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2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
M. Jayne Fleener ◽  
Chrystal Coble

Purpose The purpose of this paper is to develop queer futuring strategies that take into consideration adult learners’ needs in support of transformational and sustainable change for social justice and equity. Design/methodology/approach This paper develops the construct of queer futuring, which engages queer theory perspectives in a critical futures framework. Adult learning theory informs queer futuring strategies to support adults and inform education to sustain transformational changes for social justice and equity. Findings With social justice in mind, queer futuring opens spaces and supports opportunities for adults to engage in learning activities that address historical and layered forms of oppression. Building on learning needs of adults to create meaning and make a difference in the world around them, queer futuring strategies provide tools for activism, advocacy and building new relationships and ways of being-with. Research limitations/implications The sustainability of our current system of growth and financial well-being has already been called into question, and the current pandemic provides tangible evidence of values for contribution, connection and concern for others, even in the midst of political strife and conspiracy theories. These shifting values and values conflict of society point to the questions of equity and narrative inclusivity, challenging and disrupting dominant paradigms and structures that have perpetuated power and authority “over” rather than social participation “with” and harmony. Queer futuring is just the beginning of a bigger conversation about transforming society. Practical implications Queering spaces from the perspective of queer futuring keeps the adult learner and queering processes in mind with an emphasis on affiliation and belonging, identity and resistance and politics and change. Social implications The authors suggest queer futuring makes room for opening spaces of creativity and insight as traditional and reified rationality is problematized, further supporting development of emergentist relationships with the future as spaces of possibility and innovation. Originality/value Queer futuring connects ethical and pragmatic approaches to futuring for creating the kinds of futures needed to decolonize, delegitimize and disrupt hegemonic and categorical thinking and social structures. It builds on queer theory’s critical perspective, engaging critical futures strategies with adult learners at the forefront.

2022 ◽  
Vol 8 (3) ◽  
pp. 76-82
Thomas V Chacko

The new competency based medical education represents a paradigm shift from a teacher centered to a student centered learning of outcome competencies paradigm and so both the students and the teachers are unfamiliar with it. Giving and receiving feedback is central to the competency development framework. Only through frequent, timely and appropriate feedback there will be effective development of cognitive competence in its lead up to performance of competence. These concepts are illustrated to convey the importance of giving feedback to students. As the teachers are expected to practice giving feedback to students, they were opportunistically asked prior to a faculty development workshop what their priority learning needs about giving feedback are. Based on this a focused review of literature was done to collect the information on the various models of giving feedback, the principles for giving feedback, the possible situations in curriculum delivery where teachers can and should give feedback to students.The literature revealed some good practice models for giving feedback to the naïve as well as the mature students in ambulatory and clinical teaching settings as well as on their performance as revealed by their test results. Models of counseling which has strong element of feedback on the learner’s performance and helping them choose the way forward after identifying the problem is also shared.

2022 ◽  
Vol 2 (2) ◽  
pp. 17-22
Arsyad Dg. Masangi Arsyad ◽  
Morris S. Tumanduk ◽  
Titof Tulaka ◽  
Sonny D.J. Mailangkay

ABSTRAK Peserta didik dapat belajar secara optimal apabila pihak sekolah dapat memenuhi segala kebutuhan belajar peserta didik melalui penyediaan fasilitas belajar agar pesrta didik dapat berkreatifitas dengan baik. Kreatifitas pada diri siswa muncul ketika siswa mempunyai ide pokok dan didukung dengan fasilitas. Penelitian ini bertujuan untuk mengetahui hubungan antara perilaku kreatif siswa di SMK Negeri 1 Lolak semester genap tahun pelajaran 2020/2021. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode deskriptif. Jumlah populasi penelitian ini adalah seluruh siswa, dengan menggunakan sample sebanyak 36 orang terdiri dari kelas XI. Data dikumpulkan dengan menggunakan metode angket dengan skala liker. Data dalam penelitian ini terdiri dari dua jenis data, yakni data tentang perilaku kreatif dan data prestasi belajar. Sebelum melakukan uji analisis data terlebih dahulu diadakan pengujian persyaratan analisis yang meliputi uji normalitas, uji linieritas.   Untuk keperluan menganalisis data didalam penelitian ini digunakan teknik analisis regresi linear sederhana. Hasil penelitian menunjukan bahwa sangat berpengaruh hubungan antara prilaku kreatif siswa SMK Negeri 1 Lolak.   Kata kunci : Hubungan Perilaku Kreatif.   ABSTRACT   Students can learn optimally if the school can meet all the learning needs of students through the provision of learning facilities so that students can be creative well. Creativity in students appears when students have a main idea and are supported by facilities. This study aims to determine the relationship between the creative behavior of students at SMK Negeri 1 Lolak in the even semester of the 2020/2021 academic year. This research is a quantitative research using descriptive method. The total population of this study were all students, using a sample of 36 people consisting of class XI. Data were collected using a questionnaire method with a Liker scale. The data in this study consisted of two types of data, namely data on creative behavior and data on learning achievement. Before conducting the data analysis test, the analysis requirements test was conducted which included normality test, linearity test. For the purposes of analyzing the data in this study, a simple linear regression analysis technique was used. The results of the study show that the relationship between creative behavior of SMK Negeri 1 Lolak students is very influential   Keywords : Creative Behavior Relationship

2022 ◽  
Vol 22 (1) ◽  
Adeel Akmal ◽  
Nataliya Podgorodnichenko ◽  
Tim Stokes ◽  
Jeff Foote ◽  
Richard Greatbanks ◽  

Abstract Purpose Quality improvement is an international priority, and health organisations invest heavily in this endeavour. Little, however, is known of the role and perspectives of Quality Improvement Managers who are responsible for quality improvement implementation. We explored the quality improvement managers’ accounts of what competencies and qualities they require to achieve day-to-day and long-term quality improvement objectives. Design Qualitative exploratory design using an interpretivist approach with semi-structured interviews analysed thematically. Setting and participants. Interviews were conducted with 56 quality improvement managers from 15 (out of 20) New Zealand District Health Boards. Participants were divided into two groups: traditional and clinical quality improvement managers. The former group consisted of those with formal quality improvement education—typically operations managers or process engineers. The latter group was represented by clinical staff—physicians and nurses—who received on-the-job training. Results Three themes were identified: quality improvement expertise, leadership competencies and interpersonal competencies. Effective quality improvement managers require quality improvement experience and expertise in healthcare environments. They require leadership competencies including sense-giving, taking a long-term view and systems thinking. They also require interpersonal competencies including approachability, trustworthiness and supportiveness. Traditional and clinical quality improvement managers attributed different value to these characteristics with traditional quality improvement managers emphasising leadership competencies and interpersonal skills more than clinical quality improvement managers. Conclusions We differentiate between traditional and clinical quality improvement managers, and suggest how both groups can be better prepared to be effective in their roles. Both groups require a comprehensive socialisation and training process designed to meet specific learning needs.

2022 ◽  
Vol 6 (1) ◽  
Charlina Charlina ◽  
Elvrin Septyanti ◽  
Tria Putri Mustika ◽  
Fitriyanti Fitriyanti

This research is a stage in the development of an electronic module for writing flip book-based advertising texts for junior high schools. This study aims to describe the analysis of students' needs in writing advertising texts. The research method used is a survey method. The data collection technique in this study was a questionnaire. This study uses a Likert scale to measure students' attitudes, opinions, and or perceptions of the developed electronic module. This study used a questionnaire that was made in the form of a checklist with an assessment range of 1 to 5. The questionnaire that was prepared was addressed to students in four SMP/MTs equivalent in Bengkalis district. This sampling technique is based on the sampling quota determined by the researcher. The data analysis technique is done by changing the category value into an assessment score and analyzing the score. The results showed that 66.5% of students had difficulty understanding advertising text material and 80.1% of students wanted advertising text writing material to be delivered with interesting, interactive, and innovative learning media, and 87.1% of students wanted advertising text writing learning media. which makes it easier for them to learn independently. This shows the need to develop an electronic module for writing flip book-based advertising text.  

2022 ◽  
Vol 2022 ◽  
pp. 1-12
Fei Zhou

With the increasing abundance of network teaching resources, the recommendation technology based on network is becoming more and more mature. There are differences in the effect of recommendation, which leads to great differences in the effect of recommendation algorithms for teaching resources. The existing teaching resource recommendation algorithm either takes insufficient consideration of the students’ personality characteristics, cannot well distinguish the students’ users through the students’ personality, and pushes the same teaching resources or considers the student user personality not sufficient and cannot well meet the individualized learning needs of students. Therefore, in view of the above problem, combining TDINA model by the user for the students to build cognitive diagnosis model, we put forward a model based on convolution (CUPMF) joint probability matrix decomposition method of teaching resources to recommend the method combined with the history of the students answer, cognitive ability, knowledge to master the situation, and forgetting effect factors. At the same time, CNN is used to deeply excavate the test question resources in the teaching resources, and the nonlinear transformation of the test question resources output by CNN is carried out to integrate them into the joint probability matrix decomposition model to predict students’ performance on the resources. Finally, the students’ knowledge mastery matrix obtained by TDINA model is combined to recommend corresponding teaching resources to students, so as to improve learning efficiency and help students improve their performance.

2022 ◽  
Vol 6 (2) ◽  
pp. 24-36
Renata Kusuma

Information Technology development has been a driving force to improve teaching materials more effectively and efficiently nowadays. Revolution in teaching must be done continuously without neglecting reading or listening habits as has been practiced. In addition, in the year 2020 the global Covid-19 pandemic happened which has forced the education institution to change the conventional way of learning. Having been implemented to avoid the crowd, online learning needs a new strategy in its implementation. In fact, the online teaching and learning system is not free from obstacles, especially in courses requiring fine motor skills like those in the Basic Drawing course. One of the solutions to tackle the problems is by designing modules to be used as course materials. Online medium developed nowadays utilizes module platform with instructions in pdf format and video materials. This paper describes how modules have been used to implement teaching and learning in one semester during online learning nowadays. Key words: online learning, module, drawing course

2022 ◽  
Vol 10 (1) ◽  
pp. 89-93
Poonam Pokhrel Sapkota ◽  
Dr. Shyam Prasad Sedai ◽  
Megha Raj Sapkota

Background: COVID-19 Pandemic had affected all sectors of human life around the globe. Education is one of them where traditional method of teaching had to be shift to virtual learning all of sudden in both developed and developing countries. Therefore, the article reflects the associated factors of E-learning among college students of Nepal during emergency shift of teaching paradigm due to COVID -19. Methodology: Convenient sampling method through social media and Google form was used to collect 385 data from college students of Nepal during COVID-19 lockdown. Results: The result showed that only 30% of the Nepalese students had all the required resources all the time for the use of E-learning however, 85% of the student had engaged in in E-learning during COVID-19 pandemic lockdown. The study found that gender, marital status, training on the use of E-learning, experience of E-learning prior to pandemic were statistically significant with the future use of E-learning. Conclusions: Educational institutions need be responsive towards the challenges faced by students during E learning, so that learning needs of the students will be fulfilled even in pandemic situation.

2022 ◽  
pp. 135-149
Eugenia Mora-Flores

This chapter presents a need to understand the diversity of the English learner population. Within this large multi-lingual group of students, there is a richness of diversity in languages, skills, histories, abilities, and experiences. Teaching for differences begins by learning about the students in the classroom. English learners collectively share language needs, but as individuals require attention to their own personal assets and abilities and ongoing learning needs. This chapter presents suggestions for teaching English learners through the lens of differentiation and extends to individualization and personalization. Strategies for supporting the unique needs within and across the multi-lingual learning population are presented. A focus on maximizing thinking shows a strong correlation to language development. Therefore, this chapter presents instruction for English learners as rigorous and challenging to promote thinking and language development.

2022 ◽  
pp. 65-81
Emily Tarver

Virtual simulation is a learning tool that employs specific hardware and software technology for simulation-based provider training within a digital domain. Extended reality or XR software includes virtual reality (VR), augmented reality (AR), and mixed reality (MR) programs that represent a rapidly growing area within the field of virtual simulation. This training may provide either provider- or patient-centered learning modules, with dedicated hardware and software centered on skill-based, 3D modeling or case-based learning. Demand for these learning programs in healthcare education was fueled by the remote learning needs of the COVID-19 pandemic. In addition to this growing demand, there is a significant role for many virtual simulation software programs within the traditional classroom and lecture hall. This is a previously untapped resource for simulation education. The flipped classroom model provides an opportune framework for the incorporation of immersive, virtual simulation learning programs within spaces previously limited to the more passive, podium-based lecture.

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