79,982 research outputs found
Using an interactive whiteboard and a computer-programming tool to support the development of the key competencies in the New Zealand curriculum
Does childrenâs use of the software Scratch provide potential for the enhancement of key competencies as they work in pairs at the interactive whiteboard (IWB)? This article looks at how children using Scratch collaborated and managed their projects as they set about designing, constructing, testing and evaluating a game for others to play, a task that provided a sustained challenge over six weeks and beyond.
The findings showed that the key competencies of participating, contributing, and relating to others were enhanced by the collaborative use of Scratch at the IWB, and that creative and conceptual thinking processes were sustained. Children became increasingly adept at using Scratch, and some children, previously thought to have poor social skills, began to articulate their understandings to others. While a guiding and scaffolding role was evident in teachersâ actions, close monitoring of group progress and direct input from teachers is required to keep the challenge high but achievable, and to extend childrenâs knowledge and thinking as they use Scratch at the IWB
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Development of a game-based learning tool for applied team science communication in a virtual clinical trial.
Educational tools for application of team science competencies in clinical research are needed. Our interdisciplinary group developed and evaluated acceptability of a virtual world game-based learning tool simulating a multisite clinical trial; performance hinges on effective intrateam communication. Initial implementation with clinical research trainees (n=40) indicates high satisfaction and perceived relevance to team science and research career goals. Game-based learning may play an important role in team science training
Board games as a teaching tool for technology classes in Compulsory Secondary Education
Aquest treball estudia la tĂšcnica coneguda com game-based learning, Ă©s a dir, lâĂșs dels jocs com a eina didĂ ctica.
Primer que res, es fa recerca sobre els treballs ja existents i es veu que, tot i haver-hi articles sobre game-based learning, Ă©s difĂcil trobar-ne de relacionats amb la tecnologia, mĂ©s enllĂ dâensenyar a programar.
A continuaciĂł, es revisen els continguts curriculars i les competĂšncies de secundĂ ria i es relacionen amb alguns jocs de taula ja existents, dels quals es detallen breument les regles de joc. Es veu que hi ha continguts curriculars, pels quals es difĂcil trobar un joc que hi encaixi.
A mĂ©s a mĂ©s, es desenvolupa la idea dâun nou joc de taula, basat en el ja existent Party & Co., per treballar alguns dels continguts curriculars pels quals no sâha trobat cap joc existent que sâhi escaigui.
Finalment, sâexplica una experiĂšncia duta a terme durant el perĂode de prĂ ctiques en el centre escolar al curs de 3r dâESO. Es disposava de tres grups i en tots tres es va seguir la mateixa programaciĂł: classe introductĂČria expositiva, una sessiĂł de muntatge de robots LEGO, 4 sessions de programaciĂł i un petit test. En un dels tres grups, perĂČ, es va fer una classe prĂšvia extra on es va jugar a un joc de taula anomenat RoboRally. Els objectius eren dobles: que aprenguessin la importĂ ncia de lâalgorĂsmica i que sâho passessin bĂ©. Els resultats mostren que aquest grup va treballar mĂ©s i millor. En el treball sâanalitzen els resultats obtinguts
Digital and Media Literacy: A Plan of Action
Outlines a community education movement to implement Knight's 2009 recommendation to enhance digital and media literacy. Suggests local, regional, state, and national initiatives such as teacher education and parent outreach and discusses challenges
Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices
Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy
Conceptual Framework for the Use of Building Information Modeling in Engineering Education
The objective of this paper is to present a critical literature review of the Building Information Modelling (BIM) methodologyandtoanalyzewhetherBIMcanbeconsideredaVirtualLearningEnvironment.Aconceptualframeworkis proposed for using BIM in a university context. A search of documents was carried out in the Core Collection of Web of Science; it was restricted to the last ïŹve years (2013â2017). A total of 95 documents were analyzed; all documents were written in English and peer reviewed. BIM meets all the characteristics of Virtual Learning Environments. The proposed framework has three dimensions (competencies, pedagogical approach and level of integration).It allows for the planning and analysis of future experiences of teaching BIM in a university context.Ministry of Economy and Competitiveness of Spain and AEI/FEDER, UE Projects EDU2016-77007-RRegional Government of Extremadura (Spain) IB 16068Regional Government of Extremadura (Spain) GR1800
Education to Employment: Designing a System that Works
Considering the education-to-employment system as a highway with three critical intersections -- enrolling in postsecondary education, building skills, and finding a job -- this research has determined places where students take wrong turns or fall behind, and why. With increased data and innovative approaches, employers, educators, governments and youth can create a better system
Citizen Engineers: Leaders in Building a Sustainable World
As with the âcitizen soldiersâ of World War II, the engineering industry must produce âcitizen engineersâ who will accept the leadership challenge necessary to deliver a combination of technical, economic, social, and environmental values to its stakeholders that will truly improve peopleâs quality of life
Leading For The Bottom Line: A View Of Leadership In A Bottom-Line Context
This paper sets out to establish and describe a new approach to leadership called Bottom Line Leadership. The essence of Bottom Line Leadership is that a leaderâs most critical responsibility is to clearly identify, communicate and gain buy-in for the ultimate bottom-line objective of the organization he/she leads, subject to constraints imposed by the market and by the organization itself. In comparison to other leadership models that focus on the general attributes or behaviors characterizing effective leaders, Bottom Line Leadership emphasizes the link between an organizationâs purpose and a leaderâs behavior. The philosophy that serves as the foundation for this article stipulates that employees, in any type of organization, need to be crystal clear about the purpose and bottom-line objective of the organization they work for. Having this clarity of objective enables employees to not only understand the importance of an organizationâs strategy and mission; it also allows them to make sound decisions in support of the organizationâs goals. We believe that it is essential that leaders in organizations instill this clarity of purpose and help create the conditions that allow people to channel their energies into the appropriate activities. What results from our leadership and management research is a âvirtuous circleâ model coupled with a checklist that prescribes precisely what Bottom-Line Leaders do. To arrive at our model of Bottom-Line Leadership, we review the teachings of some of the most popular leadership and management thought leaders. We conclude that effective leadership actually encompasses both traditional leadership attributes (create / inspire / influence) and traditional management capabilities (deploy / control / execute). In short, what we find is that Bottom-Line Leaders instill clarity of purpose in their organization, gain commitment to the ultimate bottom-line objective, and engage employees in these efforts. They do this by deploying methods of communication, inspiration and motivation that constantly maintain a connection to, and are aligned with, the ultimate bottom-line objective the organization is striving to achieve. They also work tirelessly to ensure that employees are in a position to make decisions and take actions in manners supporting the bottom-line objective. In our view, leaders are those who do the right things right and get their people to do likewise
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