Character Education Learning Model for Elementary School

The world of education at this time faces many challenges in various fields. Education programs at the level of elementary school children are not evenly distributed resulting in the expected results not being maximized. The Law on the National Education System Number 20 of 2003 article 3 states that national education functions to develop capabilities and form dignified national character and civilization in the context of educating the nation's life, aiming at developing the potential of students to become human beings who believe and fear God Almighty. One, having noble character, healthy, knowledgeable, capable, creative, independent and being a democratic and responsible citizen. This study aims to see the effectiveness of the character education learning model applied in elementary schools. The results of field trials found the fact that after trials using the character education learning model for elementary school children were able to facilitate and improve student learning outcomes and could create appropriate and effective learning and motivate students in character learning

Social Learning Analytics in Computer-Supported Collaborative Learning Environments: A Systematic Review of Empirical Studies

Social learning analytics (SLA) is a promising approach for identifying students’ social learning processes in computer-supported collaborative learning (CSCL) environments. To identify the main characteristics of SLA, gaps and future opportunities for this emerging approach, we systematically identified and analyzed 36 SLA-related studies conducted between 2011 and 2020. We focus on SLA implementation and methodological characteristics, educational focus, and the studies’ theoretical perspectives. The results show the predominance of SLA in formal and fully online settings with social network analysis (SNA) a dominant analytical technique. Most SLA studies aimed to understand students’ learning processes and applied the social constructivist perspective as a lens to interpret students’ learning behaviors. However, (i) few studies involve teachers in developing SLA tools, and rarely share SLA visualizations with teachers to support teaching decisions; (ii) some SLA studies are atheoretical; and (iii) the number of SLA studies integrating more than one analytical approach remains limited. Moreover, (iv) few studies leveraged innovative network approaches (e.g., epistemic network analysis, multimodal network analysis), and (v) studies rarely focused on temporal patterns of students’ interactions to assess how students’ social and knowledge networks evolve over time. Based on the findings and the gaps identified, we present methodological, theoretical and practical recommendations for conducting research and creating tools that can advance the field of SLA

Digitale Ansätze für die interprofessionelle Lehre in der medizinischen Ausbildung. Wie interprofessionelle Kollaboration und Wissensrezeption durch deren Darstellung in digitalen Lehrformaten unterstützt werden kann. Eine empirische Analyse.

Zusammenfassung Aufgrund zunehmender Komplexität und Spezialisierung des Gesundheitssystems werden interprofessionelle Ausbildungsansätze, bei denen Lernende durch Vertreter verschiedener Professionen unterrichtet werden, immer wichtiger. Durch diese können neben der Wissensvermittlung auch Kompetenzen gefördert werden, die eine erfolgreiche interprofessionelle Zusammenarbeit ermöglichen. Bislang werden die Potentiale interprofessioneller Ausbildung jedoch kaum ausgeschöpft, da sie schwierig in bestehende Curricula zu implementieren sind. Eine niedrigschwellige Möglichkeit, interprofessionelle Kompetenzen anwendungsorientiert zu vermitteln, bieten onlinegestützte interprofessionelle Lehransätze. Im Rahmen dieser Dissertation wurden anhand eines Literaturreviews wichtige Aspekte und Gestaltungsrichtlinien herausgearbeitet, an denen sich interprofessionelle Lehransätze orientieren können. Dabei wurde deutlich, dass die realitätsnahe modellhafte Darstellung interprofessioneller Kollaboration einen vielversprechenden Ansatz für die Förderung Interprofessionellen Verhaltens und darüber hinaus auch für die Wissensvermittlung bietet. Anhand von drei experimentellen Studien wurde der Einfluss verschiedener Aspekte bei der Gestaltung von interprofessionellem Videomaterial untersucht. In den Studien zeigte sich, dass Videos, die interprofessionelle Wissensinhalte in einem realitätsnahen und praxisorientierten Zusammenhang präsentierten als verständlicher, nachvollziehbarer und auch unterhaltsamer wahrgenommen wurden. Eine Interprofessionelle Darstellung motivierte dabei die Lernenden zu interprofessionellem Handeln und half ihnen, die Kompetenzen beteiligter Professionen besser einzuschätzen. Ebenso zeigten sich durch die realitätsnahe Darstellung Vorteile bei der Vermittlung von Wissensinhalten. Lernende konnten bei der Darstellung von interprofessionellen Inhalten sich verstärkt Wissen aus den ihnen unbekannten Wissensbereichen aneignen. Die Ergebnisse der Dissertation zeigen, dass die Darstellung von interprofessioneller Zusammenarbeit in einem Lehrvideo ein vielversprechender und relativ einfach zu handhabender Ansatz ist, um das Bewusstsein für interprofessionelle Arbeitssituationen in der Ausbildung von medizinischen Berufen zu schärfen und relevantes Wissen an Lernende verschiedenen Professionen zu vermitteln.Summary Due to the increasing complexity and specialization of the healthcare system, interprofessional education approaches, where experts from different professions are teaching together, are becoming increasingly important. In addition to their ability for knowledge transfer, these interprofessional education approaches can also promote competencies that enable successful interprofessional collaboration. However, the potentials of interprofessional education have hardly been used to their full promises since they are difficult to implement in existing curricula. A low-threshold possibility to teach interprofessional competencies in an application-oriented way is offered by online-based interprofessional teaching approaches. In the context of this dissertation, a literature review was conducted to identify important aspects and design guidelines that can guide interprofessional education approaches. It became clear that a realistic and model-like representation of interprofessional collaboration offers a promising approach for the promotion of interprofessional behavior and furthermore for the transfer of knowledge. Three experimental studies were used to investigate the influence of different aspects in the design of interprofessional videos. The studies showed that videos presenting interprofessional knowledge content in a realistic and practice-oriented context were perceived as more comprehensible, conceivable, and entertaining than the presentation in classical lecture settings. An interprofessional presentation motivated learners to act interprofessionally and further helped them to better understand the competencies of the professions involved in comparison to a monoprofessional presentation. Similarly, the realistic presentation showed advantages in conveying knowledge content. Learners were able to acquire more knowledge from the knowledge areas they were unfamiliar with when interprofessional content was presented. The results of the dissertation show that the depiction of interprofessional collaboration in instructional videos is a promising and relatively easy-to-use approach to raise awareness for interprofessional work situations in the education of medical professions and to provide relevant knowledge for healthcare students.