564,161 research outputs found

    Support for Language Learners by Designing a Personalized Voice Assistant

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    This study analyzes the learning experience of studying foreign languages (FLs) and designs a personal voice assistant to support users. Learning FL is a big challenge. The challenge of learning a new language including how language is used is ‘influenced by’ or is a direct result of the context in which communication takes place. The author\u27s self-experience as an international student informs this study and provides access to a broad range of peers at the institution who have similar experiences. On the other hand, by utilizing voice assistant (VA), users build a relationship with VA and learners can understand multiple language backgrounds and cultures. Through in-depth interviews, participants—recruited from campus—were asked questions about why one wants to learn FL, how one learns FL, which tools one used to support learning, the challenges one meets with this experience, etc. This research asks about one’s learning experience and shares the researcher idea with VA utilizing it in supporting learning FL. This study does two sets of interviews with same group participants in order to collect interviewees’ experiences and feedback through the design process. In a sample size of 18 participants, this research understands how culture, background and environment influence FL learners’ experiences during studying a new language. Some interviewees live in foreign places and feel anxious using FL to communicate with native speakers. Some interviewees live in native and want to know more about FL’s different cultures locally. With this study, this author designs a personal voice assistant and supports learners with learning foreign languages

    Using International, Interprofessional Service Learning to Promote Transcultural Self-Efficacy and Interprofessional Attitudes in Health Science Students

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    Interprofessional teams of occupational therapy, physical therapy, physician assistant, and dental hygiene students from the University of South Dakota participated in a service-learning experience in Guatemala. Student perceptions were measured using the Interprofessional Attitudes Scale and the Transcultural Self-Efficacy Tool. Qualitative data were obtained through written reflections and discussions during the immersion component of the service-learning experience. Students reported statistically significant improvements in transcultural self-efficacy as defined by their confidence in interviewing individuals from different cultures; their values, attitudes, and beliefs regarding cultural awareness, acceptance, appreciation, recognition, and advocacy; and their knowledge on how cultural factors influence care. Slightly different findings emerged concerning students’ attitudes about interprofessional practice. Qualitative analysis of personal reflections showed that many students felt purposeful when working as part of an interprofessional team and appreciated the dialogue with other professionals when discussing patient care

    The Flipped Student - Education from the Other Side

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    ASET Workshop Proposal a) Title: The flipped student – education from the other side. b) Presenters Lisa Ward – Head of Teaching and Learning Institute, University of Huddersfield Mark Potter – Yr 3 Accountancy and Finance Placement Student and TALI Project Assistant Daniel Yip - Yr 3 Chemistry with Forensic Science Placement Student and TALI Project Assistant c) Keywords: Soft skills, challenges, team working, adapting, politics, event management d) Abstract: Aims and Objectives The workshop will focus on the learning journey of two placement students who will present their experience of working within a department in the university. It aims to give greater understanding about the placement and skills developed from a student’s perspective. Experiences Covered and Issues to be addressed: • What the student’s expected to learn? • What did students learn? • Challenges and Opportunities o University processes o Adapting to changing environment o Building consensus o Working with a wide range of ‘characters’ o Understanding Teaching and Learning o Quality control of work o Event management o Personal development opportunities Plus the Employer’s Perspective: • What sort of students apply for this experience? • The interview process This session aims to be interactive. There will be plenty of opportunity to ask questions and discuss issues involved

    Becoming a Part of Your Community: The personal account of a student’s journey discovering the impact of service learning on both community and personal development at the university level

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    There is plenty of research surrounding the benefits that service learning brings to the community and students alike. But, it is far less common to break down individual experiences and greater effects service learning can have beyond the studies and statistics. Although this piece cannot speak for every service learning experience, it explores the changing mindset of my personal interaction with service learning. This autobiographical account identifies moments of personal and intellectual growth through a long form reflection of my three years as a service learning student at Virginia Commonwealth University. I wrestle with my thoughts and emotions of what goes on behind the community engagement and classroom setting. “Becoming a Part of Your Community” encapsulates relatable expectations of what service learning can provide in a university setting beyond what more traditional research does. I began writing this essay as part of an independent study during the Fall semester of my senior year while simultaneously finishing my Service Learning Teaching Assistant experience. Author’s note The piece that stands here proudly has come a long way from the original ideas that blossomed in Fall 2019. The goal reigned true throughout this process, but getting here was no simple task. I was inspired by those whom I met in the VCU service learning community, married with one of my favorite English courses that introduced me to creative writing. I wanted to give an outlet where readers could find some common ground with becoming comfortable being uncomfortable in certain situations. All while using one of the most important exercises for personal growth: reflection. Continuing to edit this piece throughout a pandemic allowed me to unravel more emotions and feelings of gratitude for this experience than I thought. This final essay is nowhere near the original product and I could not be more proud of how it emerged. I would not have been able to reach this point if it wasn’t for my iconic Service Learning professors and mentors: Lindsay Chudzik and Katie Elliot. Their incredible support and guidance during my undergraduate college career is something I will cherish forever. Lastly, I would like to say a special thank you to my brilliant editors, Steve Grande and Emily Kohl, for their guidance in allowing my piece to make it to this platform. I appreciate the countless Zoom calls, invaluable feedback, and most of all patience from you throughout this process. Thank you for this opportunity

    Learning in the natural environment to influence secondary school students' beliefs on the natural environment of Pulau Pangkor, Perak, Malaysia

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    Learning about nature in its natural setting is a rare opportunity because schools are frequently inhibited by time and financial capabilities. The present study seeks to determine the influence of learning in the natural environment on secondary school students’ beliefs on Pulau Pangkor. Prior to the designing of the Student Research Assistant Programme, a focus group discussion was conducted with 10 secondary school students to elicit their thoughts and emotions towards the (a) natural environment of Pangkor, and (b) their involvement as students research assistants in the Pulau Pangkor Scientific Expedition. The findings of the focus group discussion were used to guide in the developing of the Student Research Assistant programme. Throughout the four-day programme, the students were attached to different research teams from various higher learning institutions and NGO. The Student Research Assistant programme provided a first-hand learning experience that was effective in influencing their beliefs towards the natural environment of Pangkor. The experiences also provided students a glimpse into the nature of the work of a field researcher and what research is all about besides contributing towards students’ personal development

    SLPA 985: A Peer Review of Teaching Benchmark Portfolio

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    My target course for the Peer Review of Teaching (PRT) Project was SLPA 985 Traumatic Brain Injury (TBI). It is offered each spring in the Department of Special Education and Communication Disorders at the University of Nebraska – Lincoln. This course is intended for graduate level speech language pathology (SLP) students. I have over twenty years of experience as a practicing speech language pathologist in a rehabilitation hospital. Now, as an assistant Professor of Practice, my role is to integrate academic learning with practical experience. I am confident in my skills as a practitioner and motivated to share my knowledge, however, expertise in performance does not automatically translate into expertise in teaching. To that end, my personal objectives for participating in PRT was to focus on methods to enhance and improve my classroom teaching. Specifically, I was eager to use evidence from the classroom to inform my teaching practices. In my portfolio I describe the SLPA 985 Spring 2019 course plan, enrollment, methods, and outcomes. I reflect on teaching successes, challenges, and future plans

    Training Teaching Assistants Across the Curriculum: A Study of the Certificate in University Teaching (CUT) Program

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    This action research dissertation examines the development over nine semesters of a 15-hour certificate in higher education teaching that is geared toward developing Teaching Assistants (TAs) across disciplines. The dissertation builds on the Preparing Future Faculty (PFF) models. This research is informed by both social constructivist theory and social cognitive theory, and consists of personal narratives from my multiple roles within the Certificate in University Teaching (CUT) program as well as voices of CUT participants from interviews and reflective journals. Data sources also include teaching and program observations, curriculum documents, and teaching syllabi. I locate myself as both insider and outsider to the CUT initiative since I did not design the program but did function as observer, instructor, and leader. Findings will address program assessment data, situated individual growth of participants, and reflections on challenges and frustrations. This study concludes with recommendations for improving Teaching Assistant training programs to prepare TAs for higher education teaching roles. This study also offers a Learning Continuum Taxonomy that serves as a reference for identifying and understanding how Teaching Assistants experience the learning process

    PENGENALAN PEMBELAJARAN TIK MENGGUNAKAN APLIKASI PROCESSING BAGI SISWA-SISWI SMP XAVERIUS 7 PALEMBANG

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    In learning algorithms, assistant teachers must provide an understanding of soft skills that are useful for students to develop thinking skills, ICT literacy, and improve the efficiency, effectiveness and attractiveness of learning. Teachers who provide learning must have sufficient expertise to utilize existing ICT to teach subjects at school. Curriculum 2013 is unique in the construction of learning with a scientific approach that has an integrative-thematic nature. This curriculum focuses on the formation of competence and character of learners, which is integrated through field experiences, individualized personal strategies, ease of learning, and complete learning. The development of the 2013 curriculum allows teachers to assess learner learning outcomes and form productive, creative, innovative, affective students by strengthening attitudes, skills and integrated knowledge. Learners need to know the criteria for mastery of competence and character as a standard for assessing learning outcomes to prepare themselves for the next level of mastery of competence and character. Keywords: Learning, Algorithm, Soft Skill, ICT, Curriculum 2013, Competency, Character, Field Experience, Individual Personal Strategy, Ease of Learning, Learning Completel

    What and How Do Students Learn in an Interprofessional Student-Run Clinic? An Educational Framework for Team-Based Care

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    Background: The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose: To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods: The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results: Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systemsbased models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion: Interprofessional SRC participation promotes learning ‘with, from, and about’ each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving the underserved and in primary care careers. The authors proposed a framework for interprofessional learning with implications for optimal learning environments to promote team-based care. Future research is suggested to identify core faculty functions and best settings to advance and enhance student preparation for future collaborative team practice
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