233 research outputs found
What impact do posters have on academic knowledge transfer? A pilot survey on author attitudes and experiences
<p>Abstract</p> <p>Background</p> <p>Research knowledge is commonly facilitated at conferences via oral presentations, poster presentations and workshops. Current literature exploring the efficacy of academic posters is however limited. The purpose of this initial study was to explore the perceptions of academic poster presentation, together with its benefits and limitations as an effective mechanism for academic knowledge transfer and contribute to the available academic data.</p> <p>Methods</p> <p>A survey was distributed to 88 delegates who presented academic posters at two Releasing Research and Enterprise Potential conferences in June 2007 and June 2008 at Bournemouth University. This survey addressed attitude and opinion items, together with their general experiences of poster presentations. Descriptive statistics were performed on the responses.</p> <p>Results</p> <p>A 39% return was achieved with the majority of respondents believing that posters are a good medium for transferring knowledge and a valid form of academic publication. Visual appeal was cited as more influential than subject content, with 94% agreeing that poster imagery is most likely to draw viewer's attention. Respondents also believed that posters must be accompanied by their author in order to effectively communicate the academic content.</p> <p>Conclusion</p> <p>This pilot study is the first to explore perceptions of the academic poster as a medium for knowledge transfer. Given that academic posters rely heavily on visual appeal and direct author interaction, the medium requires greater flexibility in their design to promote effective knowledge transfer. This paper introduces the concept of the IT-based 'MediaPoster' so as to address the issues raised within published literature and subsequently enhance knowledge-transfer within the field of academic medicine.</p
The Vehicle, Fall 1978
Vol. 2, No. 1
Table of Contents
FarewellGregory Manifoldpage 4
Visiting HoursCindy Grocepage 5
The Deer KillerG.L. Bullardpage 6
Identity CrisisCindy Grocepage 9
I ScreamDale Stroheckerpage 11
John RobertLee Martinpage 12
Smiling in WinterNancy Cunninghampage 20
Walt Disney Told Us LiesThomas C. Howellpage 20
LakesideMary McDanielpage 21
Heavy LiteratureTerry Kroenungpage 22
Old FriendsMary McDanielpage 27
A Sunny AfternoonJoan O\u27Connorpage 28
Always TomorrowMary McDanielpage 29
Four SunsetsGregory Manifoldpage 30
Come FreeBob Welshpage 32
Faded PinstripesLee Martinpage 33
WindsongCarolyn Perrypage 38
SilenceSylvia Aldertonpage 39
One More TimeCheri Clousepage 40
Grandfather Was IlliterateCindy Grocepage 41
StonehengeGregory Manifoldpage 43
GabsCheri Clousepage 44
Spindley Bare BranchesJeanne Hansenpage 48
Art
CoverLafayette Wilson
PhotographBill Cochranpage 3
DrawingLafayette Wilsonpage 10
DrawingLafayette Wilsonpage 19
PhotographBill Cochranpage 21
PhotographBarbara Colemanpage 28
DrawingJoyce Bonwellpage 31
PhotographKathy Sanderspage 39
DrawingKathy Sanderspage 42https://thekeep.eiu.edu/vehicle/1035/thumbnail.jp
Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development
Background
Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time.
Methods
This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience.
Results
This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time.
Conclusions
Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning culture to one that embraces an active learning curriculum
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology
Engaging Health Student in Learning Organic Chemistry Reaction Mechanisms Using Short and Snappy Lightboard Videos
Where Science Intersects Pop Culture: An Informal Science Education Outreach Program
Attracting a general audience to STEM topics can be a challenge, and developing engaging and interactive instruction is important for educators in all fields. While many chemical educators have successfully used pop-culture themes to introduce their students to scientific concepts, these encounters are largely limited to formal classroom environments. Inspired by the successes of community science programs such as Science Café and Nerd Nite, science educators from two Nebraska campuses sought to broaden the exposure of their pop-culture themed class lectures, and created the SciPop Talks! program. Now entering its fifth year, this informal educational outreach program has become a model of faculty/librarian partnerships and successful campus outreach. In this article, we discuss the program’s formation, outline its strengths and challenges, and stress the importance of using interactivity to engage with learners. We report on findings from a survey of our attendees, which revealed surprising differences along gender lines. By sharing the motivations, strategies, operational specifics, outcomes, and future goals, we hope that scientists, science educators, outreach coordinators, and librarians will be inspired to launch their own SciPop Talks! programs
Risky Business: Making Active Learning a Reality
Much has been said about the power of active learning as an instructional model. But moving from theory to practice may need some careful thought and timely advice
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