metalinguistic Feedback. And this study also classifies the types of errors based on the Aspects Surface Strategy Taxonomy on learning interactions in the classroom.

Using Feedback Strategies in Simulated Annealing with Crystallization Heuristic and Applications

This paper represents how typical advanced engineering design can be structured using a set of parameters and objective functions corresponding to the nature of the problem. The set of parameters can be in different types, including integer, real, cyclic, combinatorial, interval, etc. Similarly, the objective function can be presented in various types including integer (discrete), float, and interval. The simulated annealing with crystallization heuristic can deal with all these combinations of parameters and objective functions when the crystallization heuristic presents a sensibility for real parameters. Herein, simulated annealing with the crystallization heuristic is enhanced by combining Bates and Gaussian distributions and by incorporating feedback strategies to emphasize exploration or refinement, or a combination of the two. The problems that are studied include solving an electrical impedance tomography problem with float parameters and a partially evaluated objective function represented by an interval requiring the solution of 32 sparse linear systems defined by the finite element method, as well as an airplane design problem with several parameters and constraints used to reduce the explored domain. The combination of the proposed feedback strategies and simulated annealing with the crystallization heuristic is compared with existing simulated annealing algorithms and their benchmark results are shown. The enhanced simulated annealing approach proposed herein showed better results for the majority of the studied cases.

The Use of Transformer Model in Opinion Summarisation

We live in an age of information, therefore collected data and documentation are practically treasure resources. All about a business and its development can be estimated with clarity via statistics. Any machine that could really analyse information to predict a projected outcome is known for being extremely vital for the business. It is critical for the system to provide accurate and useful knowledge of the products in order to conduct accurate assessment. Summarisation is a technique for obtaining a rundown from series of sentences in a study or observation that facilitates us with understanding the basic content of the knowledge expressed within. Simple and brief summaries of just a product will assist the system in performing prospective product research and development. In our paper, we use a deep learning framework that provides to extract clean, relevant, brief summaries from comprehensive customer feedback. Strategies of abstractive text summarisation is used. The method of extracting the primary keyword from a statement and using them in the summary is defined as extractive text summarisation. We utilise abstractive summarisation in this case, which evolves from sample information and provides the best feasible description. Utilising Transformer with Depth Scaling MultiHeaded Attention as well as GloVe word embedding with positional encoding, we illustrate an abstractive approach to extract summaries from the Amazon fine food reviews dataset. Transformer aids in the parallelisation of workloads in order to process data more quickly. We have used an Attention layer which boost the model's quality and enables it to become more effective. The BLUE rating is used to quantify the model's potency.

Use of gamification to enhance curiosity and engagement through feedback strategies

Curiosity is a significant educational component behind human learning and is vital for a learner to sustain motivation and engagement in both face-to-face and online learning environments. Positive feedback has the potential to support learning by enhancing competence, confidence, and curiosity. Informative feedback at the right time is the sought-after goal in traditional classrooms and is equally important for the learning design within a digital educational environment. Individual differences such as personality, gender, learning style, and curiosity trait can play a crucial role in how feedback is received and acquired knowledge is demonstrated in a different context by a learner. This paper proposes to exploit the benefits of positive feedback in a statistics game by establishing a connection between feedback and curiosity through the lens of the selfdetermination theory of motivation. It presents a work-in-progress psychological theory-based conceptual framework to foster curiosity by means of game-based learning and gamification approaches.

Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers’ beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.

Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices

<p>This study explores the interplay between teachers’ beliefs and practices in understanding and implementing formative assessment and feedback to enhance student learning. Particularly, it explores teachers’ conceptions of effective formative feedback strategies, and the role they should play in their classroom practice. The context for this investigation was writing lessons in three primary classrooms, and included examination of three cases of primary teachers in the greater Wellington Region, New Zealand. Sadler’s (1989) theory of effective formative assessment and feedback provided the theoretical framework informing both data collection method and the analysis of data. Analysis of classroom observations, teaching documents and field notes revealed that teachers have adopted many strategies associated with good feedback practice. It was revealed, however, that the influence of teachers’ beliefs in the implementation and enactment of formative feedback and the interplay of their beliefs and practices affected their practices. These teachers’ conception and beliefs on how formative feedback should be practiced varied, as did their assumptions about their students’ abilities. These inconsistencies were further influenced by a range of contextual factors, including the diversity of students’ needs, differing collegial support, the structure of school writing programmes, teachers’ limited professional development and/or learning about formative assessment and feedback, and teachers’ learning having been undertaken in an era that favoured behaviourist practices. This research revealed the need for the provision of ongoing professional learning and development in writing instructions and formative assessment and feedback strategies. This would address the apparent inconsistencies between teachers’ conceptions and beliefs regarding effective formative assessment and feedback and their practices. As a result, this would help to promote Sadler’s (1989) formative assessment and feedback strategies to achieve more effective classroom teaching and learning practice. Implications for teachers, schools and professional learning and development are outlined and suggestions for further research included.</p>

Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices

<p>This study explores the interplay between teachers’ beliefs and practices in understanding and implementing formative assessment and feedback to enhance student learning. Particularly, it explores teachers’ conceptions of effective formative feedback strategies, and the role they should play in their classroom practice. The context for this investigation was writing lessons in three primary classrooms, and included examination of three cases of primary teachers in the greater Wellington Region, New Zealand. Sadler’s (1989) theory of effective formative assessment and feedback provided the theoretical framework informing both data collection method and the analysis of data. Analysis of classroom observations, teaching documents and field notes revealed that teachers have adopted many strategies associated with good feedback practice. It was revealed, however, that the influence of teachers’ beliefs in the implementation and enactment of formative feedback and the interplay of their beliefs and practices affected their practices. These teachers’ conception and beliefs on how formative feedback should be practiced varied, as did their assumptions about their students’ abilities. These inconsistencies were further influenced by a range of contextual factors, including the diversity of students’ needs, differing collegial support, the structure of school writing programmes, teachers’ limited professional development and/or learning about formative assessment and feedback, and teachers’ learning having been undertaken in an era that favoured behaviourist practices. This research revealed the need for the provision of ongoing professional learning and development in writing instructions and formative assessment and feedback strategies. This would address the apparent inconsistencies between teachers’ conceptions and beliefs regarding effective formative assessment and feedback and their practices. As a result, this would help to promote Sadler’s (1989) formative assessment and feedback strategies to achieve more effective classroom teaching and learning practice. Implications for teachers, schools and professional learning and development are outlined and suggestions for further research included.</p>