Academic literature on the topic 'The use of value based Learning in our curricula'
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Journal articles on the topic "The use of value based Learning in our curricula"
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Rowe, Shawn, Mariapaola Riggio, Raffaele De Amicis, and Susan R. Rowe. "Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings." Education Sciences 10, no. 9 (2020): 234. http://dx.doi.org/10.3390/educsci10090234.
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This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.
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Hindle, Ada, Ji Cheng, Lehana Thabane, and Anne Wong. "Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training." Anesthesiology Research and Practice 2015 (2015): 1–6. http://dx.doi.org/10.1155/2015/971406.
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Introduction. Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training.Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the pairedttest.Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test.Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice.
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Cheung, Melissa Mei Yin, Bandana Saini, and Lorraine Smith. "Integrating drawings into health curricula: university educators’ perspectives." Medical Humanities 46, no. 4 (2019): 394–402. http://dx.doi.org/10.1136/medhum-2019-011775.
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The literature has identified promising findings regarding the application of arts-based initiatives to enhance healthcare professional (HCP) training. Research shows that drawings offer a window into the authentic, insider view of health and illness, with potential to be a platform for healthcare student and HCP learning. In addition, drawings may also have a place in health communication. Our previous work provides support for the educational application of patients’ drawings in bringing HCPs closer to the patient’s lived experience. Subsequently, this study aimed to explore university educators’ opinions regarding the implementation of drawings as an educational tool for higher education healthcare students. The objective of this study was to explore pathways for using drawings as an art form in an educational context, and provide recommendations for developing curricula and resources for further evaluation. Findings from focus group interviews with nine university educators revealed support for the use of drawings as a novel medium as they offer rich insights into the patient’s perspective while encouraging creative and critical thinking. Key perceived benefits were that drawings foster student appreciation of (1) the holistic impact of illness, (2) the importance of patients’ priorities and (3) the value of learning from the patient. Patients’ drawings of their experiences would offer needed opportunities for students to explicitly reflect about the ‘person’ holistically rather than view the patient as a ‘biomedical problem’. Shifting students’ perspectives and possible assumptions to be better aligned with and appreciative of the patient’s experiences was noted as central to adopting a person-centred approach to healthcare practice. Our findings suggest that incorporating drawings, or indeed other art forms, as educational tools would be a valuable addition to the health curricula.
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Saipov, Amangeldi, Yusubali Kamalov, Murat Kamalov, Ainagul Uzakhova, and Balnur Kendzhaeva. "METHODOLOGICAL TRAINING SYSTEM OF FUTURE TEACHERS FOR SPECIALIZED TEACHING AND ITS STRUCTURE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 488–500. http://dx.doi.org/10.17770/sie2018vol1.3134.
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At present, the system of teacher training for future teachers being formed does not take into account the true nature of the methodological assistance that arises in the process of solving various practical tasks of the teacher. Our research is dedicated to form a methodological preparation system of future teachers for specialized teaching in curricular and extracurricular teaching processes. In the current paper we list the opportunities for learning, teaching and learning, as well as the presence of a leading contradiction between the unidentified functional features of the components that form the methodological system for the training of future teachers in curricula and outside the learning process. Thus, scientifically formulated methodological training allows future teachers to adapt to various changes in their professional assistance, skillfully apply teaching methods and use them by changing, using traditional and innovative approaches flexibly within their pedagogical "laboratory" framework to combine methodological knowledge and skills.Purpose of the study: To develop a system of methodological training of future professional education teachers in the process of study and out-of-class learning and to describe their functional components.Research Methods: studying of the mechanism of conditions in the field of globalization, preservation of the originality, cultural values, customs, traditions, expressing the importance of self-determination.Practical value: According to the system of methodological training provided, the future teacher develops methodological knowledge, business and skill based on subject and metaphorically developed functional character.
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Chitkara, Maribeth B., Richard Pongvitayapanu, and Wei-Hsin Lu. "Integrating iPads into Team-Based Learning in the Pediatrics Clerkship: Do They Provide Any Value?" Journal of Medical Education and Curricular Development 7 (January 2020): 238212052095764. http://dx.doi.org/10.1177/2382120520957645.
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Background: Team-Based Learning (TBL) is an instructional strategy that embraces the concept of a flipped classroom. At our institution, the Clerkship in Pediatrics utilizes TBL sessions to deliver curricular content rather than lecture format. In 2016, matriculating medical students were given iPads for the purpose of transitioning to electronic delivery of curricular materials in the pre-clinical phase of their study. In 2017, the Clerkship in Pediatrics was tasked with investigating methods to integrate iPad use into clinical education. Activity: We employed the web-based platform Examplify to deliver test questions for TBL sessions over the span of 1 academic year (2018-2019). Curricular content was converted to Examplify for half of the TBL sessions and team performance for the sessions was compared to those administered traditionally. Students participating in the course were surveyed regarding their satisfaction with the 2 formats using a 15-item survey with a 4-point rating scale and open-ended questions. Results and discussion: Integration of technology into TBL sessions was met with mixed results. Performance on the eTBL sessions was significantly higher for 2 of the 6 sessions: the Abdominal Pain (90.2% vs 84.1%, P = .04) and the Toxicology (85.6% vs 79.4%, P = .03) sessions. A majority of students felt that the eTBL sessions facilitated multiple learning styles, promoted discussions, and nurtured different learning styles. However, students also felt that the electronic sessions were more cumbersome and difficult to navigate. Future research comparing the 2 modalities using a more comprehensive integration of media content, such as video and audio files, will further inform the success of this endeavor.
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Wu, Hao, Jun Sun, and Qi You. "Semi-Supervised Learning for Medical Image Classification Based on Anti-Curriculum Learning." Mathematics 11, no. 6 (2023): 1306. http://dx.doi.org/10.3390/math11061306.
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Although deep learning has achieved great success in image classification, large amounts of labelled data are needed to make full use of the advantages of deep learning. However, annotating a large number of images is expensive and time-consuming, especially annotating medical images, which requires professional knowledge. Therefore, semi-supervised learning has shown its potential for medical image classification. In this paper, we propose a novel pseudo-labelling semi-supervised learning method for medical image classification. Firstly, we utilize the anti-curriculum strategy for model training to prevent the model from producing predictions with a high value from the samples which are similar with existed labeled data. Secondly, to produce more stable and accurate pseudo labels for unlabeled data, we generate the pseudo labels with ensemble predictions provided by the model with samples augmented by different augmentations. In addition, we refine the generated pseudo labels using the prediction of the model at the current epoch in order to make the model learn from itself and improve the model performance. Comparative experiments on the Chest X-ray14 dataset for a multi-label classification task and the ISIC 2018 dataset for a multi-class classification task are performed, and the experimental results show the effectiveness of our method.
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Tsoy, Alla, Svetlana Ten, and Alla Rakhimova. "Project-based learning technology in classes for technical and it-orientating groups: Experience and results of implementation." E3S Web of Conferences 460 (2023): 05016. http://dx.doi.org/10.1051/e3sconf/202346005016.
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In today’s world, where technology continues to transform and innovation is becoming an integral part of our lives, it is becoming increasingly important to give children the opportunity to learn practical skills that will be useful to them in their future careers. Introducing technical and IT specialisms early in their education allows children to develop an interest and ambition in this area. One of the effective approaches in teaching has become project-oriented learning with the use of modern technologies. This method allows students to actively and practically apply their knowledge and skills by working on real projects. Within this approach, students not only learn theory, but also apply their knowledge in practice, which allows them to remember and learn the material better. When project-oriented learning using technology was implemented in classes for technical and IT-oriented groups, the results of implementing this methodology were impressive. Students involved in projects showed more interest and motivation in learning, as they saw direct practical value in the material being learnt. In addition, this approach develops in students a range of skills that are essential in today’s world, such as communication, co-operation, problem solving, critical thinking, etc. Project-based learning also promotes creative thinking and innovation. The experience of implementing project-oriented learning using technology in classrooms for technical and IT-oriented groups confirms its effectiveness and significance. Such an approach improves learning outcomes, motivates students and develops not only specific technical skills but also general competences necessary for a successful career in the modern world. Therefore, the use of project-oriented learning and technologies in the education of technical and IT-oriented groups is a relevant and integral component of modern curricula.
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Horn, Eileen A., Ryan Anderson, and Kristine Pierick. "Open educational resources (OERs) in self-directed competency-based education." Information Discovery and Delivery 46, no. 4 (2018): 197–203. http://dx.doi.org/10.1108/idd-02-2018-0005.
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Purpose This study aims to describe how open educational resources (OERs) were used in a system-wide, competency-based higher education program. It discusses barriers encountered, solutions developed and suggestions for future research on OER-focused curricula for self-directed learners. The case demonstrates practical application of the best practices for OER usage and contributes to discussions among the open education community about what constitutes quality OERs and how quality measures can help instructors select the best available OER. Design/methodology/approach This case study uses a reflective approach to describe what the organization did to facilitate OER use in University of Wisconsin Flexible Option. The authors reflect on tools and processes used and highlight alignment with best practices from OER literature. Findings This case confirms that there are challenges associated with OERs, especially for faculty with limited experience using them. It also offers insights into how to evaluate and curate OERs and confirms that students are generally satisfied when OERs are used as primary learning resources. Research limitations/implications Formal research was not conducted. This case provides a starting point for potential future research about the use of OERs by self-directed, competency-based students. Practical implications Practical implications of this case study include concrete tools and methods faculty and instructional designers can use to locate, evaluate and curate OERs. This case study highlights the role OERs can play in increasing overall satisfaction with learning resources while decreasing students’ costs. Originality/value This case ties unique needs of self-directed, competency-based learners with the use of OERs, addressing two overarching questions about OERs: what constitutes a quality OER? and how is quality measured?
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Kuo, Nai-Cheng, Amy Wood, and Kyra Williams. "Actualizing hope and joy in K-12 curricula through Daisaku Ikeda’s human education." Journal of Social, Humanity, and Education 2, no. 1 (2021): 19–34. http://dx.doi.org/10.35912/jshe.v2i1.745.
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Abstract Purpose: Our study aims to create a framework grounded in Daisaku Ikeda’s philosophy of education for educators and researchers to implement and evaluate human education in the classroom. Research Methodology: We first synthesized the eighteen chapters by scholars involved in Ikeda studies, published in the book entitled: Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context to discover the main themes in Ikeda’s human education. Based on these themes, we selected six children’s stories developed by Ikeda to design lessons. We then conducted surveys with ten K-12 teachers across disciplines and school districts to explore their perspectives toward humanity and their feedback on our lesson design. Results: Our finding indicates that creating hope and joy in education is inseparable from human revolution, value creation, happiness, the greater self, global citizens, as well as life and death. In addition, the participant’s responses to the survey questions help educators and researchers understand what K-12 teachers look for in order to implement lessons on humanity more efficiently and effectively. Limitations: By no means would we consider our lesson design exemplary or applicable in all different contexts. Instead, we consider these lessons a starting point to continue exploring a better way to teach humanity in school. Contribution: Seeing examples of lesson plans on humanity and learning from K-12 teachers’ perspectives provide an aspect for educators and researchers to use, extend, or expand the present study to bring hope and joy to students in their local contexts.
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Liu, Zeyang, Lipeng Wan, Xinrui Yang, Zhuoran Chen, Xingyu Chen, and Xuguang Lan. "Imagine, Initialize, and Explore: An Effective Exploration Method in Multi-Agent Reinforcement Learning." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 16 (2024): 17487–95. http://dx.doi.org/10.1609/aaai.v38i16.29698.
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Effective exploration is crucial to discovering optimal strategies for multi-agent reinforcement learning (MARL) in complex coordination tasks. Existing methods mainly utilize intrinsic rewards to enable committed exploration or use role-based learning for decomposing joint action spaces instead of directly conducting a collective search in the entire action-observation space. However, they often face challenges obtaining specific joint action sequences to reach successful states in long-horizon tasks. To address this limitation, we propose Imagine, Initialize, and Explore (IIE), a novel method that offers a promising solution for efficient multi-agent exploration in complex scenarios. IIE employs a transformer model to imagine how the agents reach a critical state that can influence each other's transition functions. Then, we initialize the environment at this state using a simulator before the exploration phase. We formulate the imagination as a sequence modeling problem, where the states, observations, prompts, actions, and rewards are predicted autoregressively. The prompt consists of timestep-to-go, return-to-go, influence value, and one-shot demonstration, specifying the desired state and trajectory as well as guiding the action generation. By initializing agents at the critical states, IIE significantly increases the likelihood of discovering potentially important under-explored regions. Despite its simplicity, empirical results demonstrate that our method outperforms multi-agent exploration baselines on the StarCraft Multi-Agent Challenge (SMAC) and SMACv2 environments. Particularly, IIE shows improved performance in the sparse-reward SMAC tasks and produces more effective curricula over the initialized states than other generative methods, such as CVAE-GAN and diffusion models.
Books on the topic "The use of value based Learning in our curricula"
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Gergen, Kenneth J., and Scherto R. Gill. Beyond the Tyranny of Testing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.001.0001.
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Practices of assessment in education are byproducts of a bygone era. When testing and grades become the very goals of education, learning suffers, along with the well-being of students and teachers. In this book, the authors propose a radical alternative to the measurement-based assessment tradition, a vision in which schools are no longer structured as factories but as sites of collective meaning-making. As it is within the process of relating that the world comes to be what it is for us, the authors draw from this process their understanding of what knowledge is and what is good and valuable. Equally, learning and well-being are embedded in relational process, which testing and grades undermine. Thus the authors advocate a relational orientation to evaluation in education, emphasizing co-inquiry and value creation. The aim is to stimulate and enhance learning while simultaneously enriching the vitality of the relational process. A wide range of innovations in evaluative practice bring these ideas to life. The authors include detailed illustrations using cases from pioneering schools around the globe, at both primary and secondary levels, demonstrating how evaluation can foster students’ engagement in learning, feed into teachers’ professional development, support whole school improvement, and further nurture learning communities beyond the school’s walls. A relational shift in evaluation also opens a space for the flourishing of interactive and participatory teaching practices and more flexible and co-created curricula. Such a transformation in education speaks to the demands of a rapidly changing and unpredictable world, in which our capacities to listen, dialogue, and collaborate are imperative.
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Ward, Phillip, and Shonna Snyder. Core Teaching Practices for Health education. Human Kinetics, 2022. http://dx.doi.org/10.5040/9781718222748.
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Core practices―content-specific practices that offer strategies to support student learning―are common in many subject areas but have been curiously missing for health educators … until now. Core Teaching Practices for Health Education is a compact and precise book that serves up effective core teaching practices for preservice and practicing health educators as well as for health teacher educators. Teachers can apply the evidence-based practical tips and strategies the minute they step into their classrooms; even veteran instructors will discover new teaching tactics that will be useful. Core Teaching Practices for Health Education offers the following: • Twenty-first-century teaching skills that are specific to health education • Practices that are highly transferable across the spectrum of health education and applicable across grade levels • Fifteen concise and practical chapters, each of which details a core practice in action, explains the practice, gives additional examples of the practice, and provides clear guidance on how to use the practice in health classrooms Great Prep for Teaching Assessments Such as the edTPA The text is a great resource for aspiring teachers as they embark on their student teaching semester and as they prepare for teaching assessments such as the edTPA, increasingly required in many states. They will learn how to design lesson plans, unit plans, and complete health education curricula to effectively teach health concepts and skills; this directly relates to the video portion of the edTPA. In addition, the book's final two chapters directly relate to the Analyzing Teaching portion of the edTPA Ideal for Preparing Curriculum In addition, Core Teaching Practices for Health Education is ideal for teachers who are charged with creating health curricula for middle and high school programs―and for other teachers who are thrust into the role of health educators with little or no health education background. Book Organization Core Teaching Practices for Health Education is organized into three parts. Part I introduces the idea of core practices and focuses on planning to teach health education (e.g., big ideas, enduring understandings, essential questions, sequencing health content, assessment). Part II explores the pedagogy of health education, including organizational routines and procedures, building a safe and caring environment that is focused on learning, and adapting instruction to meet the needs of students. Part III guides readers through reflective practices on teaching and lesson improvement. Each core practice has its own chapter. Perfect Companion to Two Other Guides This affordable guide is a perfect companion to Essentials of Teaching Health Education, Second Edition, by Sarah Benes and Holly Alperin (Human Kinetics, 2022) and Health Education edTPA Online Preparation Guide by Stacy Furness (Human Kinetics, 2022). For future teachers in states that require the edTPA, these three resources supply everything they need to become successful health educators. Preservice teachers, current teachers, and health teacher educators will find Core Teaching Practices for Health Education to be of lasting value as they use the book's health-education-specific teaching practices to improve teaching and learning.
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Moshenska, Gabriel, ed. Teaching and Learning the Archaeology of the Contemporary Era. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350335660.
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The tools and techniques of archaeology were designed for the study of past people and societies, but for more than a century a growing number of archaeologists have turned these same tools to the study of the modern world. This book offers an overview of these pioneering practices through a specifically pedagogical lens, fostering an appreciation of the diversity and distinctiveness of contemporary archaeology and providing an evidence base for course proposals and curriculum design. Although research in the field is well established and vibrant, making critical contributions to wider debates around issues such as homelessness, migration and the refugee crisis, and legacies of war and conflict, the teaching of contemporary archaeology in universities has until recently been relatively limited in comparison. This selection of carefully curated case studies from as far afield as Orkney, Iran and the USA is intended as a resource and an inspiration for both teachers and students, presenting a set of tools and practices to borrow, modify and apply in new contexts. It demonstrates how interdisciplinarity, practical work and radical pedagogies are of value not only for archaeology, but also for fields such as history, geography and anthropology, and suggests new ways in which we can examine our 20th- and 21st-century existence and shape our collective future.
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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.
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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
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Pope, Elizabeth M., Catarina Brandão, and Cedric C. Sanders. Scientific Congresses: What is Our Future? Ludomedia, 2022. http://dx.doi.org/10.36367/ntqr.11.2022.editorial.
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As we write these words, the COVID-19 pandemic has become part of our lives in a much more controlled way. For instance, some of our habits have changed and we are able to resume our activities in the way of a “new normal,” returning to social contact with family, friends, and colleagues. In returning to a life without the constraint of the virus at such a high level, the academy tries to resume its rituals, including scholarly events. Email boxes and physical boards at universities are once again filling up with calls for submission of abstracts for congresses, seminars, and workshops. As these events are happening again, academia seems to be reflecting on the pros and cons of onsite scientific events. While acknowledging the importance of such scientific events and their potential for strengthening scholarly communities and collaborations, many academics have begun questioning the real impact of being physically present. This questioning seems to be based on several factors. On the one hand, it is clear that universities have been increasingly devaluing academics’ presence in congresses (unless by invitation). They allocate less funding for these activities, especially for those academics who wish to attend an event without presentation. With no presentation, institutions devalue attendance in performance appraisal processes. Increasingly, academic institutions value publications (indexed, despite some positive movement seeking to counter the tyranny of the “publish or perish” motto), and an academics ability to raise funding. Yet, not all congresses are associated with publication processes in indexed journals or proceedings. Books of abstracts (once edited by any congress) are almost extinct, namely because of their devaluation by institutes of higher learning (and funding entities). On the other hand, the massive and necessary use of online scientific events in 2020 and 2021 allowed us to realize that it is possible, efficient, and effective to hold these events in a format different from the traditional one. The internet offers versatility and more and more congresses are now offered online or in hybrid formats. These formats allow academics to overcome financial and physical complications caused by in-person scholarly events. Academics can request less funding and, at the same time, mitigate concerns of acceptance without presentations, covering classes while away, or having to supplement university sponsorship with personal funds. At some universities, funding comes after attendance regardless of availability of those funds and academics are asked to pay registration fee, plane tickets, and lodging with the expectation of being reimbursed upon return. This is particularly challenging given the present economic situation around the globe. At the same time, while physically at the event and away from families, work continues to accumulate for academics. They then must wade through this excess upon returning home, adding to an already excessive workload. This makes maintaining a work-life balance challenging. We at New Trends in Qualitative Research (NTQR) believe it is particularly relevant to discuss this topic within the context of the release of NTQR Volume 11. NTQR is an indexed journal associated with international scientific events in the field of qualitative research - Congreso Ibero-Americano en Investigación Cualitativa (CIAIQ) and the World Conference on Qualitative Research (WCQR). Specifically, the volume that we edit here aggregates works that, having been originally presented at WCQR2022 (held in an online format), went through a double-blind review process. This volume, annually edited (as WCQR is an annual event), allows us, as editors, to condense a diverse set of qualitative research work, focusing on different topics, and with different methodological designs. And, our concern as editors has always been to assure the quality of the published works, namely through a careful review and editing process. We do not know if we are ready to give up our physical presence at scientific events. But, with opportunities such as online presentations and online publishing venues, we may now be much more judicious in this presence. We may now take time to ponder the relevance of investing in attending a scientific event, and selecting (hand-drawn) two or three events per year, at most. WCQR has a strong emphasis in the building of a scientific community (in this case, bonded by the interest in qualitative research), reconciling physical and online presence, and is associated with quality journals. These aspects help academics to select it as one of the events where it is important to be present. Sincerely, The Editors
Book chapters on the topic "The use of value based Learning in our curricula"
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Galindo-Durán, Alejandro, Juan Uribe-Toril, and José Luis Ruiz-Real. "Game-Based Learning Through the Use of Artwork Images: Influence on the Perception of a Product." In Springer Proceedings in Business and Economics. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-70488-8_6.
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AbstractThis study analyzes the impact on the perception of a product by consumers, in an educational context, through the inclusion of works of art in the product design and applying active methodologies such as game-based learning (GBL). An educational intervention carried out in a secondary school is presented, trying to investigate if the incorporation of artistic elements to a product is perceived in different magnitude in relation to its value, quality, or luxury among students. In addition, an experimental group to which an activity using GBL was previously applied is shown and the results of the different answers given by the different groups of students are compared. The results suggest that the incorporation of artistic elements improves the perception of the value and quality of the product and that those students who were part of the experimental group valued the products even better, with significant differences between the two groups, in addition to enriching their educational experience. This research highlights the importance of integrating art into the educational curriculum as well as the application of active methodologies in the teaching process in order to improve both the educational experience and the learning process.
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Gahl, Megan K., Abha Ahuja, Raquel H. Ribeiro, Maia Averett, and James Genone. "Active Learning and Integrated Assessment: Minerva’s Approach to Teaching Future Skills." In Creating the University of the Future. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_22.
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AbstractThe Minerva Project works with global higher education partners to build transformational education programs based on Future Skills. Within our learning taxonomy, we identified practical knowledge as distinct Learning Outcomes (LOs). What differentiates Minerva programs from other Future Skills-focused programs is: 1) active learning pedagogy, 2) direct feedback and assessment of Future Skills, and 3) systematic reinforcement throughout students’ learning experience. The goal in our lessons is to practice skills and broad concepts, therefore we use flipped classrooms with active learning techniques. To guide students’ improvement of Future Skills in our programs, we directly assess LOs and provide feedback on specific LO applications in both synchronous (e.g., in-class polls) and asynchronous (e.g., assignments) aspects of each course. Learning Outcomes from the learning taxonomy may be introduced in one course but are assessable in any other course in the curriculum, ensuring that skills are reinforced throughout a student’s learning experience. In this chapter, we outline principles that underlie the development of learning taxonomies and curricular approaches in Minerva programs. We employ the same principles to collaborate with partners and build custom learning taxonomies and curricula; throughout this chapter we illustrate partner adaptations using examples from our collaborations.
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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.
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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).
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Werling, Dorina, Maximilian Beichter, Benedikt Heidrich, Kaleb Phipps, Ralf Mikut, and Veit Hagenmeyer. "Automating Value-Oriented Forecast Model Selection by Meta-learning: Application on a Dispatchable Feeder." In Energy Informatics. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-48649-4_6.
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AbstractTo successfully increase the share of renewable energy sources in the power system and for counteract their fluctuating nature in view of system stability, forecasts are required that suit downstream applications, such as demand side management or management of energy storage systems. However, whilst many forecast models to create these forecasts exist, the selection of the forecast model best suited to the respective downstream application can be challenging. The selection is commonly based on quality measures (such as mean absolute error), but these quality measures do not consider the value of the forecast in the downstream application. Thus, we introduce a meta-learning framework for forecast model selection, which automatically selects the forecast model leading to the forecast with the highest value in the downstream application. More precisely, we use a meta-learning approach that considers the selection task as a classification problem. Furthermore, we empirically evaluate the proposed framework on the downstream application of a smart building’s photovoltaic-battery management problem known as dispatchable feeder on building-level with a data set containing time series from 300 buildings. The results of our evaluation demonstrate that the proposed framework reduces the cost and improves the accuracy compared to existing forecast model selection heuristics. Furthermore, compared to a manual forecast model selection, it requires noticeably less computational effort and leads to comparable results.
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Seitz, Andreas, Florian Liebgott, Dominik Rotter, Daniel Kessler, and Hans-Peter Beise. "Enabling Single-Sensor Simultaneous Condition Monitoring of Several Vibration-Emitting Machine Parts Using Neural Networks." In Advances in Automotive Production Technology – Towards Software-Defined Manufacturing and Resilient Supply Chains. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27933-1_17.
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AbstractIn production environments, monitoring the vibration of a machine or parts thereof can yield important information about the condition of the machine. The most common recommendation for vibration-based condition monitoring is to place a vibration sensor on each part of interest. These vibration sensors usually output preprocessed data, for example the root mean square value of a predefined time window.We propose to use machine learning to simultaneously monitor several vibration-emitting machine parts using only one single vibration sensor. Due to the superposition of multiple vibrations, this is not feasible using preprocessed sensor data. Our approach therefore consists of a one-dimensional convolutional neural network, which uses the raw vibration signal as input to classify the status of the monitored machine parts.As a first proof of concept, we monitored the status of three different motors. Using our approach, we were able to detect, which motors were running at a given time with high accuracy. We were able to significantly improve the classification results by transforming the raw data into the frequency domain. Our results are promising and show, that monitoring several vibration-emitting machine parts at the same time using only one vibration sensor is feasible.
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Looks, Hanna, Jannik Fangmann, Jörg Thomaschewski, María-José Escalona, and Eva-Maria Schön. "Towards a Standardized Questionnaire for Measuring Agility at Team Level." In Lecture Notes in Business Information Processing. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78098-2_5.
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AbstractContext: Twenty years after the publication of the agile manifesto, agility is becoming more and more popular in different contexts. Agile values are changing the way people work together and influence people’s mindset as well as the culture of organizations. Many organizations have understood that continuous improvement is based on measurement.Objective: The objective of this paper is to present how agility can be measured at the team level. For this reason, we will introduce our questionnaire for measuring agility, which is based on the agile values of the manifesto.Method: We developed a questionnaire comprising 36 items that measure the current state of a team’s agility in six dimensions (communicative, change-affine, iterative, self-organized, product-driven and improvement-oriented). This questionnaire has been evaluated with respect to several expert reviews and in a case study.Results: The questionnaire provides a method for measuring the current state of agility, which takes the individual context of the team into account. Furthermore, our research shows, that this technique enables the user to uncover dysfunctionalities in a team.Conclusion: Practitioners and organizations can use our questionnaire to optimize collaboration within their teams in terms of agility. In particular, the value delivery of an organization can be increased by optimizing collaboration at the team level. The development of this questionnaire is a continuous learning process with the aim to develop a standardized questionnaire for measuring agility.
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Wang, Yuxuan, and Ross D. King. "Extrapolation is Not the Same as Interpolation." In Discovery Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-45275-8_19.
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AbstractWe propose a new machine learning formulation designed specifically for extrapolation. The textbook way to apply machine learning to drug design is to learn a univariate function that when a drug (structure) is input, the function outputs a real number (the activity): F(drug) → activity. The PubMed server lists around twenty thousand papers doing this. However, experience in real-world drug design suggests that this formulation of the drug design problem is not quite correct. Specifically, what one is really interested in is extrapolation: predicting the activity of new drugs with higher activity than any existing ones. Our new formulation for extrapolation is based around learning a bivariate function that predicts the difference in activities of two drugs: F(drug1, drug2) → signed difference in activity. This formulation is general and potentially suitable for problems to find samples with target values beyond the target value range of the training set. We applied the formulation to work with support vector machines (SVMs), random forests (RFs), and Gradient Boosting Machines (XGBs). We compared the formulation with standard regression on thousands of drug design datasets, and hundreds of gene expression datasets. The test set extrapolation metrics use the concept of classification metrics to count the identification of extraordinary examples (with greater values than the training set), and top-performing examples (within the top 10% of the whole dataset). On these metrics our pairwise formulation vastly outperformed standard regression for SVMs, RFs, and XGBs. We expect this success to extrapolate to other extrapolation problems.
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Zhang, Lili, Ruben Mukherjee, Piyush Wadhai, Willie Muehlhausen, and Tomas Ward. "Computational Phenotyping of Decision-Making over Voice Interfaces." In Communications in Computer and Information Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-26438-2_37.
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AbstractResearch on human reinforcement learning and decision-making behaviour has traditionally used visual-based symbols and graphics in the experimental paradigms. Such research leads to improved understanding of human decision-making and has application in fundamental research in cognitive neuroscience. In clinical domains, the approach holds out the possibility for the development of computationally-derived biomarkers suitable for use in psychiatry. Scaling this experimental approach through pervasive computing can help create larger datasets which will be necessary for normative studies. This will require the expansion of these experimental approaches beyond conventional visual representations. People receive information and interact with their environments through various senses. In particular, our sense of hearing in conjunction with speech represents a ubiquitous modality for learning and for updating our knowledge of the world. Consequently, it represents an important path for the investigation of human decision-making which is now experimentally accessible via rapid advances in voice-enabled intelligent personal assistants (IPAs). Examples include Amazon’s Alexa technology and Google’s Voice Assistant. However, to date no studies have demonstrated the feasibility of delivering such experimental paradigms over such voice technologies. Consequently in this study, we compared the performance of the same group of participants on the traditional visual-based and for the first time, a conversational voice-based, two-armed bandit task. Reinforcement learning models were fitted to the data to represent the characteristics of the underlying cognitive mechanisms in the task. Both model-independent behavioural measures and model-derived parameters were compared. The results suggest that participants demonstrated higher shifting rates in the voice-based version of the task. The computational modelling analysis revealed that participants adopted similar learning rates under the two versions of the interfaces, but more decision noise was introduced in the voice-based task as reflected by the decreased value of the inverse temperature parameter. We suggest that the elevated shifting rate is derived from the increased noise in the voice interface instead of a change in the learning strategy of the participants. Higher intensity of the control adjustments (click touch versus speak) might be one of the sources of noise, thus it is important to think further regarding the design of the voice interface if we wish to apply voice-enabled IPAs to measure human decision-making in their daily environments in the future.
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Lytvyn, Olena. "DIGITAL TOOLS FOR CREATING EDUCATIONAL CONTENT." In The scientific paradigm in the context of technological development and social change. Publishing House “Baltija Publishing”, 2023. http://dx.doi.org/10.30525/978-9934-26-297-5-33.
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The use of technology has grown significantly at the universities in recent years. Blackboards have been replaced with PowerPoint presentations, online courses, and videos. Nowadays all universities incorporate technologies into their curriculum in some form. They have digitilised their whole education system by recognising the function of digital classes. More and more aspects of today’s world become digital because of the advancement of the internet, mobile phones, mobile apps, tablets, laptops, and other gadgets, Digital education is replacing conventional education in classrooms at many universities and colleges. The purpose of the paper is to demonstrate how teachers may build their curriculum and support materials, employing the most creative side to personalise learning, using modern technologies. Although, many people favour traditional teaching methods, the possibilities are endless when technology is integrated into the classroom. The education has become much more accessible, with a wide choice of learning techniques. Teachers should think about why students want to use the technology in the classroom rather than need it. It will surely assist educators in tracking a student progress and developing innovative lesson strategies. Students who learn using technology can build skills that will help them to succeed in the future. Methodology of the study is based on general research methods of analysis and synthesis, induction and deduction, observation and abstraction, which are used to systematise achievements in the theory and practice of modelling systems of different nature in the humanities and, in particular, in pedagogics. In general, our research aims to contribute to better understanding of accrued benefits of using GSRSs in learning and to gauge the extent to which the use of digital technologies can enhance students’ learning experience. More specifically, our objective is to understand how students experience the use of digital platforms and to explore the extent to which these interactive technologies influence classroom dynamics, engagement, motivation and learning. In our study, we addresse the following four research questions: Interactive collaboration between a teacher and students using digital tools; features of the digital learning tool Quizlet and its correlation with the SAMR model; the impact of the digital learning tool Kahoot! on teaching and learning; benefits of using Pear Deck, Wooclap, Baamboozle, Gimkit, Genial.ly in the educational process.We employed a qualitative approach to address four stated questions. We believe that a qualitative research approach is relevant to utilise in this study because the phenomenon being studied is not easily distinguished from the context in which it is observed. Using explorative case studies, we intend to unravel complex perceptions and issues relating to the use of digital technologies in the context of students’ engagement, motivation and learning. This approach is used to enrich the insights gained from the exploration of the literature and provide deep levels of interpretation for the phenomenon under consideration.Results of the study show that due to technology improvements, the education has become more flexible and accessible. Online degrees and mobile learning are more popular, physical boundaries have been removed, and technologies can help their employees pursue their education. These are an excellent way for teachers to teach students how to keep organised and simplify their tasks right from the start. In addition, giving students an access to the information, modern technology has the potential to excite and empower them.Practical implications. Educational technology improves a student performance by systematically approaching instructional resources. It recognises individual needs by incorporating technologies into the classroom instruction and tracking a student progress. Instructors must appropriately expose conditions the or select an appropriate technology for the curriculum delivery and track outcomes to determine the success of the measures. Digital learning tools and technology engage students and improve critical thinking skills, the foundation for developing analytic reasoning. Because they require students to observe the rules and conventions to play, interactive social skill games effectively teach them discipline. Students experience feelings of accomplishment due to gaining new knowledge and skills through digital learning tools, which give them the confidence to pursue new interests. Value/originality. The technological advancement has boosted distance learning education. It provides an easy access to all learning resources and allows for convenient interaction with the teacher. Instructors can quickly create and manage groups using learning tools and technologies, such as social learning platforms. Digital technologies in education have given a rise to various Learning management systems (LMS). They have promoted virtual classrooms where a teacher can interact with students in real-time, share his resources, deliver his lecture, assess students’ learning, collect feedback, and reply to their queries.Students collaborate to solve ongoing educational challenges using online platforms. Hackathons have emerged as a successful event to find the solutions to many challenging problems. Students can express themselves and collaborate on activities by sharing their thoughts and ideas. Using learning tools and technologies, students can build self-directed strong learning abilities. They can figure out what they need to know, locate and use online resources, apply what they have learned to the problem, and even analyse comments. As a consequence, they have increased their production and efficiency. Technologies break down all educational barriers, allowing students and teachers to communicate in real time and learn across the time and place. A complete and thorough learning process adds a new dimension to their learning and helps them to achieve academic success. Students have an access to a wide range of online resources and journals related to their studying topics through their computers and portable devices, allowing them to obtain additional information to complete assignments. Furthermore, digital platforms provide reliable and high-quality data from their computers, anywhere and anytime. In addition to information resources, the educational technologies allow students to connect with academic professionals around the world. Thus, in the context of modern technological development, teachers have to use a variety of gadgets, such as: smartphones and tablets, available online resources; specialized learning products as: animation, games, or artificial intelligence-based systems, to make their materials lively, interesting, and relevant. The compatibility of e-learning systems with new smart devices is an important element for easier access and faster uptake of digital learning. Technological innovations help to facilitate learning for different age groups and topics. The importance of big data and the use of analytics in education is an important part of technologies. Educational institutions realize the value of comprehensive data on student and faculty performance as they expand the use of virtual classrooms, e-learning platforms, and online exams.
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Dixon, James, and Libi Shen. "Technology-Integrated Curriculum and Students' Academic Performance." In Diverse Learning Opportunities Through Technology-Based Curriculum Design. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5519-3.ch005.
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Technology is shaping our world persistently and swiftly every day. Does the use of technology improve teaching and learning as well as the overall quality of education at schools? To what extent are technology-integrated curricula in an elementary school correlated with students' academic performance on statewide achievement tests? To what extent are technology-integrated curricula in an elementary school correlated with students' computer literacy skills? The aim of this chapter was to identify whether a relationship exists between technology-integrated curriculum and students' academic performance on statewide achievement tests as well as their computer skills in an elemental school in Alabama. Data were collected through a survey questionnaire and archival data. The participants were 113 fifth grade elementary school students. Results from the study and recommendations for school administrators, teachers, and students are provided.
Conference papers on the topic "The use of value based Learning in our curricula"
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Avramescu, Elena Taina, Mariya Hristova Monova-Zheleva, Arslan Say, and Irina Ghiata. "DEVELOPMENT OF NEW SKILLS FOR MEDICAL STUDENTS IN PANDEMIC CONTEXT." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/52.
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The present paper presents the results of an Erasmus+ project entitled � Development of New Skills for Medical Students in Pandemic Context. For most of the medical universities digital readiness/capacity was found unprepared for the COVID induced changes toward on-line education. Now, after 2 years, on line education is not anymore a novelty in higher education. But, especially for medical students, the problem raised during COVID pandemics was to follow practical stages. Telemedicine is a solution adopted in many countries both for medical as for educational services. By our approach we address not only the need to harness the potential of digital technologies for teaching and learning but also to equip students with digital skills as needed in present contexts of recovery after pandemic. The proposed solutions are in line with the digital transformation that Europe needs in the educational medical field. They will increase the capacity and readiness of participant HEIs to manage an effective shift towards required digital education and support medical university students in acquisition of new skills as requested by the labor market. e-Med offers an entirely new curricula/course addressing to COVID 19 simptoms, complications, treatment and recovery. Stimulation of innovative learning/teaching practices will be achieved by an interactive model of learning and training, encompassing the benefits of e-learning with innovative on line work-based approaches. The e-MED-skills on-line collaborative platform acts as a virtual place where both students and teachers will work together in learning, teaching and development of course content. As main aspects we promote digital content of training, OER development, testing and implementation of flexible learning pathways. The course content is developed by joint research, consisting in different e- modules dedicated to COVID 19 complex aspects included into the e-learning platform. A specific module dedicated to tele-medicine will develop digital skills of participants. The methodologies and e-learning tools were enhanced by work based learning approaches, aiming to give the students the opportunity to apply gained knowledge in live situations. A virtual environment offers on line consultations regarding COVID or post-COVID complications. Students can follow the medical teachers intervention and can directly work with patients under trainer supervision by the use of tele-medicine. In this way e-MED will engage students and medical universities in the path to digital transformation not only for teaching but also for medical services needed in future jobs.
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Stroble, Jacquelyn K., Robert B. Stone, and Steve E. Watkins. "Assessing How Digital Design Tools Affect Learning of Engineering Design Concepts." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86708.
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Engineering education has been evolving over the last few decades to include more engineering design courses in the curriculum or offer a new degree altogether that allows one to design a unique degree suited to his or her own interests and goals. These new engineering curricula produce engineers with strong backgrounds in fundamental engineering and design knowledge, which make them strong candidates for solving complex and multidisciplinary engineering problems. Many universities have embraced the need for multidisciplinary engineers and have developed interdisciplinary engineering design courses for many experience levels. Such courses build a foundation in engineering design through a unique series of lectures, real-world examples and projects, which utilize validated design tools and methodologies. This paper assesses the value of using design tools, web-based and downloadable, in undergraduate interdisciplinary design engineering courses. Six design tools are tested for their ability to increase the student’s knowledge of six design concepts. Also, the tools are evaluated for ease of use and if the different digital formats affect their educational impact. It was found that most students valued all the design tools and that the tools reinforced all but one design concept well. Quotes from the open-ended portion of the survey demonstrate the acceptance of the design tools and a general understanding of the importance of engineering design. The design tools, design concepts course goals, survey questions and survey results are discussed.
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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.
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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
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Cooper, Lauren, Daria Kotys-Schwartz, and Derek Reamon. "Using Random Forests to Identify Factors of Student Motivation in a Project-Based Learning Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86088.
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Grounded in motivation theory, the purpose of this research is to use random forest analysis to identify factors of motivation of students who participate in a project-based learning experience. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2011, was completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder served as the research focus. Specifically, project-based service-learning curriculum was implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation was studied. This paper discusses the research design, theoretical framework, data analysis methods, and random forest results. Our findings indicate that students’ initial non-technical skills were the most important predictor of motivation in the conventional project-based learning experience and that students’ perceived value of the course and the project were the most important predictors of motivation in the project-based service-learning experience.
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Čok, Lucija. "Multilingualism and intercultural awareness - virtual reality or immersive experience?" In Jeziki sožitja, jeziki konflikta. Ob 30-letnici ZRS Koper, 50-letnici SLORI Trst in skorajšnji 100-letnici INV. Znanstveno-raziskovalno središče Koper, Annales ZRS, 2024. http://dx.doi.org/10.35469/978-961-7195-45-3_04.
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The starting point of the author’s contribution is her research and knowledge of contact areas that are characterised by historical circumstances and social peculiarities – the basis for the cross-linguistic and intercultural coexistence of the people who inhabit them. In this complexity of social conditions, the cultural and political value of languages is not a static feature for the author, but an achievement of historically and socially rooted practises of speakers, including discursive practises that give languages recognisable sign values and allow them to circulate in recognisable trajectories. Innovative solutions for language learning and use are necessary and required to successfully preserve multilingualism and linguistic diversity in these areas and to create intercultural understanding in time and space.They should develop composite abilities and skills that, in addition to multilingualism itself, promote critical and humanistic thinking, tolerance and heuristic curiosity, which are essential for survival in a global world. Globalisation, the technological revolution and, as a result, artificial intelligence have brought about new approaches to language teaching in the field of foreign and other language learning, based above all on the fact that it is no longer the place and tools of learning that are important, but the shortest path to knowledge. It is becoming increasingly important that curricula and teaching resources to enable us to learn flexibly, from anywhere, at any time and in any way. A comprehensive reflection on new approaches to educational and didactic culture that enables effective cross-linguistic and intercultural communication in both analogue and digital environments, opens the way to strategies that reject the utopian ideas of unnecessary living contact with language, but put into practice the laws of interpersonal communication, prevent the degradation of the diversity of cultures and enable the preservation of the humanist paradigm of our civilisation.
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Khan, Fazeel, Neal Birchfield, and Kumar Vikram Singh. "Revitalizing the Engineering Curriculum Through Studio Based Instruction." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89547.
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Engineering curricula, regardless of the specific discipline, need to evolve. Realizing also that the pedagogical value of any educational artifact is closely linked to the methods of instruction used to interact with students, it is imperative that the development of new learning materials be accompanied by the implementation of innovative techniques with demonstrated success in knowledge transfer. This paper presents details of the development of studio styled modules associated with groups of courses within the mechanical and manufacturing engineering curriculum. Within each studio, newly developed activities engage students through experiential learning techniques. These activities, or learning exercises, represent a fusion of hands-on experimentation and computational simulation/analysis in key areas of engineering, such as dynamical systems, thermal sciences and materials. This endeavor is also intended to promote STEM education through enhancements in the quality of technical content, methods of instruction, training of student as effective educators, and the establishment of outreach activities expected to have an enduring effect on the preparation and recruitment of young talent into the sciences.
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Popescu, Mariamagdalena, Ion Roceanu, Michela Ott, Jeffrey Earp, and Pablo moreno Ger. "ASPECTS OF SG CURRICULUM INTEGRATION – A TWO-FOLDED APPROACH." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-149.
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Over the years, there have been numerous definitions of curriculum integration,where the curriculum is interwoven, connected, thematic, interdisciplinary multidisciplinary, correlated, linked and holistic.(Robin Fogarty, 2007) Curriculum integration is based on both philosophy and practicality, drawing together knowledge, skills, attitudes and values from within or across subject areas to develop a more powerful understanding of key information. Curriculum integration is best done when components of the curriculum are connected and related in meaningful ways by both students and teachers.With the large uptake of SGs in education nowadays, one must consider SGs curriculum integration an issue at large since effectiveness of SGs use in training and education is getting more and more proponents. This paper looks at SGs curriculum integration issues from two perspectives- of the teacher connecting the content of the game and the learning outcomes into the whole educational context on the one hand, and of the researcher who sees the connection between the pedagogical state-of-art in SG and what realia can offer, on the other. By drawing on the experience of three teams of researchers and educators from Romania, Italy and Spain, based on common activities conducted by same partners and others in the Games and Learning Alliance (GaLA), an EC-funded Network of Excellence on SGs, joint perspectives over curriculum integration will be presented, with a view to sharing the experience in order to give guidelines for future extension of SGs into education and training, into well built curricula. The situations presented of SGs curriculum integration in the three different educational contexts are to showcase the framework for building a SGs curriculum design , the way SGs are effective for instruction, to present forms of integrating a SG into curriculum- how,where, how long, and showcase trans- and inter-disciplinarity within SG curriculum integration. A set of guidelines will be just a quick overview on what both practitioners, researchers and policy makers should consider for the near future in terms of SG currriculum integration, to enhance a lage-scale uptake of SGs into all levels of education and training, to better respond the 21st Century student and current social needs. All the statements and observations will be outspoken based on genuine results of the experiments and long-term practice of the authors in the realm of SGs integration into the training programs.
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Abu-Ghaida, Haitham, Serena Leka, Kamila Kunrath, Rune Thostrup, and Devarajan Ramanujan. "Økoengineer – A Web-Based Game Platform for Guided Discovery-Based Sustainability Learning in Engineering Curricula." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-69406.
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Abstract A growing body of academic research and educational institutions are recognizing the need to incorporate sustainability learning into fundamental engineering courses. Furthermore, the recent COVID-19 global pandemic has created a sudden need to augment traditional lecture-based teaching with effective web-based learning platforms. In light of these challenges the engineering education community needs to place a greater focus on designing and testing interactive, information technology-based tools for sustainability learning. To this end, our paper presents the design and implementation of Økoengineer: a web-based game platform that supports guided discovery-based learning of sustainability concepts in engineering curricula. Økoengineer is designed to familiarize engineering students with sustainability concepts and provide them with an understanding of how sustainability can be considered in the engineering design process. Therefore, Økoengineer hosts a collection of open-ended design tasks in multiple engineering disciplines. Students can solve these tasks iteratively and receive guidance through a combination of pre-recorded lectures on sustainability concepts and discussions with domain experts. Økoengineer also aims to increase students’ learning outcomes through the use of gamified elements, including high-score leaderboards, formative feedback & peer discussions, and rewarding achievements through virtual collectible badges. The Økoengineer platform is architected for scalability and allows course instructors to easily add new learning materials and design tasks.
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Ramanujan, Devarajan, William Z. Bernstein, Monica Cardella, and Karthik Ramani. "Contextualizing Environmental Sustainability in Design Engineering Curricula." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34528.
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Consideration of environmental sustainability is significantly altering the nature of the mechanical design process. This necessitates integration of sustainability related learning content in design engineering curricula. Although various frameworks for teaching sustainable design exist, a survey conducted among practicing student engineers shows the presence of significant knowledge gaps. To this end, we propose a problem-based framework for contextualizing sustainability assessment within design engineering curricula. Our framework makes it possible for embedding sustainability related concepts within traditional engineering courses and promotes discovery learning among students by means of design exploration. We illustrate our approach using a shape synthesis task that integrates environmental assessment into design by constraining the decision space for domain specific variables. Results from a user survey for analyzing the effects of our framework show its ability to promote both awareness and applicability of sustainable design concepts as well as its potential for use in existing engineering curricula.
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Risneac, Boris, Daniela Pasare, and Evelina Risneac. "The importance of developing the psychomotor skills of young school-age children through the means of music and movement." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.50.
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Actuality. The current training system with primary school children offers a flexible offer, which allows the teaching staff to modify, supplement or replace the learning activities. The pursued study consists in the analysis and determination of a personalized didactic approach, through which the training of the skills provided by the program is ensured in the specific context of each class and each children. The need for a specific approach to early childhood education is essential, based on the stimulation of learning through play. In this sense, the "music and movement" discipline has a novelty character in relation to the disciplines studied so far in primary education, due to its integrated character. Movement through its means educates the basic components of body-gestural beauty and expressiveness. Music is the perfect artistic way to express feelings and emotions, it contributes to the development of cognitive processes and the development of children's personalities. The purpose of the research is to improve the instructional-educational process of primary school students through the formation of motor intelligence, based on the specific means of movement in combination with musical support. Research objectives: 1. The study of specialized literature regarding theory and practice in order to form the personality of primary school students through the use of music and movement 2. Determining the development of a curricular model as a means of training motor intelligence based on a music and movement program oriented towards the psychomotor training of young school-age students Research methods used are: bibliographic study, interview and pedagogical observation, the method of tests and pedagogical experiment. The results of the study demonstrated that the discipline "Music and Movement" aims at an educational course specific to the intuitive stage, as the first stage in the realization of musical education. The association of music and movement at the level of the official curriculum has the advantage of stimulating the expressive manifestation of the student. The sociological study carried out on the level of development of the motor intelligence of primary school students shows that in preparatory classes I and II the association of music and movement is on the one hand appropriate to the particularities of the children's age, and on the other hand has pedagogical valences in the sphere of supporting physical development harmonious, movement coordination, aesthetic sense development, affective development and intellectual development. By determining the level of knowledge of physical education teachers about learning and motor intelligence of children of small school age, analyzing the level of awareness of teachers about motor learning, motor intelligence of students in order to improve psychomotricity components within the discipline of Music and movement and identifying the way in which physical education teachers represent their method of teaching the subject in the instructive-educational process for children of small school age, it was found that musical education has a determining role in the multilateral development of children's personality and is an integral part of aesthetic education, throughout elementary school. The argumentation and experimental verification of the effectiveness of the methodology of applying music and movement activities, aimed at the formation of the personality of primary school students in psychosocial and psychomotor terms, makes a substantial contribution to the formation of the personality of students by optimizing psychomotor potential, motor intelligence, establishing interpersonal relationships effective, expressed through indicators of group cohesion and personality traits by approaching new perspectives in the instructive-educational process in the field of music and body movement for students. The applied value of the research is given by filling the obvious gap created in practical knowledge and developing the curriculum that combines music and movement, contributing to the harmonious development of primary school students and increasing interest in active and creative participation in their own training. The correlations obtained for the test values at the beginning and at the end of the training period additionally underline the well-achieved results by using the proposed curriculum through the value of the correlation coefficient for the experimental group in the final tests but also by the correlation of the data obtained at the end of the test period between the various tests carried out: movement memorization, body alignment, rhythm structure and musicality and dynamism. The overall value of these tests underlines Gardner's idea, like "music and movement to define as an ability to solve problems and/or create products that are valued at a given time by a certain human culture". The influences of musical education are not only limited by the biological side, but also determine the formation of skills, skills and motor qualities, they have positive effects on the spiritual side as well, the student being engaged with his whole personality. Practicing for physical perfection the student perfects his higher spiritual structures of cortical activity involved in the development of language, thought and all psychic capacities. The declared goal is that the students will obtain superior values of the various psycho-functional types through which the motor intelligence will be manifested.
Reports on the topic "The use of value based Learning in our curricula"
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.
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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.