Directors Guild of America Health Plan Eligibility: An IS Analysis and Design Case

The value of case studies and other active learning methodologies for teaching systems analysis, database design and program design have been acknowledged and empirically demonstrated. Appropriate case studies challenge students to think analytically and apply information systems concepts and tools to real-world situations. This paper presents a case study that facilitates students to hone their skills in developing data flow diagrams, data modeling, normalized data design, user interface design and modular program design. The case is well suited for a course in Systems Analysis and Design, Database or a course dealing with information systems Applications Development. Students are required to utilize their data flow, modeling and design skills to develop an appropriate data and program structure for the Directors Guild of America Health Plan. While the case realistically details the requirements for health coverage eligibility at DGA Health Plan, other system requirements have been simplified so that the case is not overwhelming. Student feedback indicates that the case is realistic, engaging and challenging without being excessively complex. The case has been used successfully as both group and individual projects. Suggested student deliverables include data flow and normalized entity-relationship diagrams, screen and report layouts, program structure chart and sample pseudo code

EFFECTIVENESS OF USE OF PMRI APPROACH (REALISTIC MATH EDUCATION IN INDONESIA) ON RESULTS OF LEARNING MATHEMATICS STUDENTS IN SMP MUHAMMADIYAH 2 KALASAN

This research was conducted on the grounds that there were still many students who were less active and initiative in making decisions to solve problems because students only copied from the teacher's example and waited for the teacher's instructions to solve the problems. This study aims to determine the effectiveness of the use of the PMRI Approach (Indonesian Realistic Mathematics Education) Against Mathematics Learning Outcomes of Class VIII Students of SMP Muhammadiyah 2 Kalasan Sleman Regency Even Semester Academic Year 2015/2016. The research design uses Posttest-Only Control Design. The population in this research is the eighth-grade students of SMP Muhammadiyah 2 Kalasan. The research sample was taken using a random sampling technique obtained by class VIII D as an experimental class and VIII B as a control class. Data collection is done by the test method. The instrument testing used validity tests, different power tests, and reliability tests. Data analysis techniques using analysis prerequisite tests include normality test with Chi-Square formula, homogeneity test with Bartlett test, and hypothesis testing with t-test. Based on calculations of the significant level  and 67 degrees of freedom could be concluded that: (1) there were different result of Mathematics study between the students who used the learning of PMRI approach and the students who used traditional learning approach. This case showed from the result of the first hypothesis test is . (2) learning by using the PMRI approach more effective than using a traditional learning approach. This case showed from the result of the second hypothesis test is

Virtual patients as a tool for training pre-registration pharmacists and increasing their preparedness to practice: A qualitative study

Virtual patients are an active learning pedagogical tool which simulate clinical scenarios in a three-dimensional environment. Their use in pharmacy education is under-researched in comparison to other healthcare professions. In the United Kingdom, pre-registration training refers to a year of workplace based training which pharmacy graduates must complete prior to professional registration as pharmacists. This study aimed to evaluate pre-registration pharmacists’ perceptions on the integration, usefulness and enjoyment of completing virtual patient simulations or non-interactive case studies as part of their training. Pre-registration trainees completed three virtual patient simulations or three non-interactive case studies on the topics of: emergency hormonal contraception, renal function and childhood illnesses. Telephone interviews were conducted with twenty pre-registration pharmacists, exploring their perspectives on the use of the virtual patient or non-interactive case studies. Data was analysed using the five-stage framework approach. Four main themes emerged from the data: case study design; usefulness of the case studies as a training tool; support in pre-registration training; utility of the learning tools. Trainees also identified technical issues they had experienced while completing the virtual patient simulations, specifically with keyword recognition. Pre-registration trainees who used the virtual patients provided comments relating to the novelty, realism and enjoyment in completing them. Trainees in both groups reported developing knowledge and skills from completing the case studies; those who used the virtual patient commented on the development of communication skills and an increase in confidence for practice and those who used the non-interactive cases focused on knowledge acquisition and numeracy. Participants were enthusiastic about virtual patients as a novel training tool which provided an opportunity for learners to practice realistic scenarios in a safe environment. Virtual patients offer the potential to ‘bridge the gap’ in pharmacist pre-registration sector-related training variation, promote learning through reflection on doing and increase overall preparedness for practice

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

Informative sample generation using class aware generative adversarial networks for classification of chest Xrays

Training robust deep learning (DL) systems for disease detection from medical images is challenging due to limited images covering different disease types and severity. The problem is especially acute, where there is a severe class imbalance. We propose an active learning (AL) framework to select most informative samples for training our model using a Bayesian neural network. Informative samples are then used within a novel class aware generative adversarial network (CAGAN) to generate realistic chest xray images for data augmentation by transferring characteristics from one class label to another. Experiments show our proposed AL framework is able to achieve state-of-the-art performance by using about $35\%$ of the full dataset, thus saving significant time and effort over conventional methods

Pembelajaran pendidikan vokasional yang efektif di era revolusi 4.0 di SMK

This study aims to examine comprehensively about effective vocational education based on aspects of the learning process, teaching and school culture. The study used qualitative methods with a descriptive approach. The location of the study at State Vocational High School 2 Serang, Banten. Data analysis techniques use interactive analysis which is data reduction, data presentation and conclusion. The results showed that the Vocational Schools were effective, namely: (1) the school had emphasized active, creative, innovative, fun learning, using interactive multimedia learning, varied learning strategies. The management of classes, workshops and laboratories has been effective because it has been used properly in implementation, especially practice. Learning strategies that are usually used are cooperative, contextual, case studies, discussions, realistic and problem-based learning. (2)The existing culture in the school has been effective in implementing theoretical and practical learning.Work culture like in the Industrial World has been carried out. Projects outside the agency that are carried out by the school are teachers and students to complete the project.The positive work culture of the Industrial World in schools will result in effective theoretical and practical learning and graduates who are qualified and ready to work in the industry

Rich environments for active learning: a definition

Rich Environments for Active Learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. REALs provide learning activities that engage students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, REALs are a response to educational practices that promote the development of inert knowledge, such as conventional teacher-to-student knowledge-transfer activities. In this article, we describe and organize the shared elements of REALs, including the theoretical foundations and instructional strategies to provide a common ground for discussion. We compare existing assumptions underlying education with new assumptions that promote problem-solving and higher-level thinking. Next, we examine the theoretical foundation that supports these new assumptions. Finally, we describe how REALs promote these new assumptions within a constructivist framework, defining each REAL attribute and providing supporting examples of REAL strategies in action