Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid‐19 Pandemic

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing any face to face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources is to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveals the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy

Mapping the technology landscape : linking pedagogy to the affordances of different technologies

This work evaluates the application of different learning technologies and their suitability to support blended learning approaches in Higher Education. Chickering and Gamsons's Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987) were used as an underlying pedagogical framework to evaluate the "perceived affordances‟ (Norman, 1999) of learning technologies.Chickering and Gamson‟s principles were selected as a framework due to their "face-validity‟, the accessibility of their language and since they have been derived from numerous years of reflective and effective teaching.Along with the principles we describe and recommend an innovative methodology for evaluation. This methodology can be used in a context of similar evaluation exercises.Final Accepted Versio

An Exploration of EFL Teachers’ Challenges and Strategies during the Pandemic: A Case of Emergency Blended Synchronous Education

With the lockdowns caused by the COVID-19 pandemic, educational institutions had to make swift educational decisions such as emergency blended synchronous education without thoroughly scrutinizing its effects. This study explores the experiences of a group of seven EFL teachers of a blended learning model during the pandemic in Northern Cyprus higher education. The study adopted a qualitative design by interviewing seven teachers on their experiences during the pandemic, particularly focusing on a blended instructional mode of education over the fall academic semester in 2020. The study results reveal that the study participants employed various strategies to cope with the challenges ascribed to the blended mode of delivery. The study's findings offer some implications for second language teachers and the use of technology in second language education. Keywords: EFL teachers, challenges, emergency blended synchronous education, blended educatio

Integrating Authentic Digital Resources in Support of Deep, Meaningful Learning

"Integrating Authentic Digital Resources in Support of Deep, Meaningful Learning," a white paper prepared for the Smithsonian by Interactive Educational Systems Design Inc., describes instructional approaches that apply to successful teaching with the Smithsonian Learning Lab.After defining its use of terms such as deeper learning and authentic resources the authors review the research basis of three broad approaches that support integrating digital resources into the classroom:Project-based learningGuided exploration of concepts and principlesGuided development of academic skillsThese approaches find practical application in the last section of the paper, which includes seven case studies. Examples range from first-grade science, to middle-school English (including ELL strategy) to a high-school American government class. In each example, students study and analyze digital resources, going on to apply their knowledge and deepen their understanding of a range of topics and problems

Hybrid Learning and Standards Based Grading: Fostering Writing Instruction During a Pandemic

Hybrid learning is steadily growing in popularity and showing to be an effective learning modality to accommodate diverse student populations. The pandemic is an unexpected outlier in the overall picture of hybrid learning, and it is helpful to reflect upon best academic practices, including grading methods, to help mitigate loss of learning and to continue to make improvements in pedagogical practices. This thesis explores the relationship between the hybrid learning model and evaluation, specifically Standards Based Grading, and how this combination of methods influences best writing practices. Using reflections gathered from teacher surveys via a case study, it appears the hybrid learning model has increased the amount of real-time feedback given to students. Additionally, hybrid learning, paired with smaller class sizes, appears to have positively influenced student motivation and confidence in writing. Potential concerns are that students are not adapting to the remote aspects of hybrid learning that require self-paced learning. Teachers have found modeling writing processes to be a challenge when instruction is not in-person. The results find that hybrid learning and SBG can be an advantageous pairing. This study does not conclude that each one necessarily influences the other. However, SBG does influence digital writing instruction and can be a powerful blend. This study suggests that restructuring seat time and evaluating the frequency of evaluation are practices to better support the implementation of hybrid learning. Additionally, this study suggests that when allotted smaller class sizes, students receive more differentiated writing tasks and individualized feedback through the hybrid model

Task-based language teaching frameworks in technology enhanced learning contexts

Task-based language teaching (TBLT) continues to be more widely applied as an approach in second language education. Benefits and challenges of TBLT have been debated over the past thirty years. The advent of technology enhanced learning (TEL) and the use of TBLT in such contexts have revealed further benefits and challenges within this approach. This study summarises TBLT history, before reviewing recent literature relating to TBLT and TEL with specific reference to such challenges as student participation, error correction, fluency, accuracy and the role of feedback. Literature that addresses the conceptualisation of the TBLT approach in TEL contexts is somewhat scant. This qualitative study, situated in the ESOL department of a Canadian higher education institution addresses this gap through phenomenographic analysis of teacher and student interview transcripts. Findings are analysed with reference to established TBLT frameworks that have been broadly used in classroombased settings. The outcome space reveals six categories of description in hierarchical sequence of complexity. These categories of description fit within three structural aspects, in which the phenomenon is experienced in three qualitatively different ways. These involve a shift from the enabling factors of the context, to needs-related skills of the individual, and to the facilitation of language acquisition in a collaborative and reflective technology-mediated environment. Findings are then discussed in terms of a wide range of recommended adaptations to existing TBLT frameworks for more effective use in online and blended contexts, and in terms of associated benefits and challenges. Key contributions to new understanding concern access to digital resources during on-task stages, further opportunities for learner choice and peer training, the incorporation of soft skills training, and the refining of task-related documentation and procedures. Findings are also applied to recommended changes to initial teacher training programmes in ELT and to ongoing aspects of professional development

MOOC adaptation and translation to improve equity in participation

There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning.  Massive Open Online Courses (MOOCs) represent one such approach and which, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India.  The study draws on multiple sources of participant data to identify and examine features which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs

When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning

Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities

Philly Scientists: Blending Professional Development for In-School and Out-of-School Educators

In the fall of 2016, a team of Pennsylvania STEM educators received a generous grant from the National Science Foundation to provide STEM education to middle-school students in the Philadelphia Promise Zone. Entitled “Philly Scientists” and targeting both classroom teachers and out-of-school time (OST) staff, this grant combined biodiversity curriculum development, teacher training, career access activities, and modern technology to address the following three research questions: 1. What coherent set of experiences effectively support fourth, fifth and sixth grade students’ knowledge development (e.g., biodiversity content knowledge blended with science practices), motivation and career awareness about STEM-related work and jobs of today and the future? What are characteristics of their knowledge, motivation and career awareness competencies? 2. What professional development models and recognition systems can effectively engage teachers and OST providers in demonstrating Next Generation Science knowledge, pedagogy, and career awareness for fourth through sixth grade students? 3. How effective is the activity of Promise Zone fourth-sixth grade students as information providers and Urban Scientists interacting with scientist mentors towards increasing career awareness and understanding characteristics of STEM work? Our partners in this initiative were Drexel University, The Philadelphia Education Fund (PEF), The Academy of Natural Sciences of Drexel University (ANS), and the Pennsylvania Statewide Afterschool/Youth Development Network (PSAYDN). The project also engaged Research for Action (RFA) as the external evaluator. Staff from the Philadelphia Education Fund were primarily tasked with designing, implementing, and evaluating the professional development component of this initiative. The team recognized that in-school and OST teachers have different skill-sets, needs, and schedules - but that each group of educators also has a great deal to offer one another. For instance, we hypothesized that classroom teachers may have more experience connecting lessons to national standards and local educational initiatives; while OST providers may be more versed in working with families, with communities, and with blending social work and education. For these reasons, we were interested in both the logistical and pedagogical results and implications of our study. And while there is a great deal of research pertaining to STEM professional development for both in-school and out-of-school staff, we found little literature that referenced blending PD for both populations