Journal articles on the topic 'The use of value based Learning in our curricula'

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.

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.

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.

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.

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.

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.

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.

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?

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.

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.

Abstract Background Over the past decade, regulatory bodies have heightened their emphasis on health care quality and safety. Education of physicians is a priority in this effort, with the Accreditation Council for Graduate Medical Education requiring that trainees attain competence in practice-based learning and improvement and systems-based practice. To date, several studies about the use of resident education related to quality and safety have been published, but no comprehensive interdisciplinary curricula seem to exist. Effective, formal, comprehensive cross-disciplinary resident training in quality and patient safety appear to be a vital need. Methods To address the need for comprehensive resident training in quality and patient safety, we developed and assessed a formal standardized cross-disciplinary curriculum entitled Quality Education and Safe Systems Training (QuESST). The curriculum was offered to first-year residents in a large urban medical center. Preintervention and postintervention assessments and participant perception surveys evaluated the effectiveness and educational value of QuESST. Results A total of 138 first-year medical and pharmacy residents participated in the QuESST course. Paired analysis of preintervention and postintervention assessments showed significant improvement in participants' knowledge of quality and patient safety. Participants' perceptions about the value of the curriculum were favorable, as evidenced by a mean response of 1.8 on a scale of 1 (strongly agree) to 5 (strongly disagree) that the course should be taught to subsequent residency classes. Conclusion QuESST is an effective comprehensive quality curriculum for residents. Based on these findings, our institution has made QuESST mandatory for all future first-year resident cohorts. Other institutions should explore the value of QuESST or a similar curriculum for enhancing resident competence in quality and patient safety.

Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of this paper is to examine how students value their music lessons in English and to check the adequacy of teaching music as a subject in English. To achieve this goal, materials adapted to their level of proficiency and a final questionnaire were designed. Results indicate that students are satisfied with this proposal, since they consider these music lessons to be easier than the regular ones. Not only did they enjoy being exposed to English in these music lessons, but a considerable number of students would also like to take a CLIL program in the near future. Pedagogical implications to this CBI model account for the development of learners’ autonomy, the use of audio-visual aids and further research in bilingual and multilingual regions overseas.

ePortfolios in higher education are assumed to be effective at developing and determining complex student competencies and skills highly correspondent to self-regulated learning (SRL). Research validating this assumption, however, is sparse and of varying quality. Drawing on a recent, systematic review of relevant literature by the presenter’s research team, this Pecha Kucha explores major trends and gaps in the research into relationships between ePortfolios and SRL. Corresponding areas and approaches for further research are identified, as well.
 Sustained academic success requires autonomy, agency, and motivation from the learner to effectively plan and execute learning activities (Henri, Morrell & Scott, 2017; Pintrich, 2004). Due to the correspondence of SRL to these characteristics, higher education practitioners and researchers are increasingly interested in how best to support and determine students' SRL development.
 ePortfolios are believed to be a means for accomplishing and evidencing this development. ePortfolios are deliberate, curated collections of work that may provide opportunity for development and demonstration of complex outcomes (Stefani, Mason & Pegler, 2007). This value proposition is based on perceptions that ePortfolios are guided by frameworks for learning rather than predetermined product; centre on active learner engagement and authority; and foster connection and synthesis within and across curricula (Watson, Kuh, Rhodes, Light & Chen, 2016). These criteria strongly overlap with elements of SRL and align with best practices in assessment. ePortfolios are also perceived as a way in which educational technologies may be leveraged to allow students to develop and evidence competencies in innovative ways (Author, 2014).
 The literature supporting such conclusions, however, has recognised problems. These problems range from methodological limitations to a lack of specificity about which activities comprising ePortfolio engagement are most relevant to SRL competencies (Author, 2013; Author, 2018; Rhodes, Chen, Watson, & Garrison, 2014).
 This Pecha Kucha presents results from a systematic review of relevant literature on ePortfolios and SRL. The objectives of the review were to identify methodologically sound studies examining ePortfolio use in relation to SRL, systematically review whether, and how ePortfolio use improves or allows evidence of students’ SRL skills, and propose useful directions for future research and practice.
 A systematic, multi-stage review was conducted of relevant, empirical literature. This yielded only eight studies of sufficient quality and relevance to inform understandings of ePortfolios’ interactions with SRL. Results support the general premise that ePortfolios correlate to SRL development in a higher education context. Limitations within the literature, however, inhibit our ability to establish more specific or causal connections.
 A subsequent thematic analysis of the broader scope of near-acceptable literature yielded a schema of specific, SRL-relevant ePortfolio learning tasks and activities. These have potential for informing practice but require further robust and contextually relevant research. The Pecha Kucha concludes by offering specific suggestions for conducting this research.

The transformation process occurring in the educational field, which has resulted from the generalized development and application of the Information and Communication Technologies (ICT), differs from preceding technological revolutions in the amazingly accelerated pace it sets. Reflecting upon the implications of the generalized and increasing adoption of ICT is undeniably important for the present and future of social sciences and, particularly, for the areas of pedagogy and didactics. The new model of Higher Education involves new methods, demands and challenges, where the use of ICT represents one of the basic competences. The present study aims to provide an evaluation of interests and attitudes towards Information and Communication Technologies (ICT) in a sample of 224 post-graduate students of the Master's Degree in Teacher Training: Secondary and Upper Secondary Education, Vocational Training and Language Teaching, aged from 22 to 49 years old. The questionnaire includes questions aimed to evaluate different aspects, which facilitate interactive learning: computer knowledge; knowing the value of the Internet; place and frequency of online access; and usefulness of certain tools such as video-film, power point, Moodle, forums, wikis, chats, video-forums and blogs. Additionally, the questionnaire includes a number of questions about the potential applications of the Internet in an educational context. Results showed that all students are familiar with the Internet and that they first got to know it from friends. More important is the fact that most of them consider the Internet as a potential educational resource and not only as a support or reinforcement tool that complements the textbook and they like to use ICT and think of them as useful tools in their learning/teaching process. There are differences based on gender and specialization in the perception of the role that ICT is to play in the university context. In particular, men from the specialization Foreign Language consider that weblogs do facilitate peer-to-peer and student-teacher communication and give less importance than women to the item stating that the families’ socioeconomic level has an influence on our knowledge of the Internet. To conclude, the information obtained from the present study is of interest both for training teachers and for integrating ICT in the academic curricula. Key words: attitudes, ICT, learning, university students.

Background: The goal of medical school hematology preclinical curricula is to prepare students not only for course exams and standardized testing but also clinical care during clerkships and beyond. While active teaching methods such as team-based learning (TBL) are associated with improved end of course exam performance, the impact on long-term retention has not been evaluated. Methods: We assessed the impact of three different teaching approaches on short term understanding and long-term retention of hematology knowledge after a hematology pathophysiology course. Lecture material was reinforced with traditional case-based small group discussion, TBL, or no small group reinforcement. Knowledge assessments with 15 multiple choice questions were conducted prior to the course, immediately after course, and 14 months after the course at the end of the core clerkship year. Several topics covered by traditional small groups in the 2018 were switched to TBL in the 2019, and, thus, could be directly compared across the two cohorts. Results: We recruited 70 students, 34 from the 2018 iteration of the course and 36 from the 2019, which represents 24% of eligible students. Of these, 48 students completed the final assessment (69% retention). Prior to the course, students answered 31% of questions correctly. This increased to 78% immediately after the course with significant differences across teaching methods: TBL 87%; traditional small group 78%; no small group 76% (p< 0.01). Overall knowledge declined to 70% at long-term follow up. The effect of the teaching method also dissipated and was no longer statistically significant: TBL 75%; traditional small group 67%; no small group 70%. When restricted to three topics converted from traditional small group in 2018 to TBL in 2019, the long-term benefit was not shown, with correct answers in 59% of the 2018 cohort taught through traditional small groups and 54% of the 2019 cohort taught through TBL. Long-term retention did not vary according to whether students reported re-exposure to hematology in the time since course completion. WFindings and Discussion: We found a meaningful and statistically significant increase in the understanding gained by using TBL, but this did not lead to better long-term retention. The immediate impact of improved knowledge is consistent with prior research on TBL and may be sufficient to justify its use, as improved scores on short-term testing testing has value for student well-being, generating an interest in hematology, and competitiveness for residency application. However, our findings argue against justifying the adoption of TBL on the basis of superior long-term retention. Despite this TBL may still be of long-term benefit through modeling team decision making and self-directed learning that are core features of how clinical medicine is practiced. The impact of TBL on these components of clinical efficacy and on an interest in hematology remains areas for future study. Figure Disclosures Binder: Janssen: Membership on an entity's Board of Directors or advisory committees; Sanofi: Consultancy.

Biology labs often make use of student teams. However, some students resist working in teams, often based on poor experiences. Although instructors sometimes struggle with student teams, effective teams in biology labs are achievable. We increased student learning and satisfaction when working in research teams by (1) including in the syllabus a teamwork learning objective “to practice effective teamwork and team management, including modeling behaviors of inclusion and ethics, and using leadership skills to foster problem solving, team communication, conflict management, consensus building, and idea generation”; and (2) designing and implementing exercises that teach students the value of working in a team and how to be part of an effective student team (e.g., developing shared expectations, creating norms of behavior and team culture, and building awareness of the importance of team conflict and likely student responses to such conflict). We also used individual and team reflections on team functioning, following formal online team assessment. This article presents details about our curricular innovations as well as pretest and posttest data demonstrating student attitudes and beliefs regarding teamwork. We experienced improved student satisfaction and success in introductory biology lab courses, as well as reduced instructor guesswork and stress regarding student teams.

National Assessment and Accreditation Council (NAAC) is an autonomous institution under University Grants Commission (UGC) of India, established in the year 1994. It has been entrusted with the responsibility of Assessment and Accreditation of Colleges and Universities in India for the promotion of quality of teaching-learning and research. Towards this mission, NAAC has been engaged in redesigning its on-going methodologies of Assessment and Accreditation, based on its own field experience, its shared knowledge with other International Quality Assurance Agencies and the quality imperatives in the changing context of worldwide higher education scenario. The mandate of NAAC as reflected in its vision statement is making quality assurance an integral part of the functioning of Higher Education Institutions (HEIs). The accreditation framework of NAAC is based on five core values which include (i) Contributing to National Development, (ii) Fostering Global Competencies among students, (iii) Inculcating a Value System among Students, (iv) Promoting the Use of Technology, (v) Quest for Excellence. These five core values form the foundation for assessment of institutions that volunteer for accreditation by NAAC. The seven criteria identified by NAAC which serve as the basis for assessment of HEIs are (1) Curricular Aspects, (2) Teaching-Learning and Evaluation, (3) Research, Consultancy, and Extension, (4) Infrastructure and Learning Resources, (5) Student Support and Progression, (6) Governance, Leadership and Management, and (7) Innovations & Best Practices. In this paper, we have analyzed NAAC Accreditation Criteria using our recently developed analyzing framework for business models, operational concepts and functional systems called ABCD technique. The various factors affecting these were found out using focus group method and the constituent critical elements under each factor. The results supported the use of ABCD analyzing technique to a system performance evaluation.

Purpose The purpose of this paper is to review a year-long project entitled SaP@Parsons, which aims to bridge the gap between our current foundation degree curriculum and a revised curriculum where research and enterprise education were interwoven throughout, helping to better equip our graduates with the enhanced capacity to generate ideas and the skills to make them happen QAA (2012). The project used Student as Producer as a theoretical framework to embed research and enterprise into the curriculum. It was originally led by Professor Mike Neary at the University of Lincoln. Design/methodology/approach The paper reflects on the process of embedding research and enterprise education into the curriculum, including the experiences of the author and students. Findings It was found that reorientation of the curriculum is possible, without integrating enterprise specific learning aims into the programme to embed enterprise and research, can have a positive impact on both staff and student experience. Practical implications The paper provides a summary of strategies and examples of the effective use of Student as Producer as a framework for helping to embed research, enterprise and employability into a foundation degree curriculum and the resultant positive outcomes. The setting for this was HE provision within an FE college. Originality/value This paper highlights the innovative nature of the project in seeking to engage students in research and enterprise from level 4, rather than levels 6 or 7 within College-based Higher Education, through working with local social enterprises.

Purpose The purpose of this paper is to explore storytelling in post-secondary instruction and to reflect upon the authors’ experiences as instructors in two diverse areas of study. Both nursing and education promote a theory-based approach that is disconnected from the practical application of skills required. Design/methodology/approach The authors propose that using storytelling in the undergraduate classroom promotes an emotional engagement with the material, creates authentic human connections and demonstrates a practical application of content. The sharing of personal narratives creates a portal through which we understand the meaningful human element of the work, and the collective essence of our world. The authors believe that these outcomes are essential for the development of an empathetic and compassionate professional who understands the significance of the emotional, social and cognitive component of holistic learning that is required for the eventual acquisition of mastery in our disciplines. Findings Based on the authors’ experiences, the authors have found that storytelling creates a bridge between the curriculum theory and the implementation of that theory in the living world within the respective disciplines. Practical implications As instructors at the University of Calgary, in the Faculty of Education and Nursing, the authors see many intersections in the work and the instructional methodologies that the authors implement in the undergraduate classrooms to allow for authentic learning experiences. These cross-curricular connections have caused us to reflect on the use of storytelling in the humanities to promote emotions, create connections and demonstrate a practical and authentic application of theoretic concepts in both the undergraduate education and nursing programs. Originality/value This is an original piece of duo-ethnographic work composed by two researchers who were reflecting on praxis.

Objective: Acquisition of critical appraisal skills during medical training is essential for providing high-quality evidence-based patient care. To ensure the effective and durable acquisition and application of these skills, within an overcrowded undergraduate curriculum, the learning needs of medical students must be better understood. The objective of this survey was to explore medical students’ medical literature critical appraisal skills and determine their educational needs. Methods: A web-based survey was administered to University of Ottawa medical students over a 2-month period. The survey captured demographic information, educational experiences, the perceived value of critical appraisal skills, and learning preferences for the development of these skills. Proportions were reported for both categorical and ordinal variables. Results: Fifty-nine students completed the survey. The majority of respondents reported that they were lacking both competence (57%) and confidence (75%) in critical appraisal. The most common content delivery methods for teaching critical appraisal skills were lectures and seminars. However, journal club, case-based learning and journal articles were perceived by respondents as being more effective content delivery methods. Conclusion: Most students recognize the clinical practice value of critical appraisal but report lacking competence and/or confidence for successfully employing these skills for patient care. Interestingly, students’ preferred content delivery methods differed from those most commonly utilized in our undergraduate medical curricula, highlighting a shortcoming in the teaching of evidence-based medicine. ---------- Objectif : L’acquisition de compétences d’évaluation critique au cours de la formation médicale est essentielle pour fournir aux patients des soins de qualité fondés sur des données probantes. Pour garantir une acquisition et une application efficace et durable de ces compétences, dans le cadre d’un programme d’études de premier cycle surchargé, les besoins d’apprentissage des étudiants en médecine doivent être mieux compris. L’objectif de ce sondage était d’explorer les compétences des étudiants en médecine en matière d’évaluation critique de la littérature médicale et de déterminer leurs besoins en matière d’éducation. Méthodes : Un sondage en ligne a été administré aux étudiants en médecine de l’Université d’Ottawa sur une période de deux mois. L’enquête a recueilli des informations démographiques, des expériences éducatives, la valeur perçue des compétences d’évaluation critique et les préférences d’apprentissage pour le développement de ces compétences. Les proportions ont été rapportées pour les variables catégorielles et ordinales. Résultats : Cinquante-neuf étudiants ont répondu à l’enquête. La majorité des répondants ont indiqué qu’ils manquaient à la fois de compétences (57%) et de confiance (75%) en matière d’évaluation critique. Les méthodes les plus courantes pour enseigner les compétences en matière d’évaluation critique sont les cours magistraux et les séminaires. Cependant, les clubs de lecture, l’apprentissage basé sur des cas et les articles de journaux ont été perçus par les répondants comme étant des méthodes de transmission de contenu plus efficaces. Conclusion : La plupart des étudiants reconnaissent la valeur de l’évaluation critique dans la pratique clinique, mais déclarent manquer de compétences et/ou de confiance pour utiliser avec succès ces compétences dans les soins aux patients. Il est intéressant de noter que les méthodes d’enseignement préférées des étudiants diffèrent de celles qui sont le plus souvent utilisées dans nos programmes d’études médicales de premier cycle, ce qui met en évidence une lacune dans l’enseignement de la médecine fondée sur des données probantes.

Introduction: Recent proposals have called for reform of the traditional medical education model and development of learner centered paradigms that prioritize conceptual mastery and enhance engagement. Blended learning models mediate a shift from lecture settings to collaborative active learning environments. Studies suggest that blended learning modalities may improve affective and objective outcomes compared to passive didactics. However, there is limited evidence regarding the implementation of blended learning in preclinical medical school courses. We developed an innovative blended learning curriculum for a preclinical second year medical student hematology course using a flipped classroom large-group active learning model and investigated its impact on student performance, satisfaction, and engagement. Methods: We used constructivist education theory and a mixed methods model to develop a blended learning curriculum. In 2015 we converted the didactic lecture component of the white blood cell dyscrasias unit into nine online video modules and two large-group active learning sessions. Blended learning content was structured to maintain time neutrality and allocate sufficient time for independent review. Large-group active learning sessions were planned for an Education Center active learning studio and designed to emphasize collaborative team-based discussion and included clinical problem solving, audience response questions, and gamification. Attendance at large-group sessions was optional in 2015 and mandatory in 2016 - 2017. The white blood cell dyscrasias question final examination subset scores were compared between the historical 2014 cohort and blended learning cohorts from 2015 - 2017 with one-way ANOVA with post-hoc comparisons via Dunnett's multiple comparisons test with a single pooled variance. The examination questions compared were identical. Course evaluations were compared between 2014 and 2015 via an independent samples t-test, but 2016 and 2017 evaluations were not directly compared due to an institution-wide change in evaluation scales. Qualitative student evaluations regarding the traditional and blended learning curriculum were collected between 2014 - 2017. Results: Overall satisfaction with the course (5, excellent) was similar (p=0.38) in 2014 (4.13±0.79) and 2015 (4.05±0.82). Satisfaction remained high (4, excellent) in 2016 (3.33±0.72) and 2017 (3.12±0.84). Student performance was marginally worse on the white blood cell dyscrasias question subset (17-point maximum) in 2015 (Mean Score, 14.78±2.01, p=0.0069), but not significantly different in 2016 (14.96±1.94, p=0.0856) or 2017 (15.10±1.82, p=0.3803) compared to 2014 (15.37±1.64). In 2015, on average, 34% (65/191) of students attended didactic lectures and active learning sessions were attended by 33% of students (60/183). Attendance was mandatory in 2016 (n=184) and 2017 (n=175). Between 2015 - 2017, 60% of students reported not completing video modules prior to corresponding active learning sessions. Qualitative analysis from 2015 - 2017 of student feedback revealed themes on active learning sessions focused on perceived lack of time neutrality, difficulty adapting to a novel learning style, appreciation of clinical case-based learning, and the value of real-time facilitator feedback. Conclusions: We found that conversion of conceptually challenging material in a preclinical hematology course to a blended learning curriculum did not improve performance. When mandated, attendance at active learning sessions did not incentivize student pre-session preparation. These findings carry implications for the use of blended learning in preclinical hematology education. Inadequate student preparation for sessions may have mitigated the benefit of active learning and detrimentally impacted performance. Students habituated to a lecture-based curriculum experienced difficulty adapting to a novel learning approach emphasizing collaborative engagement, weakening the utility of the active learning sessions. Our findings suggest the importance of accountability and preparation for active learning sessions in a blended learning curriculum. As blended learning becomes prevalent in medical education, further studies of pedagogic methods to overcome barriers to successful student performance, satisfaction, and engagement are necessary. Disclosures Murakhovskaya: Momenta: Membership on an entity's Board of Directors or advisory committees.

In the last years of the 20th century, David W. Orr (1994) wrote that "all education is environmental". A decade earlier, Hans Jonas (1984) had called upon humanity to embrace its ethical responsibility to safeguard the planet for future generations. Maxine Greene (1997) emphasized the notion of teaching as possibility and the role of teachers to "confront the dread and keep alive the sense of a possible happiness". Nel Noddings (2016) advocated for a pedagogy of care and trust. Gregory Cajete (1994), Cajete (2015)) and Melissa Nelson (2008) highlighted the interconnectedness of Indigenous knowledge and environmental stewardship. Gert Biesta (2021) pointed to the "missing dimension" in education, stressing that the essential question is "what learners will do with what they have learned". These foundational ideas align with a growing movement in the philosophy of education that seeks to "ecologize" its principles by re-examining fundamental assumptions about the relationship between philosophy, education, and the environment. (Affifi et al. 2017, Humphreys and Blenkinsop 2017, Stratford 2019, Fang et al. 2023).In Bulgarian high schools, students from 8th to 12th grade take weekly philosophy and civic education classes, which contribute to the development of their thinking skills, help them understand their personal experiences, and build them as individuals (Vardjiiska 2011). These classes can become an exciting adventure that provides the opportunity to implement new teaching and learning techniques (Gerdjikov 2019). The Bulgarian curricula recommend establishing interdisciplinary connections, but it is essential for the teacher to consciously and consistently strive to implement them. Philosophy and civic education classes can be a place to discuss connections between disciplines and especially their real-world interactions. Because the most effective way of explaining the value of philosophy is to show that it could be useful outside the classroom (Elchinov and Nikolova 2017).This study explores why philosophy teachers should integrate discussions on urgent environmental themes into their curricula and how they can effectively do so to stimulate students' ecological consciousness. The author suggests that philosophy and civic education classrooms have the potential to become spaces for critical reflection on socio-ecological challenges. The hypothesis is that even a short, adaptable five-lesson model can empower philosophy teachers in Bulgarian high schools to begin integrating environmental themes into their practice, positioning them as catalysts for socio-ecological transformation in education. This approach advocates for a bottom-up systemic change, equipping educators with the tools to enhance students' ecological awareness and their ability to critically analyze global environmental challenges. Such skills are essential for future citizens of our planet tasked with ensuring sustainable living conditions on Earth and safeguarding the continuity of civilization. As James Lovelock (2019) envisioned: "We can do something to save ourselves by learning to think".Drawing on interdisciplinary perspectives, this research presents a five-lesson model designed to foster philosophical inquiry and environmental awareness. The model incorporates discussions, project-based learning, and critical engagement with ecological issues. Additionally, it involves the use of Large Language Models (LLMs) by the students to stimulate their curiosity, test ethical scenarios, and support interdisciplinary exploration, while also encouraging reflection on potential biases in AI-generated narratives about environmental problems, their causes, consequences, and solutions (Van Der Ven et al. 2025). The suggested educational programming draws inspiration also from the ideas and outcomes of effective practices (Stevenson et al. 2013) аnd benefits from the expertise of philosophy educators in high-schools. Teacher agency is discussed, as well as the cultures, structures and relationships that shape the particular 'ecologies' within which teachers work (Priestley et al. 2018). By bridging traditional philosophy and ethics with educational practice, this research explores the intersection of philosophical education and ecology, underscoring the critical role of teacher agency in addressing urgent environmental issues. The suggested five-lesson model aims to foster ecological consciousness in philosophy classes and to promote 21st century education with Earth in mind.

In recent years, Information and Communication Technologies (ICT) have been increasingly integrated into preschool education, enriching the learning process with valuable information and motivation while capturing young students' interest. Numerous studies emphasize the importance and impact of utilizing ICT in education, introducing new dynamics to learning experiences, particularly as children grow up surrounded by diverse digital stimuli. From an early age, they interact with applications and digital tools, especially touchscreens, building digital experiences that become essential in educational interventions. Rapid technological advancements have led to the development of a wide range of applications that enhance educational processes, significantly influencing how young children learn and process information. Games, mobile devices, interactive whiteboards, and programming applications aid in the development of critical ICT skills, logical thinking, associative reasoning, computational thinking, and programming abilities. Striking the right balance between play and learning creates a rich, stimulating environment that fosters young learners' growth in skills and abilities. Considering the European Union Council's recommendation of May 22, 2018, digital competence is one of the key skills that must be cultivated both within and beyond school throughout life. As future citizens, today's students need skills that will enable them to solve problems effectively. Our digital society demands individuals capable of responding efficiently to challenges across various social contexts. Consequently, teaching students computational thinking and programming skills has become essential. Research demonstrates that preschool children, when faced with problem-solving tasks requiring the creation of code, can develop basic programming and computational thinking skills, such as debugging and understanding sequences. Moreover, in recent years, digital applications specifically designed to teach young children fundamental programming concepts have emerged. While numerous learning environments focus on coding skills, studies on their effectiveness in fostering coding and computational thinking in preschoolers remain limited. As the number of mobile learning applications grows, it is crucial to identify those with genuine educational value, avoiding those marketed as educational without substantive merit. This study describes an educational intervention based on experiential and collaborative teaching principles. The research aims to demonstrate that through the use of the CAL (Coding as Another Language) approach within the ScratchJr programming environment, significant programming and computational thinking skills can be cultivated in a conventional Greek preschool classroom. The teacher and researcher are the same individual, ensuring direct involvement in the educational process.

Dear Readers, It is with great pleasure that we present the March 2025 issue of Science Education International. This issue features a diverse collection of 11 research articles that contribute to the ongoing discourse in science education. The studies included in this edition reflect a broad spectrum of perspectives, methodologies, and educational contexts, highlighting the global nature of research in this field. The authors of these articles represent a wide array of countries, each bringing unique insights into science education. Contributions come from researchers in Estonia, Finland, Israel, Ethiopia, South Africa, the Philippines, India, Spain, Nigeria, Taiwan, and Turkey. This geographical diversity underscores the journal’s commitment to fostering an international dialog that advances science education worldwide. The articles featured in this issue explore various critical aspects of science education, including innovative teaching methodologies, the role of technology in science learning, curriculum development, and strategies to enhance student engagement and scientific literacy. Through empirical research, theoretical discussions, and practical applications, these studies offer valuable implications for educators, policymakers, and researchers alike. The first article, “Promoting Young Science Education Researchers through a Series of International Seminars,” authored by Regina Soobard and Miia Rannikmäe from Estonia, Jari Lavonen from Finland, and Rachel Mamlok-Naaman from Israel, explores the impact of a series of 3-day international seminars on PhD students’ professional development. These seminars, conducted in both in-person and hybrid formats, provided a platform for networking, academic writing, reviewing, and discussion. Feedback from participants highlighted the significance of non-formal activities in fostering academic collaboration and enhancing research skills. The findings emphasize the importance of long-term motivation and structured support systems for PhD students in science education. The second article, “Prospective Teachers’ Perceptions of Using Information and Communication Technologies in Biology Education: Insights from Some Colleges of Teacher Education in Ethiopia,” by Adane Sifer Besir, Getachew Sime Feyissa, Mulugeta Yayeh Worku, and Girma Tilahun Yimer from Ethiopia, examines prospective teachers’ attitudes toward integrating ICT in biology education. Using a mixed-method approach with surveys and interviews, the study found that while most participants held positive views of ICT, gender and experience significantly influenced perceptions. The findings highlight the necessity of targeted training programs to bridge gaps in ICT competence among future educators. The third article, “An Assessment of Teacher Professional Development Interventions for the Integration of Indigenous Knowledge in Science,” authored by Nishaal Bhaw, Josef de Beer, and Jeanne Kriek from South Africa, evaluates a professional development intervention aimed at integrating indigenous knowledge into science education. The study, using teacher interviews and portfolio analyses, underscores the value of practical training sessions in enhancing teachers’ pedagogical content knowledge and facilitating the meaningful incorporation of indigenous knowledge into curricula. The research suggests that sustained professional learning opportunities are crucial for fostering culturally responsive science teaching. The fourth article, “Assessing Senior High School Students’ Awareness of Sustainable Development Goals (SDGs) in a Philippine STEM School,” by Jericho E. Padilla, Jerile Mae E. Casimiro, and Carlo V. Amigable from the Philippines, investigates the awareness and integration of SDGs among STEM high school students. The study, based on survey responses, reveals that formal education plays a crucial role in SDG awareness, but knowledge gaps persist in subjects like Mathematics. The findings advocate for cross-disciplinary approaches and enhanced career guidance programs to better align sustainability education with national priorities. The fifth article, “Mediating Role of Mathematics and Science Engagement in the Relationship between Attitude toward STEM Education and Subjective Well-being of Adolescents,” by R. N. Kavitha and Jacqueline Kareem from India, explores the interplay between students’ attitudes toward STEM education and their subjective well-being. The study, involving 363 students, finds that engagement in mathematics and science mediates this relationship, suggesting that fostering interactive and hands-on STEM learning experiences can enhance student well-being and academic achievement. The sixth article, “Science and Plant Interest in Outdoor Learning: Evaluating Prospective Teachers’ Experiences with a Botanical Inquiry Trail,” authored by I. Corbacho-Cuello, M. A. Hernández-Barco, and A. Muñoz-Losa from Spain, examines how prospective primary teachers’ interest in science and plants influences their learning experiences during a botanical inquiry trail. Findings suggest that higher interest correlates with increased knowledge acquisition and positive emotional engagement. The study emphasizes the importance of outdoor learning and experiential approaches in teacher training. The seventh article, “Adolescents’ Sources of Sexuality Education and their Sexual Beliefs and Practices: Rethinking the Analog and Digital Sources,” by Atomatofa Rachel, Sekegor Crescentia Ojenikoh, and Emefe Oghenevwairhe from Nigeria, analyzes how adolescents acquire sexuality education and how it influences their beliefs and practices. The study finds that digital sources, particularly the internet, play a dominant role in shaping sexual awareness. The research advocates for comprehensive sexuality education that integrates both traditional and digital learning resources. The eighth article, “Beyond the Classroom: What do Teachers Know about Teaching Physical Science in the Science Center?” by Lungile Philisiwe Gumede and Patricia Photo from South Africa, investigates science teachers’ knowledge and perceptions regarding teaching in science centers. Findings reveal a preference for hands-on learning but also highlight gaps in understanding how to integrate science center experiences into formal curricula. The study calls for professional development programs to enhance teachers’ competencies in utilizing science centers effectively. The ninth article, “Strengthening Student Collaboration and Decision-making Skills through Integrated STEM Education: A Research and Development Study,” authored by Bevo Wahono, Astrino Purmanna, Rizki Ramadhani, and Marison Sudianto Manalu from Taiwan, explores the role of integrated STEM education in enhancing students’ collaborative and decision-making skills. Using a structured instructional unit, the study finds significant improvements in these skills, reinforcing the importance of incorporating STEM methodologies into science education. The tenth article, “College Students’ Knowledge, Attitudes, and Practices Regarding Reproductive Health: Implications to Science Education Curriculum,” by Vinna Mae F. Alegado, Amy Phil F. Domingo, Danilo V. Rogayan Jr., and Jasmine R. Albeza from the Philippines, examines the reproductive health knowledge, attitudes, and practices of teacher education students. The study finds moderate knowledge levels, positive attitudes, and varied practices, highlighting the need for enhanced science curricula to better address reproductive health education in higher education institutions. The eleventh article, “Examining the Levels of Science Teachers’ Use of Self-Regulation Strategies in their Lessons: The Example of Turkey’s Southeastern Anatolia Region,” by Selahattin Gönen and Serkan Noyan from Turkey, investigates how science teachers employ self-regulation strategies in problem-solving. The study, based on a survey of 800 teachers, finds that multiple self-regulation strategies are frequently used, with no significant differences based on gender, education level, or experience. The research suggests that further studies incorporating qualitative methods could provide deeper insights into teachers’ self-regulation practices. We extend our gratitude to the authors for their rigorous research and dedication to the field. We also appreciate the invaluable efforts of our peer reviewers, whose expertise and constructive feedback ensure the high quality of publications in Science Education International. Finally, we thank our readers for their continued interest and engagement with the journal. We hope that this issue provides meaningful insights and sparks further discussions that contribute to the advancement of science education on a global scale.

The value of traditional assessments, such as examinations and multiple-choice questions, has long been questioned by educationalists. The use of varied, criterion-referenced assessments for the health professions shows advantages for the learning processes of tertiary students. Little has been written in the past 15 years on the assessment strategies compatible with a problem-based learning course. The literature depends on individual academics' experiences and feedback from students. This article outlines a variety of assessment procedures which can be used within occupational therapy courses, enhancing the learning of the students and encouraging a non-competitive, peer-support process of deep learning and assessment.

In recent issues of the Educational Researcher, Robert Slavin and Stanley Pogrow have aired their disparate views on the criteria necessary for valid program evaluation. Pogrow claimed that although “experimental designs are essential for testing theory, classical control group designs are of little practical value for determining whether programs are exemplary” (1998, p. 22). He was met with Slavin's response that questioning the necessity of control groups is “an assault on the very core of social science” (1999, p. 36). This same debate occurs in evaluating curricula. Should every new curriculum be experimentally compared with existing curricula? But any evaluation of curricula is necessarily valued-based. Hiebert claimed, “Debates about what the research says will not settle the issue; only debates about values and priorities will be decisive” (1999, p. 5). Research can tell us whether or not a curriculum matches our values, and I would claim that research dollars would be better spent in determining what a particular curriculum has to offer than on comparing it with other curricula, using measures that are value-laden but are never identified as such.

Background: Digital games as technologies for teaching and learning are finding their way into schools with increasing frequency, raising questions about how teachers plan for their use. Aim: This paper utilises curriculum inquiry to explore the experiences of teachers designing curricula that centre digital games for play and study. Methods: We employ a memory work methodology to analyse four English teachers’ reflections, emphasizing the value of reflecting on everyday actions to understand the complexity of professional lives and the situated nature of knowledge. Results: Our paper reveals that designing and implementing digital game-centred curricula is complex. The analysis of themes related to engaging with students’ lifeworlds, planning for skills and knowledge, the challenges of play, and issues of access and equity, suggest use of technology for school learning is always inseparable from other phenomena, such as teaching methods, purposes, values and contexts. Conclusion: Those engaged in the design of game-centred curricula are in a constant state of negotiation which neither starts nor ends with the production of material artefacts.

Multi-Agent Path Finding (MAPF) is the challenging problem of finding collision-free paths for multiple agents, which has a wide range of applications, such as automated warehouses, smart manufacturing, and traffic management. Recently, machine learning-based approaches have become popular in addressing MAPF problems in a decentralized and potentially generalizing way. Most learning-based MAPF approaches use reinforcement and imitation learning to train agent policies for decentralized execution under partial observability. However, current state-of-the-art approaches suffer from a prevalent bias to micro-aspects of particular MAPF problems, such as congestions in corridors and potential delays caused by single agents, leading to tight specializations through extensive engineering via oversized models, reward shaping, path finding algorithms, and communication. These specializations are generally detrimental to the sample efficiency, i.e., the learning progress given a certain amount of experience, and generalization to previously unseen scenarios. In contrast, curriculum learning offers an elegant and much simpler way of training agent policies in a step-by-step manner to master all aspects implicitly without extensive engineering. In this paper, we propose a generative curriculum approach to learning-based MAPF using Variational Autoencoder Utilized Learning of Terrains (VAULT). We introduce a two-stage framework to (I) train the VAULT via unsupervised learning to obtain a latent space representation of maps and (II) use the VAULT to generate curricula in order to improve sample efficiency and generalization of learning-based MAPF methods. For the second stage, we propose a bi-level curriculum scheme by combining our VAULT curriculum with a low-level curriculum method to improve sample efficiency further. Our framework is designed in a modular and general way, where each proposed component serves its purpose in a black-box manner without considering specific micro-aspects of the underlying problem. We empirically evaluate our approach in maps of the public MAPF benchmark set as well as novel artificial maps generated with the VAULT. Our results demonstrate the effectiveness of the VAULT as a map generator and our VAULT curriculum in improving sample efficiency and generalization of learning-based MAPF methods compared to alternative approaches. We also demonstrate how data pruning can further reduce the dependence on available maps without affecting the generalization potential of our approach.

Digitalization is an emerging and inevitable part of everyday life and this also applies to education. The static learning material belongs to the multitude. Increasingly widespread artificial intelligence and other innovative technologies are facilitating the roll-out of personalized curricula and interactive learning materials. The trend in education is towards digitalisation and the appropriate use of information communication tools. Our research explores the importance, advantages and emerging disadvantages of digital learning materials. Furthermore, as a result of a quantitative survey of students, it is based on the interactive digitisation of learning materials using virtual models. Pupils, regardless of their level of education, demand digital learning materials and the use of information and communication tools in class, as Generation Z and Alpha are growing up with these tools. Educational establishments should therefore not restrict or prohibit the use of these tools, but should find ways of effectively integrating them into the classroom. Our aim is to motivate educators to increasingly complement traditional paper-based static learning materials with interactive digital learning materials. We have also worked to create interactive three-dimensional models for students to motivate and explore within the biology subject to support the teaching process. In summary, our article points out the importance of a certain degree of digitalisation of curricula and presents a model for possible future developments in contrast to static learning materials.

Computational technologies for solving design problems become increasingly important in architecturalpractice. In responding, architectural education has encouraged the use of this tool and method in the curricula. As the technology and environment are ever changing, the curricula should be evaluated and updated to adapt and to teach method and skills necessary to the students. Over the last four years, Architecture Program of ITB has inserted new computational courses into undergraduate levels. These courses are the mix of a skill focused computational workshop that is compulsory for the second-year students and introduction of computational design as an elective course that can be enrolled both by third and fourth year students. This paper delivers a report of our methods and findings from our continuingstudy of the courses including analysis of student outcomes, student evaluation of the course structures, assignments, and feedback as well as computational abilities after completion of the courses. The aim of the study is to have a grounded validation of computational courses in architecture curricula and to improve courses goal based on the evaluation. The result of our study reveals challenging issue to teach computational thinking undergraduate level rather than only providing them a set of computer skills for production and presentation techniques of the design.

Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of DGBL in relation to their previous experience in teaching with DGBL. To achieve our goal, we examined the factors that impede and promote the implementation of DGBL among in-service teachers who are presently pursuing master's level education programs, having in mind that this group of teachers is different from pre-service teachers. Data was collected using an online survey with open- and closed-ended questions. The sample consisted of in-service teachers (n=37) who were enrolled in a master’s course in math education. The data analysis conducted was of a qualitative nature. One significant finding derived from this study is that the level of pedagogical experience in utilizing games as a teaching tool appears to be a crucial factor in understanding the inclination of in-service teachers towards game-based pedagogy. Pedagogical factors were mentioned by teachers at all stages of experience with DGBL, and differences were observed between teachers at different stages. For instance, in-service teachers with experience with DGBL (intermediate and advanced stages) were concerned about being able to maintain focus on the math concepts, the need to adapt the game lesson to students, and the ways to evaluate student learning less experienced teachers were essentially concerned about ways to control the classroom during DGBL and whether the pupils would receive adequate practice in this learning mode. Differences were also noted for other factors between teachers at different stages. Advanced stage teachers did have concerns about game appropriateness for the intended learning; teachers with less experience were concerned about the lack of games (technical factors). Dealing with an existing curriculum and high workload were common aspects for teachers with no or some experience but only teachers with some experience mentioned obstacles related to school organization (structural factors). Teachers with few and some experience referred to the lack of knowledge and competence (personal factors) and that pupils would not take the lessons with games seriously (social factors). This research supports DGBL- practice (i) by adding new knowledge on the factors that can support or constrain the integration of DGBL and its implications for the development of curricula on game-based pedagogy; (ii) by providing suggestions to design and implement meaningful curricula on digital game-based pedagogy for teaching education and training programs.

Background/Context As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricula. Research Design RCD is an example of design-based research, with the additional specific goals of the production of an effective curriculum and the evolution of theoretical guidelines to inform future curricular designs. Our implementation spanned two years and involved iterative development and testing of two, year-long curricula. Findings/Results Application of RCD methods informed our understandings of the target population, the knowledge and skills to be developed, and the theoretical and research-based models that guided the designs. Subsequent iterative development and evaluation in five pre-K classrooms enabled refinement of the curricular design, as well as the evolution of design guidelines useful for informing future curriculum development efforts. A culminating test of the resulting curricula in eight pre-K classrooms suggests the success of the RCD approach, yielding high-quality, high-fidelity teacher implementation, with teacher fidelity and curricular dosage predicting students’ mathematics learning gains across the year. Conclusions/Recommendations Results support the value of the RCD model for achieving research-based curricula that have the potential to effectively support teachers in their practice and positively impact children's early learning.

Context This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. Blended learning models integrate online instructional tools within traditional methods of classroom instruction. Focus of Study As their use increases in classrooms across the country, there remains much unknown about how teachers integrate blended learning strategies into their pedagogical practices and what factors, including school, teacher, and student attributes, facilitate or hinder these approaches. Our findings provide insight into how teachers integrate computer-based curricula in their classrooms, findings particularly instructive for under-resourced urban school districts. Research Design The study is designed as part of a within-teacher randomized controlled field trial, a design which enables direct comparisons of teacher practices between each of his or her two mathematics classrooms. To draw these comparisons, we utilize a range of detailed teacher survey data as well as rich teacher interview data. Conclusions We believe our findings about the choices teachers make in using software in the classroom and the barriers they face in doing so are applicable to the implementation of a wide variety of computer-based interventions in urban environments, whether they are part of curricular innovations, blended learning instructional strategies, or targeted academic interventions.

Agricultural and forestry advisers and other technical service providers play an important role in supporting farmers and foresters to adapt to climate change. However, not all agricultural and forestry advisers are comfortable talking about climate change with land managers. While there is a demonstrated interest related to climate-related professional development, few examples of curricula developed with the express purpose of serving this audience and a systematic review of these curricula has not been conducted. To address this gap, we reviewed 12 curricula which were developed and implemented between 2001 and 2017. The goal of this review is to apply the lessons learned from a range of climate change-focused curricula to new, regionally or sector-specific educational programs targeting both agricultural advisers and innovative farmers. Our findings suggest that developers of future educational programs consider the following: (a) the specific needs of their audience, including topical interests and learning needs; (b) the use of interdisciplinary teams for curricula development; (c) trade-offs associated with inclusivity and depth of course content; and (d) the advantages of project-based education approaches suited for adult learning audiences. By applying these concepts to future curricula, these curricula are likely to have the greatest level of impact.

Non-expert users can now program robots using various end-user robot programming methods, which have widened the use of robots and lowered barriers preventing robot use by laypeople. Kinesthetic teaching is a common form of end-user robot programming, allowing users to forgo writing code by physically guiding the robot to demonstrate behaviors. Although it can be more accessible than writing code, kinesthetic teaching is difficult in practice because of users’ unfamiliarity with kinematics or limitations of robots and programming interfaces. Developing good kinesthetic demonstrations requires physical and cognitive skills, such as the ability to plan effective grasps for different task objects and constraints, to overcome programming difficulties. How to help users learn these skills remains a largely unexplored question, with users conventionally learning through self-guided practice. Our study compares how self-guided practice compares with curriculum-based training in building users’ programming proficiency. While we found no significant differences between study participants who learned through practice compared to participants who learned through our curriculum, our study reveals insights into factors contributing to end-user robot programmers’ confidence and success during programming and how learning interventions may contribute to such factors. Our work paves the way for further research on how to best structure training interventions for end-user robot programmers.

Purpose As learning analytics, an emergent field, nowadays is seen as a way to break barriers to intra-institutional collaboration that will ultimately lead to educational deep transformational change, HE administrators and library and information science (LIS) researchers argue on the purpose of connecting in-library user activity data to campus-wide initiatives, their relevance and potential contribution to library strategic alignment with broader institutional goals. In this realm and framed within a PhD research, this paper aims to provide an overview of preliminary findings relevant to the exploration of the potential of Spanish and Greek academic libraries to becoming involved in learning analytics initiatives Design/methodology/approach Spanish and Greek public university library director large scale mini-survey and LIS undergraduate curricula desk research. Findings Analysis of public university library director mini-survey bring to light a series of negative correlations between different LRRC types, in-library use data collection and sharing practices and library-based learning analytics conversations, while LIS undergraduate curricula review identified a limited integration of learning analytics and assessment critical skills. Originality/value It is the first Greek and Spanish university library-specific study aiming to contribute to the dialogue on whether, how and when the wealth of in-library use-generated knowledge could be capitalized within future learning analytics initiatives.

Not many review studies have explored the theoretical foundation of cross-cultural learning or the curricula in the research they were reviewing. Furthermore, some review studies only superficially discussed the methodology and findings of the reviewed articles. To address these issues, we reviewed twenty-three studies on technology-supported cross-cultural learning published between 2014 and 2020. We aimed to summarize and analyze previous research in the following areas: (1) theoretical foundation, (2) curricula, (3) technologies, and (4) methodology and findings. Our results showed that the reviewed studies built their research framework based on diverse theoretical foundations; however, the most frequently used models were Byram’s model and the cultural convergence theory. Curricula had the following main focuses: (a) cross-cultural learning, (b) linguistic skills, and (c) pre-service teacher training. The most frequently used technologies were Skype, e-mail, and blogs. We found that most reviewed studies involved the collection of both qualitative and quantitative data. Finally, most of the reviewed studies reported on the role of technologies in facilitating cross-cultural learning, FL/SL learning, and pre-service teacher training. Based on our findings, several implications along with suggestions were prepared. Our findings demonstrated that results from most studies were positive regarding technological support of cross-cultural learning. Therefore, it is suggested that educators and researchers take these results into consideration when designing future studies on cross-cultural learning. Because many scholars did not report some important information, such as what theoretical foundation they built studies on or participants’ demographics, we suggest that such information needs to be included in their research articles as it can be helpful in informing future studies. We also suggest that participants in future studies use variety of technological tools for supporting communication and content creation during cross-cultural learning.

This study examines the influence of implementing learning logs as a tool on students' independent learning, focusing on how reflective practices impact language acquisition, engagement, and self-directed learning in A2 English students at Martha Bucaram college in Sucumbios province. Learning logs, which encourage students to document and reflect on their progress, provide a structured method for building vocabulary, enhancing comprehension, and promoting metacognitive skills. Through regular use, students gain greater insight into their strengths, challenges, and learning strategies, which fosters increased language retention and self-confidence. Moreover, learning logs serve as a bridge between students and teachers, allowing instructors to offer tailored feedback and adjust their teaching strategies based on individual progress. Findings suggest that learning logs not only facilitate language proficiency but also nurture autonomy and a growth mindset, equipping students with valuable skills for lifelong learning. This research highlights the value of integrating learning logs in language curricula to create reflective, engaged, and independent learners.

BackgroundThe experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end of-life care staff development programmes are widely uncharted.AimTo investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes.DesignScoping review.Data sourcesPublished literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking.ResultsThe review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development.ConclusionAesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.References. 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Today Standards-based mathematics curricula are often discussed. In this commentary, Standardsbased refers to mathematics curriculum materials that are designed to address the content and pedagogy guidelines outlined in the NCTM's Standards documents (NCTM 1989, 1991, 2000). Standardsbased mathematics curricula projects funded by the National Science Foundation (NSF) are available for use in schools and have sparked serious disagreements about what and how mathematics should be taught in schools. Charges and countercharges have been made (Becker and Jacob 2000; Kilpatrick 1997; Wu 1997). Ads in prominent media have served as outlets to polarize those with opposing viewpoints. They have also brought an unprecedented level of national attention to mathematics education. Strategies for improving the mathematics learning of our children have long been debated and researched within the mathematics education community. However, the recent organized use of national media outlets to broadcast disagreements has created an unhealthy and unproductive atmosphere.

Abstract Computer simulation, an active learning technique, is now one of the advanced pedagogical technologies. Th e use of simulation games in the educational process allows students to gain a firsthand understanding of the processes of real life. Public- administration, public-policy and political-science courses increasingly adopt simulation games in universities worldwide. Besides person-to-person simulation games, there are computer-based simulations in public-administration education. Currently in Russia the use of computer-based simulation games in Master of Public Administration (MPA) curricula is quite limited. Th is paper focuses on computer- based simulation games for students of MPA programmes. Our aim was to analyze outcomes of implementing such games in MPA curricula. We have done so by (1) developing three computer-based simulation games about allocating public finances, (2) testing the games in the learning process, and (3) conducting a posttest examination to evaluate the effect of simulation games on students’ knowledge of municipal finances. Th is study was conducted in the National Research University Higher School of Economics (HSE) and in the Russian Presidential Academy of National Economy and Public Administration (RANEPA) during the period of September to December 2015, in Saint Petersburg, Russia. Two groups of students were randomly selected in each university and then randomly allocated either to the experimental or the control group. In control groups (n=12 in HSE, n=13 in RANEPA) students had traditional lectures. In experimental groups (n=12 in HSE, n=13 in RANEPA) students played three simulation games apart from traditional lectures. Th is exploratory research shows that the use of computer-based simulation games in MPA curricula can improve students’ outcomes by 38 %. In general, the experimental groups had better performances on the post-test examination (Figure 2). Students in the HSE experimental group had 27.5 % better scores than students in the HSE control group. Students of the RANEPA experimental group had 38.0 % better scores than students in the RANEPA control group. Research indicates that lecture-based courses are less effective than courses with more interactive approaches. Therefore, our study highlights the need to implement computer-based simulation games in MPA programmes in Russian universities. Computer-based simulation games provide students with practical skills for their future careers.

The purpose of the present study was to examine the influence of the ?Competence-based didactic units? in vocational education on students? motivation and self-regulated learning. The sample consisted of 115 males and 133 females (n=250) who were attending secondary vocational or technical schools in Slovenia. The students were included in an experimental project that introduced a ?competence- based didactic unit? (CBDU) in vocational schools? curricula. In our study, the introduction of the CBDU was used to measure changes in the motivational, cognitive, and metacognitive aspects of self-regulated learning and to examine how they were subsequently related to other students characteristists, such as gender, school performance and time spent on school work. The results show the importance of CBDUs, on the one hand, on motivational factors such as intrinsic goal orientation, task value, and self-efficacy, and, on the other hand, differences in gender and grade level. The findings are discussed in terms of how teaching strategies in vocational education can contribute to the development of individuals? motivation.

Its superior value-teleological, normative and axiological evolution reflects and constructively processes the interactive psychological and sociocultural reality, perfectible with concrete effects, realistically anticipated on the learners, as well as on the process itself. Restructuring the school curriculum (framework plans and curricula) is necessary to promote values-based on education, creativity, cognitive skills, volitional skills and action skills, basic knowledge and knowledge skills and abilities of direct use, in the profession, in society and focus the curriculum on the formation and development / diversification of key competences. The curricular review will place greater emphasis on the development of transversal competences, including digital ones, those on sustainable development and socio-emotional competences. The argument for the need to reconfigure the current learning process is to opt for a holistic, transdisciplinary and functional-pragmatic approach to learning outcomes.

An introductory cell biology laboratory course was redesigned using two inquiry-based modules to align with the goals of scientific inquiry as described in Vision and Change. To evaluate the lab's efficacy, we used a broad range of materials, including pretests and posttests, online surveys, focus group interviews, and course evaluations. Although our students produced significant learning gains on technical laboratory skills, methods, and data analyses, during the first two years their affective dispositions toward the experience were more negative. By evaluating our class data in light of insights from the scholarship of teaching and learning, we were able to provide better guidance to students and subsequently to persist past this implementation dip, showing continued positive gains in student learning outcomes, and eliminating the negative impact on student affective outcomes. Our experience underscores the value of scientific teaching, using class data and evidence-based practices to persist beyond the implementation dips that come with adopting new curricula.

ABSTRACT Background To create meaningful quality improvement (QI) curricula for graduate medical education (GME) trainees, institutions strive to improve coordination of QI curricula with hospital improvement infrastructure. Objective We created a curriculum to teach residents about QI and value-based medicine (VBM) and assessed curricular effectiveness. Methods We designed a 2-week required curriculum for internal medicine residents at a large academic program. After participating in basic skills workshops, trainees developed QI/VBM project ideas with faculty and nonclinical support and pitched them to hospital leaders at the end of the rotation. Pre-post and 1-year follow-up surveys were conducted for residents to self-assess knowledge, attitudes, and skills, participation in QI/VBM projects, and career intentions. We tracked QI/VBM project implementation. Results In the first 2 years (2017–2018), 92 trainees participated, and 71 of 76 (93%) recommended the curriculum. Surveys (76 of 92, 83%) show improvement in our learning objectives (12%–60% pre to 62%–97% post; P < .001 for all; Cohen's d effect size 0.7–1.2), which are sustained at 1-year follow-up (57%–95%; P < .01). Four of 19 projects have been implemented. At 1 year, 95% of residents had presented a quality/value poster presentation, 44% were involved in QI/VBM beyond required rotations, and 26% plan to pursue careers focused on improving quality, safety, or value. Conclusions Our project-based curriculum culminating in a project pitch to hospital leadership was acceptable to GME trainees, improved self-assessed skills sustained at 1 year, and resulted in successfully implemented QI/VBM projects.

This study sought to understand students’ intentions regarding the use of ChatGPT in learning from the perspective of perceived value, exploring the influence of artificial intelligent (AI) literacy. Drawing on a sample of 676 university students from diverse academic backgrounds, we employed a structured survey questionnaire to measure their perceptions of ChatGPT as a learning tool. The collected data were then analyzed using structural equation modeling (SEM) via SmartPLS 4 software. The findings showed a strong effect of the students’ perceived value of ChatGPT on their intention to use it. Our findings suggest that perceived usefulness, perceived enjoyment and perceived fees had a significant influence on students’ perceived value of ChatGPT, while perceived risk showed no effect. Moreover, the role of AI literacy emerged as pivotal in shaping these perceptions. Students with higher AI literacy demonstrated an enhanced ability to discern the value of ChatGPT. AI literacy proved to be a strong predictor of students’ perception of usefulness, enjoyment, and fees for using ChatGPT in learning. However, AI literacy did not have an impact on students’ perceptions of using ChatGPT in learning. This study underscores the growing importance of integrating AI literacy into educational curricula to optimize the reception and utilization of innovative AI tools in academic scenarios. Future interventions aiming to boost the adoption of such tools should consider incorporating AI literacy components to maximize perceived value and, subsequently, use intention.

With this workshop we would like to present the principles of project-based learning in second languages and how to implement it when teaching foreign languages. Moreover, we would like to share our experience in using this method in two parallel courses at the Leuphana Universität in Lüneburg and the Technische Universität Berlin, both located in Germany. Our idea to collaborate in the creation of educational materials which could be suitable to our needs arose in 2011. We were looking for a new teaching strategy to enable students to feel completely involved in situa-tions in which they could make practical use of the language, going beyond the limits of the classroom by car-rying out a project. At the same time, we could not forget the fact that we teach a language course for special purposes, with all what this implies: developing all four major skills, paying special attention to the specific vocabulary and creating virtual rooms to learn so that this process could be continued after the classes. With the passage of time, we have been able to confirm that this working model enables us to achieve most of the objectives of the University Curricula in a much more efficient way.

The experience in teaching in engineering learning contexts has lead to the idea to study in depth this theme Curriculum evaluation in the field of engineering due to the acknowledged real life situations in our current practice. This paper wishes to create a modern vision of this important stage of the teaching and learning process in the field of engineering. This is to say, through the establishment of the ideal stages in the design and administration of an assessment test. Last but not least, similarly to the education process where there is no real unique recipe to approach education in the assessment process no unique recipe can be given. This works on a situation-based basis so as to indeed be one of the real instruments that help us improve the added value in the context of the entire educational process. In conclusion, the novelty brought about is that assessment in any field of education, in engineering also, must be regarded as a specific part of the educational field, where all factors psychological and material that are characteristic to the instructive and educational activity are taken into consideration.

<p>In primary and high school settings, the benefits of incorporating technology into curricula have been addressed by several studies; however, wearable technology integration as experienced by physical education teachers is less prevalent. Physical education teachers’ lack of confidence teaching P.E. using wearables, along with a lack of appropriate preparation and unclear curricula frameworks that define how wearables could be used, are additional factors which require further exploration. As such, due consideration of the opportunities and barriers that physical education teachers encounter with wearable usage is presented. This article contributes to pedagogical practices in physical education using wearable technology. This is achieved by highlighting the opportunities that wearable technology presents as a student learning support tool as wearable allow cross curriculum learning opportunities with science, technology, engineering and mathematics. In this paper, the practicality and curriculum relevance of wearable usage in physical education is highlighted. Our paper discusses implications for research and practice and provides a knowledge base for the establishment of professional development courses based on teacher needs.</p>

Model-based reinforcement learning (RL) is more sample efficient than model-free RL by using imaginary trajectories generated by the learned dynamics model. When the model is inaccurate or biased, imaginary trajectories may be deleterious for training the action-value and policy functions. To alleviate such problem, this paper proposes to adaptively reweight the imaginary transitions, so as to reduce the negative effects of poorly generated trajectories. More specifically, we evaluate the effect of an imaginary transition by calculating the change of the loss computed on the real samples when we use the transition to train the action-value and policy functions. Based on this evaluation criterion, we construct the idea of reweighting each imaginary transition by a well-designed meta-gradient algorithm. Extensive experimental results demonstrate that our method outperforms state-of-the-art model-based and model-free RL algorithms on multiple tasks. Visualization of our changing weights further validates the necessity of utilizing reweight scheme.