1,191 research outputs found

    Learning emergent digital technologies: the experience in the internet of things course unit

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    Industry 4.0 is re-shaping the way companies and individuals operate, but it is also introducing strong demands in education processes to train professionals with adequate competencies in emergent digital technologies, e.g., Internet of Things (IoT), Artificial Intelligence and collaborative robotics. In the last decade, innovative educational methods are being applied, e.g., problem-based learning and project-based learning, to move the traditional education approach into a more student-centric process where the student has a more active role. Recent studies point out that the combination of such educational methods is beneficial, each one selected according to the particularities of the learning subject and objective. Having this in mind, this paper describes the application of a learning methodology that combines different educational methods, namely face-toface, problem-based learning and project-based learning, in a teaching course unit focusing on IoT technologies. The achieved results show an increase of the student’s assessment performance, motivation and satisfaction, and the opportunity to consolidate their acquired knowledge with hands-on practice. This approach also stimulates the acquisition of soft skills, mainly teamwork, communication, creativity and critical thinking.The authors are grateful to the Foundation for Science and Technology (FCT, Portugal) for financial support through national funds FCT/MCTES (PIDDAC) to CeDRI (UIDB/05757/2020 and UIDP/05757/2020) and SusTEC (LA/P/0007/2021).info:eu-repo/semantics/publishedVersio

    Enhancing academic achievement and satisfaction by flipping the teacher preparation classroom

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    This study compared flipped classrooms versus online courses to study the effects of the two instructional methodologies on student achievement and satisfaction in an undergraduate Introduction to Education, EDUC 1301, course. Students self-matriculated in either traditional EDUC 1301 courses which were flipped or in EDUC 1301 online courses. Students\u27 final grades were used to assess student achievement in both teaching methodologies. An end-of-course student evaluation of instructor performance was used to assess students\u27 satisfaction in the courses. A casual comparative research design was used to examine the effectiveness of both teaching methodologies. There was no differences between the two instructional methodologies in student satisfaction. Students were equally satisfied in both teaching methodologies. Statistical significant differences were found, however, in the students\u27 achievement level. The percent of students in the flipped classroom who passed the courses was 92% compared with 75% achievement level in the students who passed the online courses. The number of students who passed the EDUC 1301 flipped classroom courses as presented in Table 1, page 44, and Figure 1, page 44, was 83 out of 90, resulting in an achievement level of 92%. On the contrary, 118 out of 157 students passed the EDUC 1301 online courses, as shown in Table 1, page 44, and Figure 1, page 44, representing an achievement level of 75%. The Pearson chi-square test of association yielded a chi2 of 10.99, a df = 1, and a p value of 0.0001 which was statistically significant at the 95% confidence level (p \u3c .05), Table 3, page 45. Students who self-enrolled in the flipped classrooms did statistically significantly better than those students who self-enrolled in the online courses. Instructional methodology, however, was an insignificant predictor of student satisfaction between the students in the flipped classrooms and the online courses. (PsycInfo Database Record (c) 2022 APA, all rights reserved

    New academia learning innovations in Universiti Malaya

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    Teaching and learning innovations in higher learning institutions have been radically changed over time to suit the once an agricultural nation to a more industrialised society. This change needs to be taken as the New Millennium Learners are influenced by advanced information and communication technologies. As we aim to achieve a shift towards more active learning through innovations, a variety of approaches are employed as we make use of digital and physical learning spaces. Blended learning that moves away from traditional classroom approaches with a more interactive learning is integrated in the teaching and learning process. The use of space beyond the conventional classroom setting enhances collaboration with peers and teachers from other countries. This paper intends to synthesise the innovative teaching and learning approaches in Universiti Malaya to accommodate the progressive change of the diverse academic community and industry requirements of our graduates. It aims to present an overview of the current academia learning innovations that have been taking place in the university that provide some form of engagement with technology. It also shows how instructors and students are supported by the various initiatives, approaches and collaborative efforts carried out by the university in keeping abreast with technological advancements. Finally several implications for teaching and learning in higher education are also discussed in this paper

    The Role of the School Psychologist in K-12 Online and Blended Learning Environments

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    With the appropriate preparation and training, school psychologists are uniquely suited to provide support within the K-12 online learning environment for students, teachers, administrators, and families. The preparation and training needs at the level of graduate training and professional development are highlighted. Specific emphasis is placed on the adaptation of the school psychologist’s functions in the areas of consultation, intervention, assessment, and counseling. Additionally, the development of better credentialing models for interstate service delivery and the need for empirical research related to school safety are discussed

    Training, Education and Research in COVID-19 Times: Innovative Methodological Approaches, Best Practices, and Case Studies

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    The global COVID-19 pandemic has posed a major challenge in all aspects of life, including how graduate training of healthcare practitioners is conducted. In Saudi Arabia, there were over 14,000 graduate health professional trainees in different stages of their training in various specialties distributed in many healthcare facilities across the country. The vast geographical distribution and diversity of health specialties training programs and activities have remarkably magnified the challenge posed by the pandemic. However, recently, the SCFHS implemented a health training governance reform that granted more autonomy to accredited training facilities in supervising training activities according to preset policies. This autonomy was crucial for mitigating various risks imposed by the pandemic, especially during the extended periods of strict lockdown. The ultimate mandate is a knowledge management primer. We need to once again focus on the basics of human creativity and knowledge creation: Create the content/knowledge; Utilize knowledge; Document knowledge; Communicate knowledge; Enable an integrated training, education, and research ecosystem; Utilize the integrated platform. Our volume is a contribution to the scientific debate for the added value of COVID-19 to our training, education, and research capabilities. We continue this debate with a new Special Issue in the Sustainability journal. We look forward to your contributions to this discussion

    Challenges of rapid migration to fully virtual education in the age of the Corona virus pandemic: experiences from across the world

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    The social disruption caused by the sudden eruption of the Corona Virus pandemic has shaken the whole world, influencing all levels of education immensely. Notwithstanding there was a lack of preparedness for this global public health emergency which continues to affect all aspects of work and life. The problem is, naturally, multifaceted, fast evolving and complex, affecting everyone, threatening our well-being, the global economy, the environment and all societal and cultural norms and our everyday activities. In a recent UNESCO report it is noted that nearly a billion and a quarter (which is 67,7 % of the total number) of learners have been affected by the Corona Virus pandemic worldwide. The education sector at all levels has been one of the hardest hit sectors particularly as the academic/school year was in full swing. The impact of the pandemic is widespread, representing a health hazard worldwide. Being such, it profoundly affects society as a whole, and its members that are, in particular, i) individuals (the learners, their parents, educators, support staff), ii) schools, training organisations, pedagogical institutions and education systems, iii) quickly transformed policies, methods and pedagogies to serve the newly appeared needs of the latter. Lengthy developments of such scale usually take years of consultation, strategic planning and implementation. In addition to raising awareness across the population of the dangers of the virus transmission and instigating total lockdown, it has been necessary to develop mechanisms for continuing the delivery of education as well as demanding mechanisms for assuring the quality of the educational experience and educational results. There is often scepticism about securing quality standards in such a fast moving situation. Often in the recent past, the perception was that courses and degrees leading to an award are inferior if the course modules (and sometimes its assessment components) were wholly online. Over the last three decades most Higher Education institutions developed both considerable infrastructure and knowhow enabling distance mode delivery schools (Primary and Secondary) had hardly any necessary infrastructure nor adequate knowhow for enabling virtual education. In addition, community education and various training providers were mainly delivered face-to-face and that had to either stop altogether or rapidly convert materials, exercises and tests for online delivery and testing. A high degree of flexibility and commitment was demanded of all involved and particularly from the educators, who undertook to produce new educational materials in order to provide online support to pupils and students. Apart from the delivery mode of education, which is serving for certificated programmes, it is essential to ensure that learners’ needs are thoroughly and continuously addressed and are efficiently supported throughout the Coronavirus or any other future lockdown. The latter can be originated by various causes and reasons that vary in nature, such as natural or socioeconomical. Readiness, thus, in addition to preparedness, is the primary key question and solution when it comes to quality education for any lockdown. In most countries, the compulsory primary and secondary education sectors have been facing a more difficult challenge than that faced by Higher Education. The poor or in many cases non-existent technological infrastructure and low technological expertise of the teachers, instructors and parents, make the delivery of virtual education difficult or even impossible. The latter, coupled with phenomena such as social exclusion and digital divide where thousands of households do not have adequate access to broadband Internet, Wi-Fi infrastructure and personal computers hamper the promising and strenuous virtual solutions. The shockwaves of the sudden demands on all sectors of society and on individuals required rapid decisions and actions. We will not attempt to answer the question “Why was the world unprepared for the onslaught of the Coronavirus pandemic” but need to ascertain the level of preparedness and readiness particularly of the education sector, to effect the required rapid transition. We aimed to identify the challenges, and problems faced by the educators and their institutions. Through first-hand experiences we also identify best practices and solutions reached. Thus we constructed a questionnaire to gather our own responses but also experiences from colleagues and members of our environment, family, friends, and colleagues. This paper reports the first-hand experiences and knowledge of 33 co-authors from 27 institutions and from 13 different countries from Europe, Asia, and Africa. The communication technologies and development platforms used are identified; the challenges faced as well as solutions and best practices are reported. The findings are consolidated into the four areas explored i.e. Development Platforms, Communications Technologies, Challenges/Problems and Solutions/Best Practices. The conclusion summarises the findings into emerging themes and similarities. Reflections on the lasting impact of the effect of Coronavirus on education, limitations of study, and indications of future work complete the paper

    An Effective Online Training Strategy for Worship Leaders in Korea

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    A trained worship leader plays a significant role in a modern church\u27s proper worship experience. It is hard to find well-prepared worship leaders, and most local churches need to train those who are or will be leading their worship services. There have been various courses for this purpose by several organizations in Korea. However, these programs have usually been limited to those who are able to attend at a certain time and place set by the organization. Those who do not live in large cities or cannot afford time off during those hours have been excluded from the opportunity to take in-person classes. Recently, the development of information technology continues to expand the opportunity of online education, in which the limitations of traditional education could be alleviated for service recipients without time and space constraints. This project aims to discover a strategy to establish an effective online education program for Korean worship leaders. This research is supported by a review of the literature covering precedent approaches to the essential qualities required of a worship leader and how to educate them properly, by determining how existing worship schools in Korea are attempting online education, and by analyzing the available online tools for worship education. The expected benefit of this project is to provide more opportunities for current and future worship leaders of local churches who have not been able to attend in-person courses to enhance their ability to lead worship by participating in online programs

    GOING 1:1- WRITING POLICY TO SUPPORT THE 21ST CENTURY STUDENT: A POLICY ADVOCACY DOCUMENT

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    In an effort to prepare its graduates with the 21st century skills of problem solving, collaboration, technology savvy, creativity, and information literacy and to close the learning gaps between students who have access to technology and those who don’t, this study proposes that District 123 create a policy to support a 1:1 Chromebook initiative. Using Browder’s needs analysis model, the impact of a 1:1 program is analyzed through the educational, social, political, economic and moral frames (Browder, 1995). It is determined that a 1:1 program can transform teaching and learning by giving equal access to technology, by incorporating student-driven and inquiry-based lessons that challenge students to meaningfully utilize resources outside the classroom walls and contribute their voice to the digital sphere. This transition requires significant human and financial capital, as well as careful planning, professional development, curricular and classroom modifications and thoughtful assessment mechanisms. A proposed budget and an assessment plan is included in the study

    The 4IR and teacher education in South Africa:

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    The 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived

    Towards an engaging and gamified online learning environment - a real case study

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    Currently, remote work is common, and this trend has come to several areas and processes, such as education and teaching. Regarding higher education, universities have several challenges to overcome, the most challenging being transforming teaching to be more digital and engaging. Therefore, TechTeach has arisen as a new teaching paradigm that creates a unique learning environment and satisfies students’ and professors’ expectations. After the success of the b-learning approach, professors created new experiences utilizing an entirely online learning environment following this paradigm. This article shows the work performed through a real case study, explains the strategy used to implement this paradigm, provides students’ opinions, and analyses the results achieved. The results demonstrated that, while the effort was tremendous, the result was beneficial to all. After 208 online hours of classes, 11,173 downloads, 15,224 messages, 200,000 sessions, 3 rescues requests, and 28t cards, 98.15% of the active participants gave it their approval, 96.53% considered this subject equal to or better than the others, and 85% of accepted the gamification system. These results show that a class can be an engaging environment where students can learn and enjoy it regardless of whether it is physical or not.This work has been supported by FCT – Fundação para a Ciência e Tecnologia within the R&D Units Project Scope: UIDB/00319/2020
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