Teaching Health Impact and Behavior with Infographics

The use of Infographics can be a tool that not only allows for the communication of empirical health data in an understandable format, but encourages the health administration student to present evidence-based research in a creative manner. The purpose of this paper is to describe a learning exercise that implements Infographics to demonstrate an impact of a health issue and/or encourage a health behavior change. This learning exercise is developed to increase student knowledge and visual literacy skills with respect to presenting, in a concise format, a well-researched and referenced health issue and/or a health behavior change. Specifically, the exercise was designed to: (a) curate health statistics and reference information for the selected health issue; (b) identify media resources and apply copyright and fair use in a proper manner; (c) evaluate internet resources for credibility and accuracy; and (d) utilize Infographic tools to communicate one\u27s visual viewpoint. At the conclusion of the course, students reflected on the effective visual aspects of their Infographics and the points that were challenging to communicate using this medium. The benefits of this applied learning approach for students and the faculty instructor are discussed

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration

The cognitive and social demands of collaboration can raise significant motivation challenges. Task progression relies on team members strategically taking control of the problems and adapting accordingly. Theory indicates that productive collaboration involves groups using three modes of regulation: self-regulation, co-regulation, and socially shared regulation. Despite research demonstrating the occurrence of all three modes in collaboration, it is unclear how these modes interact and how co-regulation supports the emergence of self- and shared-regulation of motivation. The study aimed to examine the role co-regulation played in dynamically stimulating the emergence of self- and shared-regulation of motivation. A cross-case comparison was conducted between two groups who experienced high levels of motivation challenges but achieved contrasting perceptions of the overall team learning productivity. During analysis, groups’ dynamic regulatory processes within the online environment were visually represented using a tool called the Chronologically-ordered Representation for Tool-Related Activity (CORDTRA). Findings demonstrate that co-regulation of motivation may afford and thwart the emergence of self- and shared-regulation, and these processes interacted with the group’s situational challenges and the regulatory skills group members possessed. Comparisons between the two groups indicated that groups' motivation regulation should (a) match the demands of the challenges at hand, (b) be positively supported by group members through co-regulation, and (b) involve a more varied strategic responses so that the group may continue to learn and co-construct knowledge effectively as a team

Technology in Education

This paper will examine how technology is useful in education and should be integrated into curriculum. The participants for the Capstone Project included 23 fifth-grade students in a public middle school on the Central Coast of California. This project focused on using a web-based art program called Canva to create infographics based on students’ knowledge and study of Ancient Egypt. The students also commented on their peers’ work on a blog page the researcher created. The researcher found that students had difficulty using a new application. They were also less creative than the researcher expected, which could be due to a limited attention span or being distracted all of the time. As an aspiring teacher, the researcher knows that using technology in the classroom will be a sought-after job skill because administrators want technologically-savvy teachers. Technology can help students be more successful in their future careers

Infographics and independent learning for English learning in the secondary level context

Visual media are still ineffective in covering all learning focus and learning activities to support independent learning. Independent learning guides students to learn the material by themselves, but it is still not supported by the existing visual media. Infographics are a medium that underlies transformative skills in teaching because they can provide a complete learning focus in each material. This study was aimed at developing English teaching media for the 9th grade. A Design and Development research (DnD) proposed by Richey and Klein (2005) was used in this study, including design, development, and evaluation. Initial observations have been carried out at one of the junior high schools in Buleleng, Bali, Indonesia. Data collection was carried out by library research relating to the development of infographics and the nature of independent learning, document analysis by doing syllabus analysis, and expert judgment. The results obtained from the research are infographics are considered to be very good as a medium for teaching English for independent learning. This research implies that teachers' technology-based teaching skills can be assisted by developing this infographic teaching media

STUDENTS’ MOTIVATION IN WRITING CLASS USING OF CANVA: STUDENTS’ PERCEPTION

This study aims to investigate students’ perception of using canva in writing class. This study used a qualitative descriptive approach and the research adapted questionnaire and also an interview to collect the data with ten students’ at Senior High School Bingin Teluk. The results of this study indicate that the use of Canva in the writing class has a positive impact on the participants. The positive impact is that Canva can increase students' motivation in writing classes, Canva can improve students' abilities in writing classes and Canva can also help students in writing classes. not only the positive impact that students have, but also obstacles in using Canva such as students having to have more time to design programs using Canva, and Canva has a premium account that we should pay for and there are some pictures which will appear and be provided without watermark

Contextualization of an Introductory Physiology Course to Address Student Disengagement during Remote Learning in Aotearoa

Extended periods of population lockdown during the Covid-19 pandemic required many university courses to be delivered completely online, and for a student, this can lead to feelings of isolation, disconnectedness, and disengagement. This article proposes a hypothetical modification to an undergraduate course in physiology to address possible student disengagement when studying remotely. Through contextualisation, the delivery of course content is made relevant to everyday life experiences in Aotearoa (New Zealand)—this approach may improve retention of material and sustain interest in the course. Four scenarios are presented which align physiology content with information sources that present a context relevant to the lived experience in Aotearoa. Each scenario’s learning outcomes, course content, and assessment are constructively aligned, consistent with current pedagogical practices in course design. It is suggested that adopting this contextualisation approach may increase the likelihood of student course completion, reduce student attrition, and increase student engagement during periods of extended remote learning. Further, it is suggested that using contextualisation presents an opportunity to redesign a higher education course to focus more on the relevance of academic material to the real-world lived experiences of students

Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project

The purpose of this study is to examine the outcomes of a pedagogical intervention project in intermediate second language (L2) French and Spanish classes at the post-secondary level. The authors designed and implemented four “Language Learning Modules” (LLMs) to ascertain if these interventions could enhance students’ metacognitive and metalinguistic awareness and help students see the relevance of studying an L2. Sixty-two students were divided evenly into a “Module” group, which received the LLMs, and a “Non-Module” group, which did not receive such instruction. Analyses reveal that the Module group differed from the Non-Module group in terms of how they applied metacognitive insights, became more aware of the value of language learning, and found relevance in the L2. The authors contend that it is imperative for language educators to foster student growth in metacognitive abilities and metalinguistic awareness, and to explicitly instruct students on the relevance of L2 study

From classroom education to remote emergency education: transformations in a dialogical pedagogy proposal:

This paper presents how a dialogical educational proposal, inspired by Freire’s perspective, was introduced and adapted to the digital educational environment in distance teaching-learning. From Freire’s pedagogy perspective, dialogue is one of the main assumptions for the teaching-learning activity. Therefore, we developed an online environment introducing a dialogical pedagogy, considering students’ problems during the pandemic. Based on this proposition, we created a remote educational environment through the Discord platform. This platform has excellent potential to base an educational environment enabling students and teachers to engage in a dialogical activity. We investigated how the Discord platform contributes to enhancing dialogical pedagogy. Then, we introduced a dialogic activity in an initial training course for physics teachers in a discipline called “Non-Formal Education”. Nineteen students participated in the activity developed throughout the discipline. We gathered data during the classes by recording student interactions on the platform system. The analysis was based on Activity Theory to identify the situations where their agency emerged and changed the activity and what role Discord played in this through the students’ dialogue. The study explores Discord facilities to introduce the dialogical teaching methodology previously developed in the face-to-face format. Finally, we could identify that the students’ voices emerged in the interactions, given the opportunity to express their ideas on their own terms and, fundamentally, be heard and considered by others. At last, students developed agency in the remote school activity, engaging productively in the required tasks and creating a community through the platform