From Field to Virtual: Developing Hybrid-Learning Media of Earthquake and Tsunami Disaster Resilience Strategy of Fishing Village Community in Bandar Lampung

Indonesia is an earthquake and tsunami prone area, therefor, disaster resilience strategy is important for surviving and living. The topic of disaster resilience strategy of earthquake and tsunami and case study at Kangkung village in Bandar Lampung then become a topic of hybrid-learning for students with videos as media. It brings a case study of earthquake and tsunami disaster resilience strategy from field to the class by virtual learning media. The research conducted by mix method of (1) Fieldwork approach; (2) Hybrid-learning media production; and (3) Qualitative approach. Fieldwork conducted by observation and documentation (pictures and movies) of Kangkung fishing village community in Bandar Lampung while qualitative approach conducted by questionnaires and in-depth interview to students of Department of Infrastructure and Environmental Engineering, Soegijapranata Catholic University. The results have been analyzed by scoring method. Several conclusions can be described as: (1) five aspects of attractiveness, delivery, learning atmosphere, understanding, and motivation inflicted, can be applied in scoring method; and (2) hybrid-learning media is very good to implemented to learn disaster resilience strategy of earthquake and tsunami at Kangkung fishing village in Bandar Lampung

Reports to the President

A compilation of annual reports for the 1999-2000 academic year, including a report from the President of the Massachusetts Institute of Technology, as well as reports from the academic and administrative units of the Institute. The reports outline the year's goals, accomplishments, honors and awards, and future plans

Practical approaches to delivering pandemic impacted laboratory teaching

#DryLabsRealScience is a community of practice established to support life science educators with the provision of laboratory-based classes in the face of the COVID-19 pandemic and restricted access to facilities. Four key approaches have emerged from the innovative work shared with the network: videos, simulations, virtual/augmented reality, and datasets, with each having strengths and weaknesses. Each strategy was used pre-COVID and has a sound theoretical underpinning; here, we explore how the pandemic has forced their adaptation and highlight novel utilisation to support student learning in the laboratory environment during the challenges faced by remote and blended teaching

Using Active Learning to Teach Critical and Contextual Studies: One Teaching Plan, Two Experiments, Three Videos.

Since the 1970s, art and design education at UK universities has existedas a divided practice; on the one hand applying active learning in thestudio and on the other hand enforcing passive learning in the lecturetheatre. As a result, art and design students are in their vast majorityreluctant about modules that may require them to think, read and writecritically during their academic studies. This article describes, evaluatesand analyses two individual active learning experiments designed todetermine if it is possible to teach CCS modules in a manner thatencourages student participation. The results reveal that opting foractive learning methods improved academic achievement, encouragedcooperation, and enforced an inclusive classroom. Furthermore, andcontrary to wider perception, the article demonstrates that activelearning methods can be equally beneficial for small-size as well aslarge-size groups