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1
Muñoz, Lilia, Vladimir Villarreal, Itza Morales, Joseph Gonzalez, and Mel Nielsen. "Developing an Interactive Environment through the Teaching of Mathematics with Small Robots." Sensors 20, no. 7 (March 30, 2020): 1935. http://dx.doi.org/10.3390/s20071935.
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The article is the product of the study “Development of innovative resources to improve logical-mathematical skills in primary school, through educational robotics”, developed during the 2019 school year in three public schools in the province of Chiriquí, Republic of Panama. The teaching-learning process in students is influenced by aspects inside and outside the classroom, since not all schools have the necessary resources to deliver content or teaching material. The general objective of the project is to design, develop and implement educational robotics to improve logical-mathematical skills aimed at preschool and first grade students in public schools, using programmable educational robots. For this, a set of resources and activities were developed to improve the logical-mathematical skills of the initial stages, in public schools, obtaining significant results. Playful activities favor the teaching-learning process. Considering the analysis of the results made on the data obtained through the applied collection instruments, it can be argued that in general terms the values indicate that the students obtained a favorable level of performance in the different challenges proposed. The project has allowed the academic community to have an application of great value that allows teaching about the conservation of natural sites. The project only covers the area of mathematics in preschool and first grade.
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Gerhátová, Žaneta, Peter Perichta, and Marián Palcut. "Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia." Education Sciences 10, no. 12 (December 8, 2020): 371. http://dx.doi.org/10.3390/educsci10120371.
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This work presents the results of two-year-long pedagogical research, the aim of which was to demonstrate the applicability of the usage of a new strategy in education—Integrated e-Learning (INTe-L)—through its introduction into project-based physics teaching in Slovakia. The INTe-L strategy is built around the role of experiments and interactive simulations in knowledge acquisition and on the possibility of integrating scientific methods in education. The elements of INTe-L are the following: (a) real on-site and real remote experiments, (b) interactive virtual experiments (e-simulations) and (c) educational e-materials. The primary objective of our study was to determine the suitability of project-based teaching with INTe-L elements for the topic “Energy Sources”. The research was based on the following hypothesis: project-based teaching via INTe-L of the topic “Energy Sources” in physics is more effective than the traditional (instructionist) way of teaching. To verify the hypothesis, we performed a pedagogical experiment on a sample of 155 respondents in the 9th grade at two primary schools in Slovakia. The pupils were divided into two working groups: an experimental group (EG) of 85 pupils and a control group (CG) of 70 pupils. The pupils with worse grades were included in the EG. To get relevant feedback, pre-test and post-test studies and an interview were developed and applied. The results attained in both groups were statistically processed, evaluated and subsequently compared. A two-phase test with dispersion equality proved that differences in the pre-test scores in the EG and CG were not statistically significant. The differences in the final didactic test (post-test) results achieved by the EG and CG, on the other hand, were statistically significant and better scores in the EG were obtained. A positive change of pupils’ attitude in the EG towards physics after the execution of our project-based teaching was noted. The evaluation of the results attained by the pupils proved that the introduction of project-based teaching via INTe-L was an effective strategy to improve Physics teaching. As such, the implementation of this interactive strategy into the instructional education process at primary schools is recommended.
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Muir, Fiona, Kevin McConville, Lois Robertson, Karen Campbell, Shona McKnight, and Kenny McKeown. "Medical Students’ Child Health Experience in Primary Schools." SAGE Open 7, no. 1 (January 2017): 215824401770046. http://dx.doi.org/10.1177/2158244017700461.
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This study was designed to explore medical students’ and primary school teachers’ experiences of a new community teaching project. Academic staff and students from the School of Medicine Dundee, National Health Service partners, local education department, and primary school teachers engaged in a collaborative project which has embedded community engagement in the curriculum while encouraging interprofessional education through multiagency working. Influenced by evaluative inquiry, this qualitative study used an online questionnaire, designed to give participants the freedom to respond, and give their own opinions, via free text responses. The results show the value of a real primary school–based situation, and the merit of experiential learning gained throughout the program, in which students interacted with children about health promotion in a meaningful way. The interprofessional and collaborative nature of the project enhanced the value of the experience for all participants in relation to the benefits of teamwork, dispelling the doctor authority and recognition of the roles of others. The experience was an interactive, enjoyable, and expressive way to facilitate learning, and has helped prepare the health care students for future practice.
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Nezhyva, Liudmyla, and Svitlana Palamar. "INNOVATIVE TECHNOLOGIES IN THE LITERARY EDUCATION OF FUTURE PRIMARY SCHOOL TEACHERS." Educological discourse, no. 4 (2020): 129–42. http://dx.doi.org/10.28925/2312-5829.2020.4.9.
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The article substantiates the need for the use of innovative technologies in teaching children’s literature to students majoring in “Primary Education”. The introduction of an integrated course “Native education: children’s literature with studying methods” in the training of future primary school teachers gives them the opportunity to navigate in current trends in children’s literature and model various algorithms of perception and interpretation of the texts. The study analyzes the introduction of interactive technology in literary education, which changes the vector of lectures to dialogic interaction with the student audience, provides a formal update of practical classes using quests and workshops. In accordance with the tasks of the New Ukrainian School and higher education of future primary school teachers, the authors analyze the possibilities of using critical thinking technology, ICT, augmented reality, projects in the system of literary education of the Pedagogical Institute.The importance of acquiring knowledge, skills and abilities to apply AR-applications to interactive editions of fiction by future primary school teachers during their organization of literary reading is substantiated. Tasks with the use of ICT tools have been developed for students. This mainly applies to creation of book trailers and comics based on works of art for children; QR-quests for junior pupils on the texts of fictionsof modern writers; mental maps (Mindmeister resource) based on prose plots; video presentations about writers and their works (resources “PoowToon”, “Prezi”); visualized plan of fictions made with the help of infographics; intellectual game tasks for younger students (LearningApps resource), etc. It was also recognized that the effective type of intellectual activity of students during the study of literature is a project, the result of which is the creation of students’ own literary product (fairy tales, poetry, essays, game content) and its publication in electronic edition.
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Love, Joan Scott. "SENSORY SPACES: SENSORY LEARNING – AN EXPERIMENTAL APPROACH TO EDUCATING FUTURE DESIGNERS TO DESIGN AUTISM SCHOOLS." International Journal of Architectural Research: ArchNet-IJAR 12, no. 3 (November 4, 2018): 152. http://dx.doi.org/10.26687/archnet-ijar.v12i3.1704.
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Universities and design schools have a responsibility to ensure that the education of future designers enables design for special populations, in this case specifically children with autism. This paper presents a case study of an autism defined experimental teaching-led design project, within a first-year university Interior Architecture course, on which the author is a tutor. It draws on the author’s extensive working knowledge of autism issues, incorporating mediation between SEN schools and design students, and employing research informed teaching. The project involves a new local free school for autism, at a temporary site. The experiment is designed to challenge students, emphasising the importance of understanding how primary research, accessed directly from the end users, informs progressive design thinking. It attempts to influence their design work in subsequent years at university and in practice, and facilitate bridging the gap between academic research and real-life application. This paper seeks to identify how an autism defined project, focussed on student-centred learning and encompassing choosing sessions with children with ASD, can be taught in the first year of undergraduate study. Further, it aims to analyse how the teaching styles and content of a partially ‘live’ community design project impact on the participants. This is achieved by describing the details and challenges of the project together with the interactions between the students and the school. It concludes that the project adds value to the student experience, builds student confidence and eliminates pre-conceived ideas surrounding autism. It shows that design can be an interactive process between university and special schools. Equally, the pitfalls of a live project of this nature are highlighted, as is the need for modification before similar projects are reproducible as viable educational models.
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Slabeycius, Juraj, and Daniel Polčin. "HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL." Problems of Education in the 21st Century 50, no. 1 (December 15, 2012): 101–7. http://dx.doi.org/10.33225/pec/12.50.101.
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The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to gain practical skills in the application of ICT in education. Via the portal www.naucteviac.sk EDULAB provides schools more than 30 000 multimedia resources for five science subjects. These are multimedia materials of company Young Digital Planet, known as "universal curriculum" tailored to national language. Nevertheless, the latest computer technology, interactive whiteboards, other computer peripherals and multimedia e-learning programs don’t give school the guarantee for an increase of the of pupils’ knowledge, as long as the digital learning materials contain a number of errors and unacceptable simplification. Key words: digital education, ICT, EDULAB, physics teaching, misconception in physics.
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Gerhátová, Žaneta, Peter Perichta, Marián Drienovský, and Marián Palcut. "Temperature Measurement—Inquiry-Based Learning Activities for Third Graders." Education Sciences 11, no. 9 (September 5, 2021): 506. http://dx.doi.org/10.3390/educsci11090506.
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The article presents our Inquiry-Based Learning (IBL) activities in the project-based Science education of third graders (8–9-year-old pupils) in the Slovak Republic. Individual tasks of project assignment titled “Temperature Measurement” were conceived for “guided inquiry”. We also supported the IBL of pupils by interactive education strategy–Integrated e-Learning (INTe-L). The strategy was built on the role of interactive simulations and experimenting at the knowledge acquisition. The following INTe-L components were used: (a) on-site and remote experiments, (b) interactive simulations and (c) electronic study materials. The research was based the hypothesis that the project-based teaching of the topic “Temperature Measurement” using the IBL activities is significantly more efficient than traditional (instructivist) way of teaching. To verify the hypothesis, we carried out a pedagogical experiment on a sample of 60 respondents. The third graders were divided into two parallel groups: an experimental group (EG, 30 pupils) and control group (CG, 30 pupils). To get a relevant feedback, pre-test and post-test were developed and applied. The results attained in the EG were statistically processed, evaluated, and subsequently compared with those in the CG. The analysis of the results attained by the EG showed that their knowledge acquisition has been increased by 24% compared to CG. We have created a methodology for making simple scientific project assignments with the implementation of all components of the new integrated e-learning education strategy (real and real remote experiment, e-simulation, e-learning material). On a specific example of the topic “Temperature Measurement” in primary education, we have presented the possibility of using a “guided inquiry” in the implementation of individual experimental tasks. We have introduced a form of teamwork that allows to harmonize the teaching requirements with individual learning approach and helps to prepare pupils for planned work and independent knowledge acquisition and problem solving. The study has shown that complex IBL activities can be successfully applied at primary school 3rd grade level already. Our form of education with the wider use of modern information and communication technologies (ICT) was attractive for the learners and helped them to develop interdisciplinary relationships. The integrated e-learning has helped third grades to develop a deeper conceptual understanding of temperature and allowed them to prepare presentations to demonstrate their conceptual knowledge. The approach allowed pupils to gain key competencies in Science (discussion and presentation of results). It has also increased the pupils’ interest in Science in general and helped them to understand links between different subjects.
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Hesein, Mohamed A., Nasser Al-Jahwari, Mohamed Al Belushi, and Khaled Ahmed Douglas. "Project-based Learning in Heritage and Archaeology: case study on Archaeology Department's Students, College of Arts and Social Sciences, Sultan Qaboos University." Journal of Arts and Social Sciences [JASS] 10, no. 2 (March 6, 2020): 91. http://dx.doi.org/10.24200/jass.vol10iss2pp91-104.
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The Project-Based Learning (PBL) approach is widely used as a curriculum and basic learning method. This type of learning has been explored in different contexts and at various stages ranging from early stagesof education to primary, preparatory and secondary schools as well as in higher education. PBL leads to transforming the acquisition of teacher-based theoretical knowledge to the efficiency of learning through practice. This approach emphasizes collaborative learning, as well as the tangible results achieved by students to represent and reflect what they have learned. PBL can be used to solve complex problems in all sciences, including teaching of archaeology. The authors of this study applied this approach to their students in the Department of Archaeology at Sultan Qaboos University through the course entitled "Special Topic in the Omani Heritage". This was achieved by creating and designing a project and applying it. Then, a questionnaire was used as a research tool. The results indicate that the goal of the PBL process has largely succeeded in achieving the objectives that the authors sought to achieve in this study. This approach has helped students to develop their own skills of good planning, organization and time management, evaluation and problems solving, in addition to establishing the importance of their cultural heritage. Thus, this approach has proven that it is effective in the field of teaching archaeology and heritage. Its application has established the students' concept of cultural heritage in a scientific and practical way. It also made them more interactive with their community, particularly in relation to the awareness of the importance of preserving their heritage.
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Yuk Ko, Po. "Learning Study – the dual process of developing theory and practice." International Journal for Lesson and Learning Studies 3, no. 3 (September 30, 2014): 272–89. http://dx.doi.org/10.1108/ijlls-07-2014-0019.
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Purpose – Variation Theory has been used as a source of guiding principles for pedagogical design, lesson analysis and improvement in Learning Study (LS). The purpose of this paper is to argue that the LS approach provides an important opportunity for teachers and researchers not only to improve the teaching strategies together but also refine the Variation Theory in action. Design/methodology/approach – A case study of teaching writing in Chinese at Primary 4 level of a LS project is selected using analysis of covariance to identify lessons that had significant differences in student learning outcomes. Analysis focuses on examining one of the major claims in Variation Theory which is that “contrast should precede generalization” in order to explore if this argument is able to provide a possible answer to the difference in student performance in the two classes of students of similar ability learning the same topic. Teachers’ contribution to the discussion of the application of the theory is analysed to explain the different teaching strategies chosen. Findings – The case study shows that in a LS platform, teachers’ teaching act and their interaction with theorists contributed to a dual process of developing the practice as well as the theory itself. The results of students’ learning serve as evidences for the claim that “contrast should precede generalization” as the theory suggested. Originality/value – Most of the lesson study and LS projects emphasize teachers’ learning through the participation in the process. This paper illustrates that in conducting LS approach, when there is conscious effort to direct discussion toward how to handle the content in terms of Variation Theory explicitly, the result could contribute to the development of the theory itself. Hence, the LS provides an important opportunity for teachers and researchers to refine strategies as well as theories of teaching and learning together.
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Fokides, Emmanuel, and Melpomeni Kefallinou. "Examining the Impact of Spherical Videos in Teaching Endangered Species/Environmental Education to Primary School Students." Journal of Information Technology Education: Research 19 (2020): 427–50. http://dx.doi.org/10.28945/4612.
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Aim/Purpose: The study examined whether spherical videos are an effective tool in teaching primary school students subjects related to the endangered species. It also examined their feelings/attitudes towards this tool. Background: Young students have trouble understanding concepts related to environmental education and, specifically, concepts related to the endangered species. Spherical videos constitute an interesting alternative teaching tool, applicable in diverse scientific disciplines. Additionally, research in this field is rather unsystematic and fragmented, given that the underlying technology is still an emerging one. Methodology: A three conditions within-subjects design was applied. Forty-nine, nine-to-ten years-old primary school students attending public schools in Athens, Greece were selected to participate in the project. They had never before been formally taught subjects such as the ones included in the study and had no prior experience in using Google Cardboard compatible head-mounted displays. The participating students were taught using printed material, web pages, and interactive applications in which spherical videos were embedded. The project lasted for nine two-teaching-hour sessions (three for each tool). Data were collected using nine evaluation sheets. About a third of the questions in these tests assessed declarative knowledge, while the rest examined procedural and conditional knowledge. A validated scale was also used, designed to evaluate users’ experience when using digital educational applications. For analyzing the data (from both the evaluation sheets and the questionnaire), several repeated measures ANOVA tests were conducted using SPSS 25. Contribution: By examining the learning outcomes from the use of applications in which spherical videos were integrated, by contrasting their impact on knowledge with other tools, and by quantifying their differences, the present study extends the -rather limited- literature regarding the educational uses of this technology. Given that there is a lack of a well-defined teaching framework, the study contributes towards this end, as a modified version of Bybee’s 5Es was tested, with encouraging results.” Findings: Post-hoc pairwise comparisons revealed statistically significant differences indicating that students’ performance when using the apps was better than their performance in the web pages and printed material. Statistically significant differences were also noted when analyzing the questionnaire’s data. In detail, the analysis revealed that the apps were considered more motivating compared with both the printed material and the web pages. The same applied to students’ enjoyment. Also, their sense of presence was stronger. Then again, all tools were considered as being equally useful. Finally, no usability issues were reported. Recommendations for Practitioners: As the development of apps requires time and effort, a large pool of ready-made apps has to become available to educators. Spherical videos have to be used in the context of a well-defined teaching framework. A familiarization period on how HMDs are used and how to run and navigate in the apps will help to avoid usability issues. Education administrators have to implement reforms in the primary school timetable and curriculum, for achieving the seamless integration of this technology to everyday teaching. Recommendation for Researchers: Motivation and enjoyment can be further enhanced by adding game-like features. Thus, software developers can consider adding such features and researchers can examine their effects. A lot more can be done for making the apps utilizing spherical videos easier to handle and navigate. For example, hand tracking can be used, which is a more natural interaction method. Future Research: Besides larger sample sizes and more interventions, future research can examine the impact of spherical videos on student misconceptions, attitudes, and behaviors towards environmental issues. It would be interesting to examine the views and experiences of educators as well. Longitudinal studies and comparison of spherical videos with other promising technologies would also be useful.
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Whyte, Shona. "Learning to teach with videoconferencing in primary foreign language classrooms." ReCALL 23, no. 3 (September 1, 2011): 271–93. http://dx.doi.org/10.1017/s0958344011000188.
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AbstractThis qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers’ views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants’ comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education.
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Gudachi, Venera. "USE OF E-LEARNING BY PUBLIC SECONDARY SCHOOLS IN THE REPUBLIC OF MACEDONIA." Knowledge International Journal 28, no. 3 (December 10, 2018): 965–68. http://dx.doi.org/10.35120/kij2803965v.
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With the rapid technology development, today’s educational systems are obliged to include ICT in the educational processes. Sangra et al (2012) states e-learning represents a broad combination of processes, content, and infrastructure to use computers and networks to improve necessary parts of the learning value chain. In that regard, during the last two decades in the Republic of Macedonia there has been a constant engagement and resource allocation related to the introduction of ICT in the education process. For this purpose, various projects have been implemented at all levels of learning and teaching. Some of the projects were boosted with international support but many other were supported by national relevant institutions aiming to become a digitalized society and entirely introduce ICT in the education sector. This way all necessary legal provisions were adopted, which is the case of adoption of the needed laws and national strategies to introduce this new concept and thus establish the path towards digital education. Moreover, all primary and secondary public schools in the country were equipped with computers, provided software tools for school subjects, organized trainings for teachers and offered interactive on-line teaching and interactive teaching and assessment methods. The idea of this study is to assess and see the overall situation of e-learning in the secondary education in the country, evaluate its use and reflect the actual situation of e-learning use by looking at different demographic categories.
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Levine, Oren Hannun, Ines B. Menjak, Stephanie Yasmin Brule, Meghan McConnell, Sukhbinder K. Dhesy-Thind, Som Mukherjee, and Melissa C. Brouwers. "The PULSES project: Teaching the vital elements of code status discussions to oncology residents." Journal of Clinical Oncology 35, no. 15_suppl (May 20, 2017): 10024. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.10024.
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10024 Background: Discussions with cancer patients around cardiopulmonary resuscitation (CPR), or ‘code status,’ are often led by trainees in oncology, but formal education for this competency is lacking. In this study, we developed and tested a novel communication tool, the PULSES framework, for informed code status decision-making (a six-step approach summarized by the PULSES acronym [Table 1]), through an educational workshop. Methods: A multicentre randomized controlled trial was carried out at 3 academic cancer centres in Ontario, Canada. Residents in medical oncology (MO) and radiation oncology (RO) programs completed a workshop and an observed structured clinical exam (OSCE). Participants were randomized to complete the training before the OSCE (experimental arm) or after the OSCE (control arm). Randomization was stratified for centre and oncology discipline. Expert raters evaluated communication with two rating tools: the novel PULSES scale and the communication skills assessment form (CSAF), a validated benchmark tool that is not specific to oncology content. The primary outcome was improvement in PULSES scores. Results: Forty-six residents consented to participate (28 RO and 18 MO). Groups were well balanced for program and year of training. Participants in the experimental group had higher mean PULSES score than those in the control group (80.4±13.5 vs 63.4±9.7; p < .001; maximum score = 108). There was no significant effect for program and no significant interaction between program and training condition. Scores for the PULSES and CSAF scales were highly correlated (R = 0.864). Conclusions: The PULSES training improved performance among oncology residents for code status discussions. Improved communication scores were not scale-specific. The PULSES framework offers a standardized approach and can be incorporated into competency-based curricula for postgraduate oncology programs. Future work will explore whether communication training in this area impacts patient-level outcomes. [Table: see text]
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Levine, Oren Hannun, Ines B. Menjak, Stephanie Yasmin Brule, Meghan McConnell, Sukhbinder K. Dhesy-Thind, Som Mukherjee, and Melissa C. Brouwers. "The PULSES project: Teaching the vital elements of code status discussions to oncology residents." Journal of Clinical Oncology 35, no. 31_suppl (November 1, 2017): 46. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.46.
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46 Background: Discussions with cancer patients around cardiopulmonary resuscitation, or ‘code status,’ are often led by trainees in oncology, but formal education for this competency is lacking. In this study, we developed and tested a novel communication tool, the PULSES framework, for informed code status decision-making (a six-step approach summarized by the PULSES acronym [see Table]), through an educational workshop. Methods: A multicentre randomized controlled trial was carried out at 3 academic cancer centres in Ontario, Canada. Residents in medical oncology (MO) and radiation oncology (RO) programs completed a workshop and an observed structured clinical exam (OSCE). Participants were randomized to complete the training before the OSCE (experimental arm) or after the OSCE (control arm). Randomization was stratified for centre and oncology discipline. Expert raters evaluated communication with two rating tools: the novel PULSES scale and the communication skills assessment form (CSAF), a validated benchmark tool that is not specific to oncology content. The primary outcome was improvement in PULSES scores. Results: Forty-six residents consented to participate (28 RO and 18 MO). Groups were well balanced for program and year of training. Participants in the experimental group had higher mean PULSES score than those in the control group (80.4±13.5 vs 63.4±9.7; p<.001; maximum score = 108). There was no significant effect for oncology program and no significant interaction between program and training condition. Scores from the PULSES and CSAF scales were highly correlated (R = 0.864). Conclusions: The PULSES training improved performance among oncology residents for code status discussions. Improved communication scores were not scale-specific. The PULSES framework offers a standardized approach and can be incorporated into competency-based curricula for postgraduate oncology programs. Future work will explore whether communication training in this area impacts patient-level outcomes. [Table: see text]
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Stefano, Di Tore, and Sibilio Maurizio. "Educational technology for inclusion: Design of an educational software for individuals with autism spectrum disorders." Research on Education and Media 7, no. 2 (December 1, 2015): 48–56. http://dx.doi.org/10.1515/rem-2015-0016.
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Abstract The study illustrates the design, prototyping and production stages of an educational software aimed at promoting the development of social skills in autistic pupils attending the Italian primary school. The educational design of the proposed activities within the software was created on the basis of the theory of simplexity, while the design of the forms of interaction of the activities was constructed on the basis of the tasks proposed in the educational programme for autistic individuals by Patricia Howlin. The research project aims to achieve two objectives: creating an educational freeware software designed to foster the development of social skills in autistic pupils attending Italian primary schools; assessing if and to what extent the introduction of a technological variable can determine changes in terms of teaching effectiveness in Howlin’s programme.
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Gundala, Raghava R., Mandeep Singh, and T. Kathleen Cochran. "Perceptions of Integrated Experiential Learning of Graduate Marketing Students." Journal of the Scholarship of Teaching and Learning 18, no. 2 (June 19, 2018): 74–89. http://dx.doi.org/10.14434/josotl.v18i2.22498.
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Experiential learning projects have become a mainstay of a multitude of undergraduate business courses as they allow students to apply theoretical knowledge to real-world issues. At the graduate level, the use of case studies is a primary teaching method, but one cannot fail to notice an increase in the interest and use of experiential learning projects and assignments. However, as more emphasis is placed on the practical application of theory across the marketing curricula, buttressed by accrediting agencies, the need for incorporating these experiential learning projects has become an integral part of many university curricula at both the graduate and undergraduate levels. While the inclusion of these projects has been in practice for some time, the ideal addition to these experiential elements is restricted to a single course. This study examines the impact of including an experiential learning project that was framed across two graduate courses for an individual client. This study adds to the existing knowledge by using a unique integrative approach, across two separate graduate marketing courses, providing students with a progressive real world experience over an extended period of consulting interaction and time. Student perceptions associated with the efficacy of this extended experiential learning exercise are also furnished.
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Choudhury, Pradeep Kumar. "Student assessment of quality of engineering education in India: evidence from a field survey." Quality Assurance in Education 27, no. 1 (February 4, 2019): 103–26. http://dx.doi.org/10.1108/qae-02-2015-0004.
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Purpose This paper aims to discuss students’ assessment of quality related issues in engineering education in India. Design/methodology/approach The paper uses primary survey data of 1,178 undergraduate engineering students in Delhi, India, in 2009-2010. Students’ experience and views of four important aspects such as teaching methods used in the classroom, evaluation pattern, skills acquired by students during the course and the involvement of students in different activities other than classroom teaching are discussed using descriptive statistics and correlation to examine the quality issues. Findings The study finds that the lecture method is still dominant in the teaching and learning of engineering institutions compared to technical demonstration and laboratory work. Around half of the engineering students reported that they had never gone through any field work or industrial visits during their entire program of study. Involvement of students in the activities other than classroom teaching (e.g. working on research projects, attending engineering internships, studying a foreign language and opting for interdisciplinary courses) is more prevalent in government institutions compared to private institutions. The findings suggest that engineering institutions (particularly private colleges) should change their focus from traditional methods of teaching and evaluation of students to interactive methods of learning to improve the quality of technical education in India. Originality/value The literature reveals that the quality assessment of engineering and technical education in India is largely based on the information collected from stakeholders other than students. Therefore, this study contributes a new dimension to the existing literature by considering students’ assessment of the quality of engineering education.
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Kuhne, Cally. "A learning pathway for whole numbers that informs mathematics teaching in the early years." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 19. http://dx.doi.org/10.4102/sajce.v3i2.42.
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This paper reports on the development of a Learning Pathway for Number (LPN) with the aim of facilitating the teaching and learning of whole number in the early primary grades (Grades R – 4) within the South African educational context. The development of the LPN was based on the Dutch Learning/Teaching Trajectory for Whole Number (Van den Heuvel-Panhuizen, 2001). This paper describes a case study that presents the development of the LPN with three teacher groups (teachers from a school improvement project, teachers from high-performing schools and pre-service student teachers). The LPN is a conceptual framework based on five learning/teaching principles, namely the context, level, activity, interaction and the guidance principles. The benefit of this pedagogic tool adapted and refined for the South African context is that it provides a longitudinal view, highlighting milestones in the learning of number with the aim of deepening learners’ conceptual understanding of number over time. This case study reveals the importance of a devise that enables teachers to reflect on their mathematics content and pedagogy and bridges the theory-practice divide. It also highlights the critical issue of language and the use of appropriate terminology and activities in the classroom.
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Wolff, Lili-Ann, Sari Vuorenpää, and Pia Sjöblom. "Chicken Raising in a Diverse Finnish Classroom: Multidimensional Sustainability Learning." Sustainability 10, no. 11 (October 25, 2018): 3886. http://dx.doi.org/10.3390/su10113886.
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Social change requires new educational planning and sustainable teaching methods. Shaping an environment of care with animals as a part of the daily school life may produce such a change. In this article, we present a transdisciplinary study with the aim of exploring whether raising chickens in a classroom could promote learning, especially sustainability learning, and how. The study employs an ethnographic approach and we have analyzed the data according to interaction analysis. We collected the data in a culturally-diverse Finnish primary school class during May 2018. The data comprise field notes, videos and photographs from indoor and outdoor school activities; interviews and discussions with teachers and students; and, texts and artifacts that were made by students. The results show that having chickens in the classroom not only improved the students’ learning of biology, but also enhanced many other activities. The chicken project became part of a complex learning culture that met several of the aims of the curriculum and in many ways reached beyond the aim of merely learning science. The project became a natural part of sustainability education and promoted the acquisition of knowledge and skills in relation to the ecological and social dimensions of sustainability.
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Hà, Tú Anh, and Andrea Roxana Bellot. "Assessing storytelling as a tool for improving reading comprehension in the EFL primary classroom." English Teaching: Practice & Critique 19, no. 2 (April 20, 2020): 169–96. http://dx.doi.org/10.1108/etpc-11-2018-0096.
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Purpose This paper aims to explore the effect of storytelling in helping children read and comprehend English in primary schools. Design/methodology/approach The study includes 44 eight-year-old students, being divided into two equal groups. They are Catalan/Spanish native speakers, and their English level is pre-A1 (CEFR). The two groups studied the same topic with similar vocabulary and grammatical structures; however, only the experimental group learnt with storytelling. A pre-test, a post-test and exercises were implemented and analyzed by using the Mann–Whitney test, the Wilcoxon signed rank test and the general linear model to verify the effect of storytelling, the impact of time and the interaction between time and storytelling. Findings The findings show that storytelling helps children remember, understand and use the vocabulary of a certain topic and a specific grammatical structure, which are compatible with the vocabulary and the structure in a given story. It also supports students in forming the habit of using particular pairs of words correctly, such as “snake-hiss,” “zebra-bray.” Storytelling proved to be as effective as other teaching methods, such as games and exercises to make a contribution in helping students improve their reading-comprehending of separate sentences. However, time and continued language exposure played a pivotal role in students’ progress of decoding a gapped paragraph and filling in the gaps with appropriate words, no matter what teaching methods were used (storytelling or others). Research limitations/implications The findings of the effect of storytelling on fostering students’ reading comprehension have implications for storytelling investigators in the field of teaching ESL. Investigators such as Wright (1995), Ellis and Brewster (1991, 2002, 2014), Cameron (2001), etc., strongly recommend the use of storytelling when teaching a foreign language. Then the findings of this paper contribute to confirm storytelling’s benefits in improving children’s reading abilities, especially in reading-comprehending separate sentences. Practical implications Regarding the practical implications of this case study, the findings of the role of storytelling and the role of time in improving students’ reading-comprehension have important implications for L2 English teachers, especially for the ones teaching English for young learners. Due to the fact that learners need time to become successful language users, who not only understand but also analyze and use language fluently without thinking much about the forms or the rules, teachers should not overanalyze language forms. Instead, they should provide learners with an inductive process of language exposure, including the use of storytelling. Storytelling provides young learners with language exposure and context-the natural environment to acquire language. Therefore, it can create a greater impact on learners for remembering vocabulary and understanding the meaning of a given text, as well as form some habits for foreign language learners, such as the use of some specific pairs of words, which has been shown in the findings of this project. This nurtures learner’s graduation to automaticity in using language and develops their reading-comprehension. Originality/value This paper is all originated from a study researching the effect of storytelling in helping students read and comprehend English by carrying out an experiment with two groups, namely, the control and the experimental in a semi private primary school in Tarragona, Spain. This study carries an important value, as it proves the effect of storytelling in improving students' ability of remembering vocabulary and understanding separate sentences, as well as points out the role of time in students' progress of mastering a foreign language.
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Koka, Avinash, Laurent Suppan, Philippe Cottet, Emmanuel Carrera, Loric Stuby, and Mélanie Suppan. "Teaching the National Institutes of Health Stroke Scale to Paramedics (E-Learning vs Video): Randomized Controlled Trial." Journal of Medical Internet Research 22, no. 6 (June 9, 2020): e18358. http://dx.doi.org/10.2196/18358.
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Background Prompt and accurate identification of stroke victims is essential to reduce time from symptom onset to adequate treatment and to improve neurological outcomes. Most neurologists evaluate the extent of neurological deficit according to the National Institutes of Health Stroke Scale (NIHSS), but the use of this scale by paramedics, the first healthcare providers to usually take care of stroke victims, has proven unreliable. This might be, at least in part, due to the teaching method. The video used to teach NIHSS lacks interactivity, while more engaging electronic learning (e-learning) methods might improve knowledge acquisition. Objective This study was designed to evaluate whether a highly interactive e-learning module could enhance NIHSS knowledge acquisition in paramedics. Methods A randomized controlled trial comparing a specially designed e-learning module with the original NIHSS video was performed with paramedics working in Geneva, Switzerland. A registration number was not required as our study does not come into the scope of the Swiss federal law on human research. The protocol was nevertheless submitted to the local ethics committee (Project ID 2017-00847), which issued a “Declaration of no objection.” Paramedics were excluded if they had prior knowledge of or previous training in the NIHSS, or if they had worked in a neurology or neurosurgery ward. The primary outcome was overall performance in the study quiz, which contained 50 questions. Secondary outcomes were performance by NIHSS item, time to course and quiz completion, user satisfaction regarding the learning method, user perception of the course duration, and probability the user would recommend the course to a colleague. Results The study was completed by 39 paramedics. There was a better overall median score (36/50 vs 33/50, P=.04) and a higher degree of satisfaction regarding the learning method in the e-learning group (90% vs 37%, P=.002). Users who had followed the e-learning module were more likely to recommend the course to a colleague (95% vs 63%, P=.02). Paramedics in the e-learning group took more time to complete the course (93 vs 59 minutes, P<.001), but considered the duration to be more adequate (75% vs 32%, P=.01). Time to quiz completion was similar between groups (25 vs 38 minutes, P=.12). Conclusions Use of an e-learning module shows promising results in teaching the NIHSS to paramedics.
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Kuznetsova, Olga Yu. "Department of Family Medicine NWGMU named after I.I. Mechnikov. First 25 years." Russian Family Doctor 25, no. 2 (July 19, 2021): 47–53. http://dx.doi.org/10.17816/rfd70879.
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The article describes the history of the creation of the Department of Family Medicine of the NWSMU named after I.I. Mechnikov, notes the role of international projects in its establishment and development of the main areas of activity. Examples of successful long-term cooperation are given, in particular, with the University of Iowa (USA). The main stages of the formation of teaching the specialty General Practice (Family Medicine) within the framework of professional retraining of primary health care doctors and residency are described. The importance of using various interactive technologies in the learning process is emphasized, including the development of skills in simulation conditions, which were introduced at the department long before their use in the process of accreditation of specialists. The features of teaching the discipline Polyclinic Therapy for the 6th year students of the medical faculty, as well as the experience of leading scientific research that was carried out by participants of the student scientific society are noted. The main directions of scientific research carried out at the department in recent years are described, aimed at a comprehensive study of the features of the management of elderly patients in general medical practice and the prevalence of chronic obstructive pulmonary disease (COPD) in St. Petersburg and Arkhangelsk. The role of international cooperation in the implementation of large-scale scientific projects, in particular with the Catholic University of Leuven (Belgium), is emphasized. The perspectives for the development of the Department of Family Medicine in the near future are outlined.
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Sibanda, Senzeni, and Awelani M. Rambuda. "The Implementation of Formal Assessments in Intermediate Phase Mathematics at Primary Schools in South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 8 (August 30, 2021): 300–320. http://dx.doi.org/10.26803/ijlter.20.8.18.
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The purpose of this research was to explore the implementation of formal assessments in intermediate phase mathematics at primary schools. The research was elicited by reports that assessment methods and procedures for tackling learners’ needs had been observed to be insufficient in South African schools. The study is grounded in Piaget’s cognitive constructivism and Vygotsky’s social constructivism. The researchers conducted document analysis of teachers’ portfolios which were purposefully selected. Nine teachers– three from each of Grades 4 to 6 were sampled. The portfolios were analysed to establish whether the implementation of the formal assessments was aligned with the Curriculum and Assessment Policy Statement requirements. A checklist was used to determine teachers’ implementation of formal assessment. Measures of central tendency were used to analyse data. The results revealed that teachers were not developing the abilities of learners in handling complex mathematical procedures as per the requirements of the policy. This implies that learners lacked the ability to break down mathematical problems into different factors or constituent parts. Learners were given a test instead of a project or investigation. Hence teachers were not promoting cooperative learning which is advocated by the policy. Therefore, teachers should be assisted by knowledgeable colleagues and subject advisors in their adoption and use of assessment. There must be a close examination of the classroom observation tools that are currently being utilised. Classroom observation assists teachers to improve their assessment strategies. The Department of Basic Education should supply tablets to primary schools to promote social constructive interaction amongst teachers and learners to enhance effective teaching and learning.
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Guney, Zafer. "Considerations for human–computer interaction: user interface design variables and visual learning in IDT." Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 731–41. http://dx.doi.org/10.18844/cjes.v11i4.4481.
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The purpose of this study is to discuss approaches for developing human–computer interaction (HCI) in educational technology (ET) based on definitions of visual design, learning variables and user-interface design principles in the field of instructional design and technology (IDT). We will do in several stages, first, we will review historical definitions of HCI and its developments in education and considerations for defining visual literacy for learning with instructional design (ID) models. Then, we will review each definition of visual principles for user interface design (UID) or user experience design (UED) and learning from screens. HCI and its roles with the perceptional approach will be discussed as previous definitions in the type of theories such as cognitive load, activity and paying particular attention to primary concepts included in each definition based on the ID model approach. We will also present some of the historical criticisms of the definitions, which provided designing and developing user interfaces. The process should indicate or address possible performance design approaches in ID steps for developing learning and teaching in learning environments as well as developing UID or UED in ET. This also indicates approaches in philosophy of ET and its theory, definition and applications of new technologies as well as UID or UED perspectives and visual design variables. In this study, we review the visual design techniques from past to present that multimedia project design teams should follow the strategies and rules for designing learning environments in industry, business and military based on philosophy of ET and HCI design with ID models by using the newest technologies. The process compares both understanding global UID or UED requirements and visual strategies and considerations for research and product design by ID models. The steps include recognising terminology in ET practice concept, psychological, technological and pedagogical foundations in ID as well as ET approaches and using visual rules for conducting multimedia projects in last decays. At the end of the study, conceptions of ET, ID models and HCI will be discussing to indicate design standards for multimedia projects in the field of IDT. We will also present the relationships between ET and designing problems for creating instructional materials in education. All steps in visual design, UID, UED and HCI design based on philosophical approaches and evaluations in the field are given at the end of the study.
Keywords: User interface design, visual designs, human–computer interaction (HCI), user experience design, educational technology, IDT.
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Villalba Gómez, José Víctor. "Didáctica artística y medioambiental: la estampación de materias vegetales como recurso educativo." Educatio Siglo XXI 36, no. 3 Noviembr (November 20, 2018): 275–98. http://dx.doi.org/10.6018/j/350001.
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En esta investigación se muestra un proyecto interdisciplinar que enlaza competencias, valores y contenidos a partir de la unión de enseñanzas artísticas y medioambientales. El objetivo principal es crear un método didáctico basado en la interacción del arte con espacios naturales destacados, teniendo el grabado, el color y las materias naturales como principales vehículos técnicos del proceso de enseñanza aprendizaje. Estas materias, tales como hojas, tallos e incluso frutos, no suelen ser aprovechadas por los agricultores o por los responsables de mantener en buenas condiciones las zonas medioambientales protegidas. El contexto se sitúa en la formación universitaria y plantea un discurso de innovación unificando los conceptos de educación artística y educación ambiental a través de una educación transversal para trabajar diferentes áreas del currículo. La línea de trabajo está denominada “planificaciones artísticas ecológicas”. Todo ello enfocado para alumnos del grado de Educación Primaria, futuros maestros, que a través de salidas de campo y experimentación en el aula con técnicas grafico-plásticas de grabado como el monotipo, llevan a cabo un método de construcción y relación de elementos del lenguaje visual y plástico con materiales extraídos del propio entorno natural, sin alteraciones del mismo. En dicho trabajo se analizan, los contenidos y el proceso como estrategias instrumentales de la competencia artística, que han de adquirir los alumnos para su futura labor docente. Los resultados del experimento se reflejan en forma de vivencias y creación de composiciones plásticas muy diversas, construidas individualmente, pero realizadas al unísono por todos los participantes en un clima de diálogo entre los integrantes y el propio entorno. Finalmente, en pleno contacto con la naturaleza, los hallazgos plásticos y curriculares son tratados en una asamblea con los trabajos expuestos. In this study we aim to show an interdisciplinary project that links competences, educational values and content from artistic and environmental teaching. The main objective is to create a teaching method based on the interaction of art with outstanding natural areas; taking engravings and colours and natural materials as the main vehicles of the teaching-learning process. These materials, including leaves, stems and even fruits, are not usually used by farmers and workers in charge of keeping protected natural areas. The context of the study is university education and we propose an innovative project that transversally couples the concepts of artistic and environmental education with a view to working with different areas of the curriculum. The line of work is called "ecological artistic planning." The project is aimed at primary education students, future teachers, that through field trips and classroom experimentation with graphic-art techniques such as monotype printmaking construct and relate elements of visual and plastic language with materials extracted from the natural environment without altering it. In this article we analyse content and processes as instrumental strategies of the artistic skills that students should acquire for their future teaching. The results of the experiment are reflected in experiences and different plastic compositions which, despite being built individually, all the students did at the same time in an atmosphere of dialogue among them and the environment. Finally, in full contact with nature, the plastic compositions are displayed and curricular findings are discussed in an assembly.
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Reid, Norman. "Interactive teaching units in physics." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 44–47. http://dx.doi.org/10.29311/ndtps.v0i1.403.
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The concept of the interactive teaching unit first emerged in the late 1970s (Reid,1978; Johnstone and Reid, 1979) arising from a major research project which wasseeking to explore the development of attitudes relating to the themes covered in the study of chemistry. From this project, a sound educational underpinning wasdeveloped (Johnstone and Reid, 1981).Much later, the use of interactive units has been extended to skills development, social issues awareness and the applications of science subjects in real-life situations (Reid, 1999; Clarkeburn et al., 2000; Lennon, et al., 2002). Sets of units were developed in chemistry and biology and, more recently, a range of four teaching units in physics was developed under LTSN funding.
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Abu Ghazaleh, Mohamad, and Syed Zamberi Ahmad. "Ajman Digital Government: the way forward to digest digitalization." Emerald Emerging Markets Case Studies 8, no. 2 (June 21, 2018): 1–20. http://dx.doi.org/10.1108/eemcs-08-2017-0198.
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Subject area Information technology, management science and strategic management. Study level/applicability The case has been developed for use in “e-government Management and Leadership” and “Strategic IT management” courses and is appropriate for MBA and Executive Development Programs, as well as corporate training programs incorporating information system and e-government dilemmas. The case is appropriate for courses that deal with e-government development. Case overview Ajman Digital Government (ADG) was established in 2017. It is a new government entity intended to deliver the Ajman e-Government Project to increase government efficiency and productivity, as well as transforming public services to meet citizen expectations of digital experiences and satisfying the UAE Federal e-government standard. The current UAE federal e-government ranking includes only two emirates, Abu Dhabi and Dubai. ADG intends to be part of the UAE federal e-government ranking and participating in the world digital competitiveness ranking. Many challenges lie ahead for ADG, which intends to add Ajman’s e-government to UAE’s federal e-government, supporting the digital competitiveness of UAE worldwide and participating in increasing the ranking for UAE federal government in IMD’s World Digital Competitiveness Ranking; in addition to this challenging goal, there are significant new obstacles to the implementation of the new digital government in Ajman. ADG requires specific ingredients for the maintenance and support of the UAE e-government standard to position the project toward the success. Study of the strategic positioning of ADG would help support success of the development of e-government and weigh which technology should be used and how the project should proceed strategically. The case also provides a very useful ground for discussing all challenges faced and how the innovative business model of e-government will address these issues and create a sustainable e-government environment. Expected learning outcomes The case is structured to achieve the following learning objectives: Students can recognise the dilemma faced by the Ajman Government in managing citizen expectations, stakeholder expectations and the wider implications of its actions on developing a coherent communication strategy. Students can recognise and critically evaluate the role of leadership and communication in using e-government strategies in hyper technology market. To bring out the challenges in the digital government and repositioning strategies in a highly competitive and dynamic technology environment. Differentiation and repositioning strategies in a highly competitive technology market. Learn how to effectively communicate the value of a digital government to the targeted citizens. Understand how to strike a balance between short-term objectives and long-term goals in e-government development. Analyse the environment, competition, industry and IT product positioning. List alternative IT strategies and e-government positioning. Understand the primary drivers of interaction in e-government. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 7: Management Science.
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Brebner, E. M., J. A. Brebner, J. N. Norman, P. A. J. Brown, H. Ruddick-Bracken, and J. H. Lanphear. "A pilot study in medical education using interactive television." Journal of Telemedicine and Telecare 3, no. 1_suppl (June 1997): 10–12. http://dx.doi.org/10.1258/1357633971930670.
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Medical students in the United Arab Emirates do not receive postmortem teaching. This is because postmortems are not normally carried out, for cultural reasons. In order to address this problem a collaborative project was established between the medical schools of Aberdeen University and the United Arab Emirates University to evaluate the feasibility, acceptability and effectiveness of telepathology teaching. A videoconferencing link was established between the UK and the Middle East using ISDN at a transmission speed of 384 kbit/s. Although some technical problems relating to line continuity were encountered, the results relating to feasibility, acceptability and effectiveness were very positive. Although expensive, this form of teaching may still be cost-effective in relation to the benefits.
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Xu, Mengxue, Aihua Liu, Chunxia Zhao, Hai Fang, Xiaona Huang, Stephen Berman, and Hongyan Guan. "Group-based intervention to improve developmental status among children age 6–18 months in rural Shanxi province, China: a study protocol for a cluster randomised controlled trial." BMJ Open 10, no. 10 (October 2020): e037156. http://dx.doi.org/10.1136/bmjopen-2020-037156.
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IntroductionEarly childhood development (ECD) is a critical component for building the foundation of future physical and emotional health and subsequent academic success. The quality of the home environment to promote development is an important factor in ECD. Since large rural–urban disparities in the home environment exist in China, there is a critical need to develop and evaluate interventions to promote ECD in rural areas. Individual center-based or home-based interventions dominate the current ECD programmes in rural China. However, group-based interventions offer potential advantages in terms of both effectiveness and cost. Thus, we aim to: (1) evaluate the effectiveness of an integrated group-based intervention, the Care Group Intervention, in enhancing ECD among children age 6–18 months and (2) conduct a cost-effectiveness analysis.Methods and analysisThe Care Group Intervention uses a cluster (by township) randomised controlled trial conducted in Fenxi county, Shanxi province, China, from July 2019, for 1 year. The intervention focuses on five key components of nurturing care including good health, adequate nutrition, responsive caregiving, security and safety, and opportunities for early learning. The intervention comprises small groups of 3–10 children within a certain age range and their primary caregivers that are led by well-trained local facilitators. Outcomes includes infants’ developmental quotient (Bayley Scales of Infant Development III, Ages & Stages Questionnaire: Social–Emotional, second edition); anaemia (HemoCue Hb 301+); nurturing environment (Infant/Toddler Home Observation for Measurement of the Environment), parent-child interaction (Teaching Scale) and caregiver depression (Center for Epidemiological Studies Depression). Cost data are collected throughout the entire study to carry out a cost-effectiveness analysis.Ethics and disseminationThis study was approved by the Ethical Committee of Capital Institute of Pediatrics, Beijing, China on 10 July 2018 (SHERLL2018014). Findings and results from this project will be disseminated via publications and presentations.Trial registration numberChinese Clinical Trials Registry: ChiCTR1900022894. Registered on 30 April 2019.
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Whitburn, Julia. "Mathematical Attainments in Primary Schooling: Raising Standards and Reducing Diversity." National Institute Economic Review 179 (January 2002): 64–75. http://dx.doi.org/10.1177/002795010217900109.
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Concern over poor standards in mathematics among English school leavers has led to a number of government initiatives in recent years. Without a secure foundation of mathematical understanding and competence during the primary school years, later learning in mathematics is problematic. This paper examines recent major initiatives at the primary stage of schooling and their effect on raising standards, including the National Numeracy Strategy and the Improving Primary Mathematics (IPM) project. The latter project, influenced by successful Continental approaches to teaching mathematics, aimed both to raise average standards of attainment and to reduce the large variation in attainment that has, in the past, characterised the performance of English pupils.Although the new teaching approaches, and the innovatively detailed teaching materials, developed by the IPM project have enabled significant improvements to be effected, concern remains over the low attainment in England of an unduly large proportion of pupils (as compared with Continental schools). It is suggested that serious consideration needs to be given to adopting arrangements that are the norm in several other countries — namely, to introduce some flexibility in age of entry to schooling (at present in England this is governed strictly by date of birth). Such a change would, it is suggested, significantly reduce the number of low attainers and range of attainment within a class, and make a teacher's task of successful interactive whole-class teaching more manageable.
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Brataas, Delilah Bermudez. "Teaching Shakespeare through Collaborative Writing and Performance in a Norwegian Primary School ESL Classroom: An Interview with Ellen Marie Kvaale." Early Modern Culture Online 7 (January 26, 2020): 120–31. http://dx.doi.org/10.15845/emco.v7i1.2975.
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This interview outlines the experience of Ellen Marie Kvaale, primary school teacher in Hoberg Primary School, in Stange, Norway. She discusses her innovative three-year project introducing three of William Shakespeare’s plays to 5th, 6th, and 7th -grade ESL students. Her project successfully employed challenging pedagogical methods that resulted in student performances, as well as student publications. The project was designed to develop their written and communicative skills in English with students producing multimodal written texts and collaborating on all levels of scene writing, performance design, and production. Building on her project, Ellen Marie also held workshops at Inland Norway University of Applied Sciences for pre-service teachers in which her primary school students participated. Her experience demonstrates the value and efficacy of using Shakespeare and his texts in ESL Primary School classrooms through active and interactive approaches, including performance, music, and collaborative writing that effectively engaged the four basic language skills.
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Pan, Qiong. "A Interactive Teaching Mode Based on Educational Games – Case Study of Acupuncture Course." International Journal of Emerging Technologies in Learning (iJET) 14, no. 17 (September 16, 2019): 167. http://dx.doi.org/10.3991/ijet.v14i17.11205.
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As people pay more and more attention to the major of traditional Chinese medicine (TCM), social demand for TCM talents also becomes larger and larger. But, the content of TCM acupuncture major is abstract, with high practical operation. Traditional acupuncture course is taught with “cramming” method so that students cannot understand and grasp the concrete knowledge of this major. This may even have negative impacts on some students. The interactions between the teacher and students are few, and students passively absorb teaching content. The positive feedbacks of teaching cannot be gained, either, thus affecting the teaching effect to certain degree. On this basis, an interactive teaching mode based on educational games was proposed in this study, and such interactive teaching mode based on educational games was applied in the courses of acupuncture major. Firstly, the current situations and features of educational games and interactive education mode were analyzed. Besides, acupuncture major was taken for example to introduce a series of teaching module development processes of educational games for resource module collation, project courseware management, target test questions, task allocation, courseware making and one-key release of acupuncture courses. It is found through the survey that, students more accept such interactive teaching mode based on educational games, and their learning efficiency improves. Such teaching method is obviously superior to traditional teaching methods.
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Bloom, Lisa, Candy J. Noltensmeyer, Sur Ah Hahn, Charmion B. Rush, Pamela Heidlebaugh-Buskey, and Tonya M. Westbrook. "Pedagogical Considerations in Teaching Implicit Bias." International Journal of Bias, Identity and Diversities in Education 5, no. 1 (January 2020): 46–63. http://dx.doi.org/10.4018/ijbide.2020010103.
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This project is part of a larger study examining the impact of an interactive lesson on implicit bias designed to help undergraduate students understand how implicit bias affects everyday realities and develop strategies for countering the effects of implicit bias in both personal and professional decisions. This portion of the project focuses on students' experiences with discrimination and strategies to address bias. Results from this preliminary study are promising as students' self-perceptions are explored and may assist instructors with pedagogical decision making for teaching topics such as bias and discrimination. Limitations of the study and implications for future teaching and research are discussed.
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Francksen, Kerry, Bret Battey, and Jo Breslin. "Creative Process and Pedagogy with Interactive Dance, Music, and Image." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 307–11. http://dx.doi.org/10.1017/s2049125500001266.
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This lecture-demonstration reflects on a research-informed teaching project in which teaching staff in dance and music technology collaborated on technical and pedagogic research and artistic creation in interactive dance. Our primary aim was to throw light on how interactive technologies might challenge and develop the ways in which students in dance and music technology engage in creative practice. Through the exploration of a set of technologies and conceptual approaches, the research has revealed very particular compositional structures and methods. Experimental sketches were developed with a particular focus on emergent behaviour and richly behavioured audio-visual feedback systems that were both controlled by and influenced the dancers. The demonstration presents our approaches and offers methodologies and strategies for the use of new technologies in dance pedagogy.
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Prodanović, Marijana, and Valentina Gavranović. "Developing students' language skills through project-based teaching of the languages for specific purposes: A case study." Inovacije u nastavi 33, no. 4 (2020): 136–45. http://dx.doi.org/10.5937/inovacije2004136p.
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Starting from the analysis of the legislation regulating the education system in the Republic of Serbia, and through the prism of the theoretical review of the project-based teaching as a model of interactive and innovative teaching, as well as the fundamental principles set out in the Common European Framework of Reference for Languages, this paper aims to explore what opportunities the project-based teaching provides for the purpose of strengthening students' language skills in the context of learning English for Specific Purposes, particularly English for Medical Profession at secondary level. Theoretical assumptions were tested empirically using a case study. The qualitative analysis showed that project-based teaching, a model placing students and their needs in the centre of the teaching process, is an effective didactic system that teachers can use in organising and implementing instruction that encourages the development of all language skills.
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Bogush, Alla. "Project- language behavior of teacher-methodologist of preschool education institution: categorical research apparatus." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 7–15. http://dx.doi.org/10.24195/2617-6688-2021-1-1.
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The preschool education institution is the first educational link in the continuous education system of Ukraine. The future of our state depends on the level of education of the youngest citizens. The current stage of society development requires the traditional forms and methods in the work of teaching staff rethinking. Also it includes the training of creative teachers at preschool education institutions, who are able to combine professional knowledge, skills and abilities acquired in the education process with advanced innovative technologies of education and upbringing of the youngest citizens of Ukraine. And on top of it easily to design a new modern educational models at preschool education institutions. The primary role in the modernization vector of modern preschool education institutions functioning consists in searching of new interactive methods of educational work with children, as well as with the teaching staff and parents belongs primarily to preschool education institutions authorities. The pedagogical staff of preschool education institution is headed by the director and the teacher-methodologist. The last is the responsible for quality of educational work with children. She is a highly educated, professionally competent, pedagogical specialist who supervises the pedagogical work of teachers at preschool education institution: provides methodological assistance to teachers, summarizes and implements the advanced pedagogical experience, promotes the career enhancement of teachers, organizes the cooperation with parents, public organizations, school, plans educational work of at preschool education institution - with children and teaching staff. One of the modern interactive directions of teacher-methodologist’s activity is project- language behavior. The article reveals the categorical apparatus of research and positioned the professionally oriented glossary, such as: "project" and derivatives of this concept: project method, project techniques, project technologies, project activities, project and implementation activities, pedagogical project. There is defined the phenomena of " Project- language behavior of teacher-methodologist of preschool education institution” and different types are characterized: the project subject of project- language behavior. We understand the project in language behavior as purposeful perspective planning of innovative, interactive forms, methods, technologies of native language teaching for children, united by one theme, aimed at achieving a positive result in the cooperation of children and teacher, under her guidance and control in various language behaviors. We consider the of project- language behavior of the project- language behavior of preschool education institution as a multifunctional, multidimensional, constructive-planning language behavior aimed at providing the educational- language behavior process in different age groups of preschool education institution with the latest innovative technologies and interactive methods of language improvement and native language teaching to children in early age, carrying out intermediate control and assistance in their implementation, which will objectively assess the results obtained at the final stage. The principles of language behavior organization of the teacher-methodologist and types language behavior are characterized.
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Tyryguina, Valentina. "“Otherˮ in the Genre ‘Letter to the Editor’." Nizhny Novgorod Linguistics University Bulletin, no. 50 (June 30, 2020): 75–90. http://dx.doi.org/10.47388/2072-3490/lunn2020-50-2-75-90.
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Scholars see dialogue as the primary natural form of language communication; monologue is recognized as secondary to dialogue. The purpose of this article is to analyze the texts of the genre ‘Letter to the Editor’ (LTE) in terms of material presence in them of “the otherˮ as a signal of the dialogic category manifestation in the monologic text. The hypothesis is that in LTE texts “the other” – the addressee, vis-à-vis of the LTE subject – is not only implied, but actually materially, verbally explicated. The novelty of the study is determined by the choice of the approach, which makes the dialogic category overt at the level of not only the deep, but also of the superficial structure. The choice of research material and methods in this study is conditioned by M. Bakhtin’s understanding of dialogue as a universal property of speech. In monologic speech one is met with dialogue in the broader sense of the word, which may be understood as the mutual relationship, interaction between the position of the addresser and the addressee. The material for the research was taken from the corpus of texts assigned to the LTE genre and published by British daily periodicals, The Times, The Daily Telegraph, and The Independent. LTE is an essential and integral part in the generic system of media discourse as it invites feedback from the recipient. In order to achieve the intended objective of this research project, the author identified dialogic markers in the monologic text at textual, grammatical and lexical levels, extrapolating distinctive linguistic features from the dialogic form of speech into the monologic form of speech. The study has shown that a wide range of endodialogic markers, from pretextual (morphological, syntactical, lexical) to textual (architectonic) levels, manifests the presence of “the otherˮ in the monologic text. The results of the study have theoretical significance for a number of related areas of modern linguistics and, above all, media discourse (in terms of projecting the institutional and role-specific aspects), linguistic genre studies (in relation to the genre-forming specificity of the addressee), linguistic pragmatics (the addressее factor in the light of situational conventions), etc. Practically, these research results may be used in teaching specialized courses of the university curricula.
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Kassabolat, Aigul, Shynar Kadirsizova, Makhabbat Kozybayeva, Kamaryash Kalkeyeva, Meiramgul Zhorokpayeva, and Yerimova Aknur. "Future Teachers’ Opinions on Preparation and Use of Interactive Materials in Teaching." International Journal of Emerging Technologies in Learning (iJET) 15, no. 23 (December 11, 2020): 121. http://dx.doi.org/10.3991/ijet.v15i23.18805.
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This study aims to determine the opinions of students in the primary education department about the preparation and use of materials with the teaching practice in Instructional Technologies and Material Design (TTMD) course. This study is a descriptive study based on qualitative data. The sample of the research consists of 49 students from the primary education department who took TTMD course at Almaty University in the 2018-2019 academic year. The data of the research were collected by structured interview form. According to the results, it has been revealed that primary school teacher candidates emphasized the importance on preparing and using materials based on their answers regarding the use and preparation of materials in teaching. When the opinions of primary school teacher candidates about the criteria that they value in preparing and using materials were examined, they emphasized the criteria such as suitability for the student level, fitness for the purpose, being clear and easy to understand. Moreover, the results showed that future primary school teachers have difficulty in finding materials and tools suitable for this purpose.
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Jegerson, Devid, and Syed Zamberi Ahmad. "National bank of Fujairah’s digital platform “NBF Connect”." Emerald Emerging Markets Case Studies 11, no. 2 (August 16, 2021): 1–29. http://dx.doi.org/10.1108/eemcs-02-2021-0048.
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Learning outcomes To understand the goals and key performance indicators of online social media marketing and the primary drivers of interaction in a social community. To analyze the challenges faced by the team during the launch of the new digital platform National Bank of Fujairah (NBF) Connect, interacting with an already online present small- and medium-sized enterprise (SME) community. To analyze the concept of community marketing in an emerging country and appreciate the value of digital platforms in customer relationship management. To identify and critically evaluate insights on which ideas for marketing communication activities for NBF Connect can be built upon. To build an operational plan for NBF Connect customer engagement on online social communities. Case overview/synopsis In 2020, NBF launched a new digital platform for SMEs in the United Arab Emirates (UAE) called “NBF Connect” with the purpose of redefining banking services for the small businesses sector. The digitalization wave in the UAE was revolutionizing various industry sectors. The global banking industry was already impacted by digitalization and some banks in the UAE, especially in the retail segment (Emirates NBD, 2017), had already introduced many technology-led innovations bringing more effectiveness in the processes and better customer experience. However, the SME banking segment was lagging in terms of innovation. In 2020, the COVID-19 pandemic situation, with compulsory lockdowns and social distancing, changed the way of doing business for entire industries and increased the pressure on banks for the provisioning of new digital products. Rose joined NBF in the first part of 2020 as Product Owner of the project NBF Connect. The new digital platform was ideated by NBF to be differentiated from other banking products. It was co-created with insights from and regular interaction with the SME community. After the deployment of the first version of the platform in April 2020, Rose realized that the user adoption and commercial results were below par. Over the next three months, only a few users were using the platform with shallow interactions. This case study looks at Rose’s journey as NBF refined and evolved its SME banking platform, including developing and positioning the digital platform in the market, identifying competitive advantages and developing the right commercial strategy to monetize NBF’s investment in the digital platform’s development. Complexity Academic Level Students are expected to have knowledge of the issues relevant to marketing and communication management, product management and business development. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 8: Marketing
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Panfilova, Alvina Pavlovna, and Natalya Anatolyevna Loginova. "IS TEACHING SEROTONIN POSSIBLE?" Krasnoyarsk Science 8, no. 3 (September 25, 2019): 69–81. http://dx.doi.org/10.12731/2070-7568-2019-3-69-81.
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State of the issue: the article describes the modern educational technology «education» in the framework of the development of an interactive educational environment, shows its close connection with the idea of «joyful learning» described by I.G. Pestalozzi in the 18th century and development trajectories in the transition to a digital economy. Research methods: in the article, methods were used to achieve the goal: grouping, comparison, analysis, synthesis. Research results: as a result of the study, the features of interactive learning in the game interaction mode were identified and substantiated, in particular: practical validity (learning more successfully with the expressed usefulness of the knowledge gained); additional training (including independent study, but with a soft accompaniment of an educational intermediary – scaffolding); distributed learning, providing wide access to the educational resources of many users, in which all trainees study in different ways, at different time periods, in different territorial spaces. Discussion: the course of the educational process is described, in which a comprehensive view of the discussed problem is formed, within the context of the context of joint activity. In the process of using the educational technology «education», it is possible to summarize a project, conference, training or exchange experience by uniting completely different people, avoiding possible misunderstandings and overcoming unwillingness to work together. Conclusion: the advantages of the described educational process are formulated as part of the developmental training described by I. Pestalozzi.
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Kitaevskaya, Tatyana, and Irina Perunovskaya. "Methods of project design teaching to university students." Tambov University Review. Series: Humanities, no. 182 (2019): 98–106. http://dx.doi.org/10.20310/1810-0201-2019-24-182-98-106.
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We consider the organization methods of art and project activities teaching to designers, including several types: artist, project, information and technology, organization and management, research and teaching, in the modernization of professional education and new state standards adoption. That allows to build a mobile teaching system on the level of modern computer technol-ogies, methods of communication and information transfer. We present the comparative characteristic of methods. It reflects degree of students activity and independence in project activity teaching to designers according to the main stages of design project. In this study we consider the project activity of the designer on the principle of double entry as a mean and result of future professional activity, the methods system as a way of organizing educational, cognitive and project activities of students. The focus is on active and interactive methods of project activities teaching to designers: “round table”, “brainstorming”, business games, case method, including special: workshop, creative overview and choice following the stages of project design, which allow the most effective to realize individual and group work on the design project. The universality of our early approaches to the choice of teaching methods and the developed automated system allows us to modify the existing database of methods following the specifics of project design, which enables to use it in the system of training designers.
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Hayu, Wiworo Retnadi Rias, Anna Permanasari, Omay Sumarna, and Sumar Hendayana. "FIELD STUDY DEVELOPMENT OF TEACHER PROFESSIONALISM in PRIMARY SCHOOL." DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar 6, no. 2 (October 25, 2019): 87. http://dx.doi.org/10.30997/dt.v6i2.1952.
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Training is an important activity for teachers to always generate knowledge, not only students who are expected to develop knowledge but educators are also obliged to strengthen field competencies. The training that is often held is not comprehensive and is still relatively rare for certain schools. Therefore, a simple description of some teachers about the learning activities carried out and the acquisition of training within the teaching period is still relatively minimal. In addition, the 2013 curriculum recommends several learning models one of which is project based learning. The fact that some of the teachers interviewed turned out to be relatively rare. Project based learning is important because it can facilitate students to learn through the process. This research method uses descriptive qualitative approach. The research subjects were teachers from various different schools. The results show that teachers still rarely get training and the implementation of project based learning models is still rarely done. The conclusion is that there is a need for comprehensive training that is not limited by circles and real examples of the application of the project based learning model.
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Fleri, Jesse R., Sienna A. Wessel, David H. Atkins, Nicholas W. Case, Shannon E. Albeke, and Daniel C. Laughlin. "Global Vegetation Project: An Interactive Online Map of Open-Access Vegetation Photos." Vegetation Classification and Survey 2 (April 14, 2021): 41–45. http://dx.doi.org/10.3897/vcs/2021/60575.
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The Global Vegetation Project (http://gveg.wyobiodiversity.org) is a new initiative to host an online database of open-access, georeferenced vegetation photos. The mission of the Global Vegetation Project is ‘to inspire and empower people of all ages to learn about the diversity of vegetation on our planet and to provide educators with a resource for teaching ecology online’. The beta release includes two R-Shiny web applications that allow users to 1) submit photos of plant communities through a user-friendly online portal and 2) explore submissions made by others through an interactive global map. The spatial coordinates of each photo are used to extract information about the location including long-term and recent climate data to create Walter and Leith climate diagrams for each photo. User submitted photos can be filtered by biome, temperature, precipitation, and elevation on the map. The Global Vegetation Project will evolve to match the needs of vegetation scientists and ecology educators. We intend to enhance the educational value of the mapping application by incorporating additional search features, global data layers, and the publication of curricula geared towards primary, secondary, and post-secondary education. We encourage the global community of vegetation scientists to use this resource in their classrooms and to contribute photos of vegetation to grow this valuable resource for the world.
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Codreanu, Tatiana, and Christelle Combe Celik. "Effects of webcams on multimodal interactive learning." ReCALL 25, no. 1 (January 2013): 30–47. http://dx.doi.org/10.1017/s0958344012000249.
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AbstractThis paper describes the multimodal pedagogical communication of two groups of online teachers; trainee tutors (second year students of the Master of Arts in Teaching French as a Foreign Language at the University Lumière-Lyon 2) and experienced teachers based in different locations (France, Spain and Finland). They all taught French as a Foreign Language to a group of students from UC Berkeley in 2010. They participated in a project using a desktop videoconferencing platform (VISU1) designed for delivering online courses. The study focuses on the webcam's effects on teaching and learning and tries to answer the following question: how does multimodal interaction affect interactive learning? Our hypothesis is that experienced teachers channel information through the webcam more efficiently and effectively in order to engage learners in knowledge construction. This paper presents the results of research based on an empirical method of collecting ecological data.
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Abdullah, Norazilawati, Nik Azmah Nik Yusuf, Noraini Mohamed Noh, and Mohd Nazir Md Zabit. "Pembinaan perisian interaktif untuk menerapkan kemahiran proses sains dalam mata pelajaran sains sekolah rendah." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 76–92. http://dx.doi.org/10.37134/jsspj.vol7.no1.7.2017.
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This study aims to develop interactive software for implementing the science process skills among primary pupils. Objectives of this study to developed interactive software in the sub title of “Rusting” and examines the usability of interactive software in the process of teaching and learning and its ability to apply science process skills among pupils. ADDIE instructional design model was used as a guideline of developing the interactive software. At the analysis level, 10 experts were interviewed for get their opinian on the topics that are difficult to run experiments in the science year 4 syllabus. Level of design, researchers have identified the theories related to the cognitivism, constructivism and contextual. Level of development, researchers have developed an interactive software using Macromedia Flash. Level of implementation, 10 experts who were interviewed have tried to use the interactive software in their schools. Level of evaluation, 10 experts will fill the same checklist to specify whether this interactive software can apply science process skills or not. The data analysis found, interactive software that has been developed is able to apply the science process skills amongst primary school pupils. In future, hopefully there are a lot of interactive software can be developed to help teaching and facilitation in schools, science process skills among pupils.
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Pečiuliauskienė, Palmira, and Agnė Saylik. "The Crossroad of Technology: Does IBW Develops The Creativity Of Elementary School Students?" Pedagogika 112, no. 4 (December 23, 2013): 88–100. http://dx.doi.org/10.15823/p.2013.1780.
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The article discusses the possibilities of the development of creative writing skills of primary school pupils while using interactive whiteboard. Creative writing skills are described with respect to the features of creative thinking: anticipation of the title of narrative corresponding to the essence of the story (originality); disclosure of the topic of narrative according to the number of statements described (elaboration); logic and sequence of narrative (flexibility); structure of narrative and anticipation of its main parts (fluency).
The problem of the research is to determine how application of interactive whiteboard in educational practice effects creative writing skills of primary school pupils. The object of the research is the development of creative writing skills of primary school pupils while using interactive whiteboard. The research aims at evaluating the influence of the use of interactive whiteboard as an additional learning tool to the improvement of creative writing skills of primary school pupils.
The study conducted by authors during Lithuanian language lessons in primary grades showed that interactive whiteboard can have a positive effect on pupils’ creative writing skills if it is used as addition rather than an alternative tool. This was ensured by authors’ chosen methods of teaching narrative writing: interactive whiteboard was used as a traditional board during the first three lessons while the forth lesson was dedicated to interactive teaching with the full use of interactive whiteboard and its possibilities. Results show that educational effectiveness of interactive whiteboard to pupils’ creative writing skills depends on the appropriate use of its complex components in educational practice.
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Huebner, K. M., C. Kirchner, and J. G. Prickett. "Meeting Personnel Training Needs: The Deaf-Blind Self-Study Curriculum Project." Journal of Visual Impairment & Blindness 89, no. 3 (May 1995): 235–43. http://dx.doi.org/10.1177/0145482x9508900308.
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The federal Office of Special Education Programs funded a consortium-based project that produced a self-study manual, a videotape and discussion guide, a reprints collection, annotated bibliographies, and an in-service training manual. This article highlights the field-test evaluation of these materials by teachers, which provides a glimpse into the professional situation of the primary target group—teachers without specific training for teaching students who are deaf-blind. The teachers’ pre- and posttest knowledge and attitudes about teaching these students are also analyzed.
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Martin, Timothy James, Coen Butters, and Linny Phuong. "A two-way street: reciprocal teaching and learning in refugee health." Australian Health Review 42, no. 1 (2018): 1. http://dx.doi.org/10.1071/ah17055.
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The Water Well Project is a health promotion charity that aims to improve the health literacy of individuals of refugee, asylum seeker and migrant backgrounds. Health literacy is an important predictor of health status, but many Australians cannot demonstrate functional health literacy, and individuals from culturally and linguistically diverse (CALD) backgrounds are at higher risk of poor health literacy. The primary participants of The Water Well Project’s health education sessions are individuals of refugee, asylum seeker and migrant background, who are at risk of increased morbidity and mortality due to a range of factors. Secondary participants are volunteer healthcare professionals who facilitate these sessions. Because the Water Well Project is a community-centric organisation, the content and delivery of education sessions is shaped by the health literacy needs of the participants. During each session, The Water Well Project aims for a ratio of two volunteer healthcare professionals to every 5–15 participants. Sessions are interactive, with the use of visual aids, and incorporate the services of a professional interpreter when required. Since 2011, over 300 education sessions have been delivered to more than 3000 participants with anticipated flow-on effects to family and friends. The sessions provide a unique opportunity for participants and volunteer healthcare professionals to simultaneously acquire valuable health literacy skills. For participants, this fosters an improved awareness of and trust in the healthcare system; for volunteer healthcare professionals, this affords the opportunity to contribute to the health of vulnerable populations while developing skills in working effectively with interpreters and CALD communities. What is known about this topic? Individuals of CALD backgrounds, including refugees and asylum seekers, are at risk of poor health literacy. Reasons include burden of illness, effects of transition including exposure to psychological and physical trauma, and exposure to new risk factors in country of settlement. What does this paper add? The Water Well Project is a not-for-project, health literacy organisation that provides health education sessions to individuals of refugee, asylum seeker and migrant background. Interactive sessions are provided by volunteer healthcare professionals at the request of established community groups. Evaluation data has demonstrated positive outcomes for session participants, volunteers and referral community organisations. What are the implications for practitioners? Improved health literacy improves the ability of individuals to engage with the health system and improve their own health. Healthcare volunteers gained valuable skills working with CALD communities and interpreters.
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LEI, Huey. "USE OF APPARATUSES IN SCIENCE LABORATORY: Developmental Characteristics of Didactical Interactions." International Education and Learning Review 1, no. 2 (July 10, 2019): 75–81. http://dx.doi.org/10.37467/gka-edurev.v1.2046.
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Teaching and learning through the use of tools is evolving in response to new developments in pedagogy that aim to enhance students’ high-order thinking skills. This paper presents results from part of a research project investigating innovative teaching pedagogy, engaging with active learning through students’ manipulation of apparatuses in a series of mathematics lessons conducted in a science laboratory. The findings of the study include illustration of the development of didactical interactions, a modified framework yielding multi-directional transitions of interactive activities. This serves not only to promote interactive learning activities, including various active forms of productions, but also embraces innovation in STEM education.
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Holmes-Henderson, Arlene. "Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project." Journal of Classics Teaching 17, no. 33 (2016): 50–53. http://dx.doi.org/10.1017/s2058631016000131.
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The Classics in Communities project (http://classicsincommunities.org/) is a partnership between members of the University of Oxford, the University of Cambridge and the Iris Project. It was set up in response to the primary curriculum reforms which were implemented in England from September 2014. In the Key Stage 2 (KS2) Languages curriculum policy, for the first time, Classical Greek and Latin can be chosen for study by pupils aged 6-11 in place of a modern language. The project particularly targets schools where Classical languages have not previously featured on the curriculum. It has twin aims: to equip teachers in primary schools with the skills and knowledge necessary to teach these languages; and to conduct parallel research to determine the impact of Classical language learning on children's cognitive development.