Teaching to Learn: iPads as Tools for Transforming Physics Student Roles

Students who serve as Learning Assistants (LAs) and have the opportunity to teach the content they are learning, while also studying effective teaching pedagogy, have demonstrated achievement gains in advanced content courses and positive shifts in attitudes about learning science [V. Otero, S. Pollock & N. Finkelstein, Amer J Physics 78, 11 (2010)]. Although the LA experience is also valuable for high school students, the tight schedule and credit requirements of advanced high school students limit opportunities for implementing traditional LA programs at the high school level. In order to provide high school physics students with an LA-like experience, iPads were used as tools for students to synthesize screencast video tutorials for students to access, review and evaluate. The iPads were utilized in a one-to-one tablet-to-student environment throughout the course of an entire school year. This research investigates the impact of a one-to-one iPad environment and the use of iPads to create teaching-to-learn (TtL) experiences on student agency and attitudes toward learning science. Project funded by NSF grant # DUE 934921.Comment: Proc. 2013 Physics Education Research Conference. AIP Pres

Using Student Roles During Group Supervision To Assess Counselor Dispositions

The purpose of this article is to present the use of student roles during group supervision in an online master\u27s program to assess counselor dispositions and CACREP Standards. Counselor dispositions are considered an aspect of counselor competence and will be explored through a model of dispositional values and the application of student roles in group supervision. The possibility of future qualitative and quantitative studies regarding student roles in group supervision will provide a wealth of information for consideration in group supervision

COVID-19 in 2020: Defining Medical Student Roles During the Pandemic

Introduction: The COVID-19 pandemic has unequivocally disrupted medical education. Medical students have been removed from clinical rotations despite continued desire to participate in patient care during the pandemic. Many medical schools are adopting online learning while the COVID-19 pandemic continues, but the role of medical students in patient care and value of COVID-19-related education remains unclear. Methods: Rising third and fourth year medical students were placed in a 4-week long curriculum designed to prepare students for leadership during times of crisis, to educate students about COVID-19, to understand the societal and public health impacts of the pandemic, to develop tools to maintain personal wellness and resilience, and to engage students in activities related to service, education, research, and reflection. Students partook in didactic sessions, small group meetings, and weekly written reflections. The course heavily emphasized service opportunities, including service to patients, humanity (via communication and education, art and creativity, and scholarship), and self and peers. Following course completion, students answered a pre-post survey to gauge how effectively the course achieved the aforementioned educational objectives. Results: Of the 245 students who participated in the course, 41 students completed the pre-post survey. The course successfully increased student confidence in how students can personally contribute to patient care during COVID-19 (p =0.006). While no additional student attitudes significantly changed, students continued to highly rank a desire to contribute to patient care despite risks to themselves and their families. Discussion: The course gave students the tools to directly impact patient care during the pandemic and demonstrated that medical students have a strong commitment to their communities likely from an intrinsic sense of altruism and calling

Leadership in english as a foreign language classroom: Teacher and student roles

El liderazgo educativo es el proceso de guiar los talentos y las energías de los docentes, los alumnos y todos los miembros de la comunidad educativa hacia el logro de objetivos comunes. Los docentes solían pensar que eran los únicos responsables del aprendizaje de los alumnos. Sin embargo, se han dado cuenta de que los estudiantes son cada vez más conscientes de su propio aprendizaje. El objetivo de este estudio es analizar cómo se ha implementado el liderazgo educativo compartido en las clases de inglés como lengua extranjera. Tradicionalmente, los profesores de idiomas seguían métodos muy teóricos y se consideraban los únicos líderes. Afortunadamente, esta idea ha terminado. Hoy en día, los estudiantes se vuelven cada vez más activos en el aula y, por lo tanto, lideran su propio proceso de aprendizaje. Se revisarán métodos y enfoques de enseñanza para determinar las funciones de los docentes y los estudiantes. Los resultados muestran que todavía hay algunas metodologías centradas en el profesor, pero los alumnos son el centro de prácticas innovadoras en el aula y, por lo tanto, el proceso de enseñanza y aprendizaje ha mejoradoEducational leadership is the process of enlisting and guiding the talents and energies of teachers, pupils and all members of the educative community towards achieving common educational aims. Teachers used to think they were the only ones responsible for student learning. However, they have come to realise students are more and more reliable for their own learning as well. The aim of this study is to analyse how the shared educational leadership has been implemented in those classrooms of English as a Foreign Language. Traditionally, language teachers followed very theoretical methods and they were considered the lone instructional leaders. Fortunately, this idea is over. Nowadays, learners are becoming more and more active in the classroom and, therefore, they are leading their own learning process. Teaching methods and approaches will be revised in order to determine the roles of teachers and students. Results show there are still some teachercentered methodologies but learners are the focus of innovative classroom practices and, thus, the teaching and learning process has improve

What is it like to learn and participate in rhizomatic MOOCs? a collaborative autoethnography of #RHIZO14

In January 2014, we participated in a connectivist-style massive open online course (cMOOC) called "Rhizomatic Learning – The community is the curriculum" (#rhizo14). In rhizomatic learning, teacher and student roles are radically restructured. Course content and value come mostly from students; the teacher, at most, is a curator who provides a starting point and guidance and sometimes participates as a learner. Early on, we felt that we were in a unique learning experience that we wanted to capture in writing. Explaining #rhizo14 to others without the benefit of traditional processes, practices, roles, or structures, however, presented a challenge. We invited participants to contribute narratives to a collaborative autoethnography (CAE), which comprises an assortment of collaborative Google Docs, blog posts by individuals, and comments on those documents and posts. This strategy afforded insight into what many participants found to be a most engaging course and what for some was a transformative experience. In discussing the findings from the CAE, our intent is to benefit others interested in rhizomatic learning spaces such as cMOOCs. This authoethnography specifically addresses gaps both in the understanding of the learner experience in cMOOCs and in the nature of rhizomatic learning

Observational experiential learning facilitated by debriefing for meaningful learning : exploring student roles in simulation

Indiana University-Purdue University Indianapolis (IUPUI)Simulation is an educational strategy used in prelicensure nursing education that has been demonstrated to effectively replace selected clinical experiences. Simulation experiences may include the use of differing roles including the active participant, who makes decisions during the simulation and the passive observer, who watches the simulation unfold. There is a lack of rigorous research testing whether students in the passive observer role during simulations demonstrate and retain knowledge similarly to those in active participant roles. In addition, differences in knowledge applied to a contextually similar case between those who actively participate and passively observe have not been studied. The purpose of this study was to explore the relationship between nursing student’s roles in simulation and cognitive knowledge demonstration, retention, and application about two contextually similar cases of respiratory distress. An experimental, pretest-multiple posttest, repeated measures study was conducted with a convenience sample of 119 baccalaureate prelicensure nursing students from a large multi-campus Southwestern university. Two knowledge instruments were administered throughout different stages of the simulation and four weeks later. Associations between role in simulation and scores on the knowledge instruments were examined using t-tests and mixed repeated measures-analysis of variance. Of the 59 active participants and 60 observers, there were no significant differences in knowledge demonstrated or retained after simulation, after debriefing, or four weeks later. Additionally, there were no significant differences in knowledge demonstrated when applied to a contextually similar case after debriefing or four weeks later between active participant and observer. Future research is needed to examine these relationships in larger and more diverse samples and different contextual clinical situations in simulation. These results will contribute to the further testing and implementation of using observation as a strategy for teaching and learning with simulation for nursing and health professions education

Öğretmen Adaylarının İlköğretim Matematik Programında Vurgulanan Öğrenci Rolleri Üzerine Fark Ettikleri Noktalar: Video Örnek Olay Kullanımı

The purpose of this qualitative case study was to examine what prospective mathematics teachers noticed with respect to the student roles underlined in the elementary mathematics program when video-case based pedagogy was employed in teacher education. The theoretical framework employed in this study was Learning to Notice framework developed by van Es and Sherin (2002). The data was collected through reflection papers and interviews from 15 senior prospective teachers enrolled at a large state university. The findings indicated that prospective teachers could notice several issues related to student roles underlined in the elementary mathematics program when they were provided with a learning environment to analyze real mathematics classrooms.Bu nitel çalışmanın amacı, öğretmen eğitiminde video örnek olay kullanımı neticesinde, matematik öğretmen adaylarının ilköğretim matematik programında vurgulanan öğrenci rolleri üzerine fark ettikleri noktaları incelemektir. Çalışmada teorik çerçeve olarak van Es ve Sherin (2002) tarafından geliştirilmiş olan Fark Etme Teorisi’nden yararlanılmıştır. Veriler, büyük bir devlet üniversitesinde öğrenim görmekte olan 15 son sınıf matematik öğretmen adayından yazılı yansıtıcı görüşler ve mülakatlar neticesinde toplanmıştır. Bulgular, öğretmen adaylarının gerçek matematik sınıf ortamlarını analiz etme şansı yakaladıklarında, ilköğretim matematik programında vurgulanan öğrenci rollerine yönelik çeşitli noktaları fark edebildiklerini göstermiştir

Centralisation of assessment: meeting the challenges of multi-year team projects in information systems education

This paper focuses on the difficulties of assessing multi-year team projects, in which a team of students drawn from all three years of a full-time degree course works on a problem with and for a real-life organization. Although potential solutions to the problem of assessing team projects may be context-dependent, we believe that discussing these in our paper will allow readers to relate to their teaching cases and increase the general appreciation of team project related work. Findings discussed in this paper are based on the first cycle of action research in relation to an existing multi-year team project scheme. Based on the interpretivist perspective, this work draws on data from staff and student focus groups, semi structured interviews and surveys. Team project clients were also asked to comment on their experiences and the way they would like team projects to be improved in the future. Since issues affecting the success of team projects are quite closely inter-related, a systemic view is adopted rather than analysis of a single issue in isolation. Overall there is a feeling that multi-year team projects are a good idea in theory but can be challenging to implement in practice. It is argued that the main areas of concern are the assessment process, the dilemmas and tensions that it can introduce, and the related inconsistencies in stakeholder involvement, which can compromise the learning experience if not handled well. We believe that the assessment process holds the key to a successful learning experience in team project work

A Developmental Model of Research Mentoring

We studied mentoring relationships between undergraduate and graduate students in a summer undergraduate research program, over three years. Using a grounded theory approach, we created a model of research mentoring that describes how the roles of the mentor and the student can change. Whereas previous models of research mentoring ignored student roles and treated mentor roles as static, our model focuses on the development of the mentoring relationship over time. Our model explains how conflicts can occur if the mentor role does not match the maturity level of the student